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T e a c h e r’s n o t e s
Gone with the Wind:
Part 1
by Margaret Mitchell
S U M M A R Y
one with the Wind, first published in 1936, is one
G of the most powerful historical novels ever written.
It is set against the background of the American
Civil War of 1861–65, and the ‘reconstruction’ period in
the defeated southern states after it.
America’s Civil War, the most destructive war in its
history, was a battle between two ways of life. The
economy of the southern states was largely based around
cotton and an old colonial style of life. White families
owned vast plantations, which were worked by black
slaves, and lived life according to the old European,
aristocratic values. The northern states were much more
industrial and democratic. Many had already made
slavery illegal, but there was a growing move to abolish it
throughout the entire United States. The South felt this as
a threat, and eleven states decided to withdraw from the
Union and create, in 1861, an independent country called
the Confederate States of America. This led to war when
the North decided to fight to keep the Union.
At first the war went well for the Confederacy (the
South), which won battles in Virginia through to 1863. But
after the Battle of Gettysburg, in Pennsylvania, in July
1863, the much less powerful Southern forces had to
retreat. The Union (the North) general William Sherman
began his march through the South, deliberately
destroying everything in his path. The Battle of Atlanta, in
Georgia, in 1864, was one of the hardest-fought battles of
the war, and resulted in a fire which destroyed a large part
of the city. In April 1865, the South surrendered.
Margaret Mitchell’s novel follows the lives of four main
characters through all these events. The heroine, Scarlett
O’Hara, the fiery, irresistibly attractive child of a rich
plantation family, is in love with gentlemanly, handsome
Ashley Wilkes, and certain that he is in love with her. When
she learns that he is to marry Melanie Hamilton, a kind,
warm-hearted girl, she is shattered. She will try anything
to win him back, or at least get near him. The war begins,
Ashley goes off to fight, and she must use all her strength
and intelligence simply to survive. But she can never
forget Ashley, even as her friendship with Melanie grows.
In the meantime, Rhett Butler steps on to the scene. Dark,
hot-blooded and outrageous, Rhett seems to see right
through her ...
ABOUT MARGARET MITCHELL
The author of Gone with the Wind was born in 1900, in
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INTERMEDIATE
Atlanta, Georgia. Her great grandfather on her mother’s
side had owned a large plantation before the Civil War, but
Margaret’s own parents were relatively ordinary middle-
class Atlantans.
In her teenage years and early twenties, Margaret was
socially daring, wearing the short skirts and short
hairstyles that had begun to symbolize the new, more
independent woman. She drank, smoked, flirted with men
and told stories in colourful language - all of which was
shocking behaviour for a southern middle-class woman of
the time.
She grew up listening to stories about the Old South
and the Civil War. Her grandmother was a fiery woman
who had been born on a plantation, and her husband had
fought for the southern ‘Cause’. Added to her
grandmother’s stories were those of all her other relatives
and their friends who had survived the war, and these
tales became the basis of Margaret’s life-long fascination
with the Civil War and Georgia’s part in it.
She also loved writing and story-telling from a very early
age, and began to dream of being a writer. However, her
mother wanted her to train as a doctor, and she attended
college to prepare for this – but only until her mother’s
death in 1919. Feeling released from her mother’s plans,
she went home to look after her father, who had suffered
a nervous breakdown at the loss of his wife. But she
became bored at home and met and married, in 1922,
Red Upshaw, a dominating man with an air of danger
about him. The marriage only lasted a few months, as
Upshaw turned out to be violent and alcoholic, and soon
after their separation Margaret found a job with a local
magazine.
By the time she left the magazine in 1926, she was
writing historical articles for her editor. Meanwhile, she
had married John Marsh, a steady, quiet man who
encouraged her to write. She had written short stories in
her spare time while working, but now she turned to a
novel. She made one attempt that she was not happy
with, and then had a car accident. Unable to walk while
her injuries healed, she began to write again. This time, in
1927, she was writing the novel that was to become Gone
with the Wind.
Eight years later, Mitchell had written 600,000 words,
but did not consider that she had a finished novel. She
had written it partly for her own amusement, and was very
unsure about its suitability for publication.
In the 1930s, an editor from the publishing company

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Macmillan came to Atlanta looking for manuscripts. A
friend told him about Margaret Mitchell’s novel in
progress, and he went to see her. At first she denied that
she had a book at all, but finally gave him what she had
written. Macmillan knew that more work was needed, but
also knew that they had a unique book. A year later, it was
published, and became a bestseller overnight. It sold
more than a million copies in its first year of publication,
and Margaret Mitchell, to her astonishment, was soon the
best-selling American novelist of all time.
The authoress, however, was so unprepared for the huge
success of her novel that it brought her as much
unhappiness as satisfaction. She had to go into hiding to
escape all the people who wanted to meet her. The last
few months before the publication of the novel had been
exhausting for her – she had worked so hard that she had
almost lost her sight. As a result she had sworn she would
never write another book. The effects of her sudden fame
made her more sure of it, and Gone with the Wind
remained the only novel she ever wrote. She died tragically
– she was hit by a speeding car in Atlanta, in 1949.
Communicative activities
The following teacher-led activities cover the same
sections of text as the exercises at the back of the reader,
and supplement those exercises. Further supplementar y
exercises, covering shorter sections of the book, can be
found on the photocopiable Student’s Activities pages of
this Factsheet. These are primarily for use with class
readers, but with the exception of pair/groupwork
questions, can also be used by students working alone in
a self-access centre.
ACTIVITIES BEFORE READING THE BOOK
1 Put students into small groups. Ask them to discuss
the following:
(a) What do you know about the American Civil War?
Who was it between? What was it about?
(b) How would it feel to be the following people at the
time of the Civil War:
a plantation worker? a plantation owner?
Then have a whole-class feedback session. Write key
notes about the Civil War on the board. If students do not
know about the Civil War, give them information (see
Summary on page one of this Factsheet).
2 Bring in a map of the USA. Point out where Atlanta,
Georgia (where the story is set) and Washington DC
are. Encourage students to use a map as they read.
ACTIVITIES AFTER READING A SECTION
Chapters 1–2
Put students into pairs. Ask them to read again Scarlett’s
conversation with her father (pages 5 to 6). They then
role-play their conversation.
Chapters 3–4
Put students into pairs. Ask them to discuss these
questions:
(a) Are Scarlett and Rhett similar in any ways? If so, what
ways?
(b) Do you think they will get to know each other better?
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In their pairs, students then role-play the conversation
between Scarlett and Rhett after Rhett overhears Scarlett
when she tells Ashley she loves him.
Chapters 5–7
Put students into small groups. Ask them to discuss the
similarities and differences between Rhett Butler and
Ashley Wilkes. They should think about: their opinions of
war; how they feel about Scarlett.
Chapters 8–9
1 Put students into pairs. Ask them to discuss how
Scarlett feels throughout the day as she realizes that
she may have to deliver the baby. Ask them to find
examples in Chapter 8 to support their opinions.
2 Put students into pairs. Ask them to role-play the
conversation between Scarlett and Rhett as he tells
her he’s leaving to fight in the war.
Chapters 10–12
Put students into small groups. They imagine they are
Scarlett and have just arrived back at Tara. They think
about the following questions:
How do you feel now?
What are your hopes and fears?
What are your feelings for Rhett, Ashley and Melanie?
ACTIVITIES AFTER READING THE BOOK
Put students into small groups. Ask them to discuss the
changes at Tara between the beginning and end of the
war. They should discuss how things have changed for
both the O’Haras and for the servants.
Then have a whole-class discussion.
Glossary
It will be useful for your students to know the following new words.
They are practised in the ‘Before You Read’sections of exercises at
the back of the book. (Definitions are based on those in the Longman
Active Study Dictionary.)
Chapters 1–2
carriage (n) a vehicle with wheels that is pulled by a horse
charm (n) a special quality that someone has; it makes people like
them
flirt (v) to behave in a way that makes somebody think you are
sexually attracted to them, but not in a serious way
negro (n) a black person
plantation (n) a large farm, especially in a hot country, where one
type of plant (such as cotton, tea) is grown
slave (n) someone who is owned by another person and must work
for them without pay
trash (n) rubbish
Chapters 3–4
battle (n) when two armies fight each other in one place
blockade (n) when an army surrounds a place to stop food, people
and guns from coming in or getting out
pray (v) to speak to God in order to ask for help or give thanks
prostitute (n) someone who has sex to earn money
typhoid (n) a serious disease which other people can catch
wagon (n) a strong vehicle with four wheels, pulled by a horse
widow (n) a woman whose husband has died and who has not
married again
Chapters 5–7
missing (adj) if a person is missing, they are not where you expect
them to be; nobody knows where they are
sacred (adj) about God and believed to be extremely important
shell (n) this is fired from a gun and explodes
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Student’s activities 1

2
Photocopiable Gone with the Wind: Part 1 3
These activities can be done alone or with one or more
other students. Pair/group-only activities are marked.
4

Activities before reading the book 5

1 Look at the front cover. Gone with the Wind is a story (b) Why doesn’t Rhett’s family speak to him?
about the American Civil War of 1861–65. Which of 6
(c) Who does Scarlett flirt with?
these words would you expect to see in the story? (d) Do you admire Scarlett? Why/Why not?
(a) aeroplane (b) train (c) horse INTERMEDIATE
(d) motor car (e) gun (f) telephone CHAPTERS 3–4
2 Read the introduction on the first page of the book. Chapter 3
Then see what you can remember about Gone with 1 Answer the following questions.
the Wind and Margaret Mitchell, its author.
(a) Does Rhett Butler think the South is in a good
(a) Name two characters from the book. position to win the war? Why/Why not?
(b) In what year was Margaret Mitchell born?
(b) What happens in the library?
(c) How long did it take her to write Gone with the
(c) Do you think Ashley loves Scarlett? Why/Why
Wind?
not?
(d) Why did she have to hide?
(d) Why does Scarlett decide to marry Charles
(e) How did she die?
Hamilton?
(e) What does Scarlett think of Melanie?
Activities while reading the book 2 What do you think is going to happen to Scarlett in
the rest of the story? Could it be any of these things?
CHAPTERS 1–2 Why?/Why not?
Chapter 1 (i) Scarlett marries Rhett Butler.
1 Match the names with the short descriptions on the (ii) She runs away with Ashley.
right. (iii) She lives alone.
(a) Scarlett O’Hara (i) Melanie’s brother
Chapter 4
(b) Ashley Wilkes (ii) Scarlett’s father
(c) Gerald O’Hara (iii) Scarlett’s mother Are the following statements true or false?
(d) Melanie Hamilton (iv) the daughter of a (a) Scarlett likes being in Atlanta.
(e) Charles Hamilton plantation owner (b) There’s fighting in Virginia.
(f) Ellen O’Hara (the girl that most of (c) Rhett is doing nothing to help the South in its fight
(g) Mammy the book is about) against the North.
(h) Stuart and Brent (v) the O’Haras’ servant (d) Scarlett loved Charlie Hamilton.
Tarleton (vi) friends of Scarlett (e) Scarlett wants to go to the sale.
(vii) the girl Ashley marries (f) People think a widow should not dance with strange
(viii) the man Scarlett loves men.
(g) Scarlett is glad to dance with Rhett Butler.
2 Answer the following questions. (h) Everyone thinks Rhett is a good man and a
(a) How does Scarlett feel about Ashley? gentleman.
(b) What does Gerald O’Hara feel about Scarlett
being in love with Ashley? CHAPTERS 5–7
Chapter 2 Chapter 5
1 Match the names with the short descriptions on the 1 Answer the following questions.
right. (a) How does Scarlett spend the autumn of 1862?
(a) John Wilkes (i) Scarlett’s servant (b) Why does Rhett say he’s nice to Mrs Wilkes?
(b) Suellen and Careen (ii) John Wilkes’ daughters (c) Why does Mrs Elsing describe Rhett as a ‘snake-
(c) Rhett Butler (iii) Scarlett’s sisters in-the-grass’?
(d) Prissy (iv) Ashley’s father (d) Why is Scarlett shocked at what Melanie says to
(e) Honey and India (v) Stuart and Brent’s Mrs Merriwether about Ashley?
Wilkes brothers (e) Why does Scarlett think Rhett is sensible?
(f) Boyd and Tom (vi) a tall strong man with a 2 Do you think Rhett is sensible not to fight? Discuss
Tarleton black moustache with another student or write a paragraph.
Write these names and the names from Chapter 1 in a
notebook, with a short note about who they are. Do this
Chapter 6
alphabetically. Add to the list as you read the story. 1 Who says the following? Why?
2 Answer the following questions. (a) Darcy won’t need those new boots now.
(a) What are Scarlett’s first thoughts about Rhett (b) Will you look after Melanie for me?
Butler? (c) Kiss me goodbye.

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Student’s activities
(d) Mrs Wilkes, you’re going to have a baby, aren’t
you?
(e) Wouldn’t you join the Yankees to get out of that
place, and then run away?
2 Discuss this question with a partner or write a
paragraph: What do you think of Rhett? Why?
Chapter 7
1 Answer the following questions.
(a) Why do people begin leaving the city of Atlanta?
(b) Why does Scarlett stay and look after Melanie?
(c) What does Gerald O’Hara write in his letters to
Scarlett?
(d) What worrying news is there on the last day of
August?
2 Join the halves of sentences (a)–(e) with the correct
halves (i)–(v), using ‘because’, ‘so’ or ‘so that’.
(a) The Confederate army tries to hold the Macon
railway
(b) Melanie cannot travel
(c) Scarlett cannot go home
(d) Scarlett is shocked
(e) Scarlett wants Melanie’s baby to come
(i) there is typhoid at Tara.
(ii) Rhett asks her to be his lover.
(iii) Atlanta can stand against the Yankees.
(iv) she can go home.
(v) Scarlett stays with her in Atlanta.
CHAPTERS 8–9
Chapter 8
Scarlett goes to find Dr Meade to ask him to help with
Melanie’s baby. What does she see in the streets?
Describe the scene to another student or write a
paragraph.
Chapter 9
1 Answer the following questions.
(a) Why do you think Rhett helps Scarlett and
Melanie?
(b) Who travels in the wagon?
(c) How does Scarlett feel when Rhett kisses her?
(d) Why does Scarlett hit Rhett?
2 Rhett says: ‘Scarlett, anyone as selfish and strong-
minded as you is never helpless.’
Do you agree with Rhett that Scarlett is selfish?
Discuss with a partner or write a paragraph.
3 Scarlett ‘saw in his eyes how angry and confused he
was’. Why is Rhett angry and confused?
CHAPTERS 10–12
Chapter 10
1 Answer the following questions.
(a) How is Gerald different when Scarlett gets back
to Tara?
(b) Who is left at Tara when Scarlett gets back?
(c) Why does Mammy say, ‘It was those Slattery
trash that killed Miss Ellen’?
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(d) How much money is lost when the Yankees burn
the cotton?
2 Write a letter from Scarlett to Ashley, telling him about
the journey home and the baby.
Chapter 11
1 Discuss with a partner: How does Scarlett stay strong
when she has so many pieces of bad news? What
does she think to herself?
2 Close your books. Put these sentences in the right
order.
(a) Scarlett and Melanie find money and jewellery in
the soldier’s bag and clothes.
(b) Scarlett finds an old potato in the earth and
eats it.
(c) Scarlett shoots the Yankee soldier.
(d) One morning, Scarlett hears the sound of a
horse.
(e) Scarlett says ‘I’m never going to be hungry
again!’
(f) Scarlett decides to go to Twelve Oaks to look for
food.
3 Answer the following questions.
(a) Why does Scarlett think her father has lost his
mind?
(b) What does Scarlett think about as she lies down
on the earth?
(c) What does she decide ?
Chapter 12
1 Join the two halves of these sentences:
(a) By May 1865
(b) A stream of confederate soldiers
(c) A soldier called Will Benteen
(d) When Ashley comes home,
(e) Scarlett calls Will a fool
(f) Will understands and pities
(i) needed food and help.
(ii) stayed at Tara to help them.
(iii) because he stops her running to meet Ashley.
(iv) Scarlett, because she loves Ashley.
(v) the war was over.
(vi) Melanie recognizes him first.
2 What did Ashley say in his letter beginning ‘My love,
I am coming home to you ...’ Write his letter.
Activities after reading the book
What do you think is going to happen in Part 2 of Gone
with the Wind? Think about these questions:
1 Has Scarlett changed since the beginning of the
story? If so, how?
2 Has Rhett or Melanie changed? If so, how?
3 How does Scarlett feel about Rhett? Have her feelings
changed? What about Rhett’s feelings for Scarlett?
4 Have Scarlett’s feelings about Melanie changed?
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F act sh eet s eri es devel o ped by L ouise J am es