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Rationale:
Allegory can be a very hard concept to grasp and the best way to guide students
towards understanding is to expose them to a wide variety of different genres of
allegoryclassical and modern. Many people use allegory to understand politics,
the economy, ethics, etc. Allegory has two different levels of meaning that
students are already familiar withliteral and figurative. There are also many
different types of allegory, such as fables and parables and allegory is present all
around us in movies, on posters, in childrens rhymes, music, comedy, and many
other types of genre. For this reason students should be learn about allegory and
how to interpret it.
Allegorical literature is meant to teach a moralistic lesson or comment on a
specific time in history (past and present) that may be difficult to understand.
Furthermore, allegory allows the author to express themselves and their opinions
through a creative medium.
Guided Concepts:
Students will understand the purpose and use of allegory and be able to
recognize different types of allegorical literature. They will be able to move
beyond the literal meaning of a textallegorical in nature or notand provide a
constructive oral or written response that represents their understanding of the
figurative meaning. Students will also be able to explore the authors purpose for
writing the allegorical literature and specifically suggest relevant reasons for the
authors intentions.

George Orwells Animal Farm

Orwell, G. (1946). Animal farm. New
York, NY: Signet Classics.
Level: 9th-12th
Dystopian Animal Fable (Satirical Fiction)

George Orwells Animal Farm is a satirical

fable written in 1946 to target Stalinist
Russia and allegorize the evolution from
revolution against tyranny to a
totalitarianism just as terrible. This novel
prompts political, as well as ethical,
discussions and will prompt students to
reflect and comment on their own beliefs
and understanding of their countrys
political standing.
Suggested Use: The novel should be the
centerpiece of the unit. It could be read together
as a class or with book groups. Either way, the
whole group discussion should be spent on the
novel itself and its allegorical features. Students
should be able to specifically recognize, note, and
discuss the allegorical features that are presented
to them during class. They should be able to relate
the historical connection (the underlining
figurative meaning, to the representation of the
animalistic behaviors present in mankind, the
literal meaning.

Platos Allegory of the Cave

Kreis, S. (2000). Plato, the allegory of the
cave [PDF document]. Retrieved from
The History Guide Online web site
http://www.historyguide.org
/intellect/
allegory.html
th
th
Level: 11 -12
Fiction (philosophy)

Suggested Use: Platos philosophical writing

will be used as an introductory device for
more advanced readers in which the students
can explore their understanding of allegory.
The text can be used for paired- or group
reading that is guided by the teacher.
Students discuss the significance of literal and
figurative meaning within literary works (they
should be able to distinguish the difference
between the two). They should also be able to
relate the purpose of understanding Platos
allegory to the allegory present in the
literature that they are exploring in class.

This philosophical theory of allegory is

explained through a fictional dialogue
between Socrates, Platos teacher, and
Platos brother, Glaucon. Plato uses this
dialogue to allegorize the nature of
education and the repercussions of the
lack of education, but he also emphasizes
the importance of seeing the light or
becoming educated. The dialogue is the
allegory and the message is underneath.
Plato uses allegory to explain allegory
where the sun is a metaphor for
knowledgethe fire in the cave is the
illusion of the sun and the sun is the
reality. He explains the importance of
recognizing the illusion and, ultimately,
he is attempting to justify the purpose of
having philosophers.

Dr. Seusss The

Sneetches

Seuss, T. (1961). The sneetches and other

stories. New York, NY:Random House.
Level: All
Childrens Fiction

The Sneetches is a story about two groups of

creatures who are separated by whether or not
they have stars on their bellies or notthe starbellies think that they are better than the other
because they are different. It has been argued
that this story teaches a lesson to show that race
and ethnicity should not separate people and
that we can all liver together peacefully despite
our differences.
Suggested Use: Dr. Seuss's, Sneetches, can be
used as a simple introductory device for students
who are not highly proficient readers, It can also
be used during a group activity to further explore
different uses of allegory. Through teacher
guidance and thorough instruction, the students
will be able to explain the literal and figurative
interpretation behind the story.

Ring Around a
RosieChildrens
Rhyme

Kubler, A. (2003). Ring around a rosie.

Swindon, UK: Childs Play International
Ltd.
Level: All
Nursery Rhyme (Fiction)
This book is a very well-known childrens rhyme, Ring Around the Rosie that many
children should be very familiar with and will be able to relate to. Although it is not
discussed in this book (obviously), the rhyme refers to a very particular and infamous
period in historythe Black Plague. Although this picture book is not that fascinating,
the students would probably enjoy learning about the dark history behind this
playground rhyme. Furthermore, the rhyme will, once again, show that allegory is
present in all types of genre. The allegorical elements in this short rhyme hide a very
important and devastating part of history.
The most important thing that should be emphasized when using this rhyme is the
history and the allegorical elements. Furthermore, this short rhyme is easily readable
for all students. There are many other rhymes that can be used in place of this oneit
would all depend on preference.

Humpty Dumpty

Gustafson, S. (2007). Favorite nursery

rhyme from mother goose. Seymour,
CT:
Greenwich Workshop Press.
Level: All Humpty Dumpty
Nursery Rhyme (Fiction)

Many other useful rhymes that contain allegorical

elements. Mother Goose provides a wide variety
of rhymes that have a touch of history in it.
However, not all of them have allegory. As an
example, Humpty Dumpty originated from the
Richard III of Englandrecorded in the Tudor
histories in reference to his defeat at Bosworth
Field. Furthermore, many believe that the Humpty
from the rhyme was not originally an egg (that
was added over the years). The rhyme may also
originate from Shakespeare when he refers to
Richard III as a hunchback.
The rhymes that have allegorical elements could
be divided among groups along with an article or
text selection from a history book that provides
information about the origins of the rhymes.

The Lego Movie

as Cultural Allegory
by Ben Schneider

B Schneider. (2014, May 25). The lego

movie as cultural allegory [Web log
post]. Retrieved from
http://dailytrojan.com/2014/02/25/the-lego
-movie-as-cultural-allegory/
Level: 6th or higher
Non-fiction

Schneiders article from a popular college

forum-like website called the Daily Trojan,
discusses the 2014 blockbuster movie Lego
Movie. The article emphasizes the movies
characters and plot line and how it
allegorizes many of societys popular
culture, as well as other well-known cultural
references. The great thing about this text is
that students will most likely be familiar
with the movie and may also understand
many of the cultural references being
allegorized in the movie. If not, then the
teacher will need to help them recognize
them and understand the connection.

Aesops Fables
Daily, D. (2007). The classic treasury of
Aesop's fables. Philadelphia, PA: Running
Press.
Level: 3rd or higher

Fiction

Allegories are not limited to historical context.

Just like Platos allegory, they can also teach
lessonsthis is means that fables can also be
allegories. Students need to be exposed to all
forms of allegory and recognize that fables are
allegories. The fables could be distributed
among groups of students and they could be
asked to interpret the meaning of the fable
(the lesson) and discuss what makes it an
allegory. In order for this to be used properly
and in a meaningful manner, the teacher
needs to ensure that she has completely
explained allegory.

As You Like It: A Meal for

the Ages
Hanna, D. (2011). As you like it menu
[Web
blog post]. Retrieved from
http://www.shakespeareances.com/shakes
Level: 8th or higher Fiction
pearecure/As_You_Like_It-menu.html

Dawn D. Hanna designs recipes

according to Shakespeares descriptions
of his characters. Its a stretch, but she
uses allegorical elements to create
these actual recipes. She invites
students to explore and decipher the
figurative meaning by giving them
literal meaning. She shows students
that it is possible to derive meaning
from literature by creating your own
interpretations. Furthermore, she invites
students to explore their own abilities
to create allegories that will guide them
to develop their thinking.

Room 237

Kirk, T. (Producer), & Ascher, R. (Director).

(2012). Room 237 [Documentary].
USA:
Highland Park Classics.
This documentary journeys through the
many theories behind the inspirations for
many of Stanley Kubricks films and
specifically focuses on The Shining. The
most popular theory is that he, Kubrick,
was allegorizing the Holocaust. It is very
likely that many students have not even
heard of The Shining, but it is likely that
they have heard of the Holocaust (if not
this would be a great time to introduce it).
Even though they may not have seen the
movie, the documentary does a wonderful
job at explaining and the students would
simply needs to get the gist of things. The
main focus should simply be to show
students that the many ways that
allegory can be used and is used in
literature, as well as other genres.

5 Great Short Stories that Double as Allegories

by Larry Lessig
Lessig, L. (2013, April 3). 5 great short stories that double as allegories [Web blog
video]. Retrieved from
http://blog.ted.com/2013/04/03/5-great-stories-with-double-lives-as-allegories/

This video blog was selected from the ever-popular TED seminar series. Larry Lessig is a
professor of law at Harvard, an American academic, and political activist. In this episode, Lessig
is trying to explain how politics is corrupted and how this corruption is contributing to our
countrys failing economy. In order to ensure that everyone understands what he is going to be
discussing, he opens with a story about a fictional country called Lesterland, which of course
represents America. This video would be great for modeling for students how you can use
allegory to help others understand something that may otherwise be difficult to understand. In
this situation, Lessig was explaining how certain elections are conducted--many people may
have difficulty understanding especially if they were not familiar with how things work in politics
or the technical terms that go along with it.

Picassos Guernica (1937)

Art History at Khan Academy. (2009, July
18).
Picasso, guernica, 1937 [Video file].
Retrieved from
https://www.youtube.com/watch?v=K1_qjc4
SQlk

Diego Riveras Mexico Today and Tomorrow

Rivera, D. (1935). Mexico Today and
Tomorrow
[Photograph]. Retrieved from
http://www.google.com/

Picasso painted Guernica in response to the bombing of Guernica, a village in

northern Spain, that occurred in 1937 during the Spanish Civil War. Rivera created
a mural in order to present his vision of the present and future of Mexico. The
mural goes form chaos to greed and the failure of the system. He even included
Karl Marx pointing the way to peace. Both artists were able to allegorize a piece of
history through the different shapes, objects, and images (of people) he chose to
use. Many of the figures also represent two paintings provide the opportunity for
students to discuss how allegory may play a very important role in the
interpretation of the paintings themselves. Furthermore, the teacher is given the
opportunity to stress the importance of background knowledge and it also
incorporates the fine arts which is what students need to become more cultured.

Where Have All the

Flowers Gone? by
Pete Seeger

Seeger, P. (1955). Where have all the flowers

gone?. On Where have all the flowers gone [CD].
New York, NY: Columbia Records 45. (1964).
https://www.youtube.com/watch?v=T1tqtvxG8O4

In the 1960s the song was used as a war protest song (the war did not inspire the song)
for the Vietnam War in which all of the soldiers were drafted into the war against their
will. Also there were so many young men killed in the war, so of course all of the flowers
were gone because of the fact that the girls picked them because they need to place
them on the graves of the fallen soldiers. However, there is also the thought that maybe
the flowers represent the soldiers absence. The former is most likely the closest. Almost
all students love music and it also gives them a break from reading, although the
teacher should distribute a copy of the lyrics. The students have the opportunity to
listen to the song, read the lyrics, and then apply their own interpretation to the song by
having a group discussion or writing a response in which they also state how the song
could be an allegory. They do not have to be correct, but the teacher would be able to
check to see if the students are grasping the concept behind allegory.

James Camerons
Avatar (2009)

Eddlem, T. R. (2009, Dec. 21). Avatar: a

visually stunning and perfect historical allegory.
Retrieved from
http://www.thenewamerican.com/reviews/movies/item/
6496-avatar-a-visually-stunning-and-perfect-histor
ical-allegory

Many students would be vaguely familiar, if not very familiar, with the movie
and its plot line. The teacher could activate students prior knowledge by
showing pictures from the movie and asking the students if they recognize
them. Most likely they will say yes and the teacher could then have them read
the article. However, before reading the article, the teacher would ask the
students to think about the term allegory and what it meanshopefully by the
time this is introduced they will have an understanding of what it is. Then the
teacher could have them think about any connections (text-text, text-self, textworld) they could possibly make to the movie (this may even be a great time to
use a K-W-L Plus chart). After they read the article, they would be able to discuss
the connections and how the movie is in fact a historical allegory for the effects
that colonization had on the Native Americans.