As I noted in another blog post, there are so many texts we can pair with The Great Gatsby. Text pairings are a must to deepen students’ understanding and engagement with the novel’s themes of wealth, identity society. In this blog post, we’ll explore three texts to pair with Fitzgerald’s masterpiece: Langston Hughes’ “Advertisement for the Waldorf Astoria,” O. Henry’s “Mammon and the Archer,” and T.S. Eliot’s “The Love Song of J. Alfred Prufrock.” Check the end for an incredible performance of “Beale Street Blues” that you absolutely MUST share with your students in Chapter 8!
Langston Hughes’ “Advertisement for the Waldorf Astoria”
The Waldorf Astoria may not exactly be The Plaza Hotel, but students can’t help but make the connection. Hughes’ poem provides a harsh contrast to the opulence depicted in the novel. Pairing The Great Gatsby with Hughes’ poem reveals a satire of the illusion of the American Dream, particularly for African Americans. I always use this poem to bridge the gap between the novel’s depiction of Tom’s lifestyle with the degradation of the Valley of Ashes.
Hughes’ line “So when you’ve no place else to go, homeless and hungry / ones, choose the Waldorf as a background for your rags” makes us wonder about the hot struggles of the marginalized while Gatsby and Tom bicker away about Daisy in Chapter 7.
By juxtaposing luxury with the reality of racial inequality, Hughes challenges our assumptions and makes immediate the ironic imagery present under the surface of Fitzgerald’s novel. This pairing encourages students to analyze the societal implications of wealth and privilege, fostering discussions about race, class, and access to opportunity.
O. Henry’s “Mammon and the Archer”
In this short story, O. Henry poses the ultimate question: what wins out in the end, true love or money? Predating The Great Gatsby by a decade or more, O. Henry’s short story is the perfect introduction to conflict between New Money and Old Money. Having made his fortune in soap, Anthony Rockwall knows that he is unwelcome in the richest neighborhood in town. His neighbor G. Van Schuylight Suffolk-Jones, whose many names suggest his inherited wealth, despises the newly moneyed Rockwall.
Meanwhile Anthony’s son Richard is sick with love, but fears that Miss Lantry, a fine lady, won’t have him. Through an elaborate showing of wealth, Anthony makes a marriage match, leaving his son to believe it was true love all along. Students love this ironically humorous story. Teaching it ahead of The Great Gatsby clarifies so many points about social class. The text and activities for the story are available on my TPT store!
T.S. Eliot’s “The Love Song of J. Alfred Prufrock”
Eliot’s modernist poem offers a introspective exploration of identity, alienation, and societal disillusionment – themes that resonate deeply with the characters in “The Great Gatsby.” Both works capture the sense of disillusionment and existential angst prevalent in the aftermath of World War I. Nick’s restlessness and Gatsby’s “main character syndrome” are excellent counterpoints to Prufrock’s own self-loathing.
By juxtaposing Gatsby’s grandiose facade with Prufrock’s introspective musings, students can delve into questions of authenticity, self-perception, and the search for meaning in a rapidly changing world. This pairing encourages students to analyze the psychological complexities of the characters in both texts, deepening their understanding of the human condition and the pursuit of happiness.
By pairing this poem with the novel, you can conclude with a great question: how similar are Gatsby and Prufrock? My students have long enjoyed debating whether Gatsby is Hamlet or an attendant lord. The mermaids do not sing to Prufrock. Did they sing to Gatsby if only briefly? For the text of the poem with embedded poetic questions take a look at my lesson available on my TPT store.
Final Thoughts
Pairing The Great Gatsby alongside these texts not only enhances students’ literary appreciation, but also encourages them to critically engage with timeless themes that remain relevant in today’s society. Our curriculums only improve when we teach the classics and demonstrate to students how themes and thought develop over decades among different groups and classes of people. Also please enjoy Canadian Brass’s performance of Beale Street Blues. The perfect song to wind down from the tragedy in Chapter 8. I hope your students enjoy these text pairings!
