Sequence of Readings, Journal Entries,
& Thematic Notes for

The Things They Carried by Tim O’Brien

by Amy Reynolds, Instructor, CSUN English Department

  1. Introduction of Tim O’Brien & his work
    2.
  2. "The Things They Carried" (1st story)
    3.

Some Issues for this story –
  1. Story structure is circular – Lavender’s death reoccurs.
  2. Alternating sections show Lt. Cross, introduce other soldiers.
  3. Contrast between "the things they carry" vs. the things the Vietcong soldier carries.
  4. Language use – listing, figurative language.
  5. Paragraphing – crystal clear topic sentences in nearly every section – helpful to developmental students working on paragraph structure.
  6. "Keep your eye on…" Characters to watch (Kiowa, Henry Dobbins)
  1. "Love," "Spin" "On the Rainy River"

Some Issues for this selection –
  1. Short interlude pieces – what are they for?
  2. "Keep Your Eye On…" (Bowker, Azar)
  3. "Spin" – moments of quiet; if this were music it would be meditative in tone.
  4. "On the Rainy River" – students must be encouraged to let go of clichés of soldiers – what’s the "right thing to do" for Tim? Kill/die because he was embarrassed not to --
  5. Introduction of fictional aspect of novel – "hallucinations" at the river.
    1. Write a one-paragraph summary of "On the Rainy River." In the story, Tim says, "I would go to the war--I would kill and maybe die--because I was embarrassed not to" (59). What does O'Brien mean by this statement? In what ways do society's expectations about masculinity affect the men of the platoon?
    2. Briefly summarize the story. Regardless of how Tim feels about his choice, do you think he was brave or cowardly for going to Vietnam, rather than going to Canada or to prison? What would you have done in the same situation? Do you think that a politician's choices about the Vietnam War are relevant to his or her suitability for public office? Why or why not?

    3. Write a brief summary of the newspaper article, [article about immigrant soldier, Cpl.Gonzales, who had died – one of those "best kid ever" articles:  WAR WITH IRAQ; Family Recalls Marine as 'One of the Strongest'; Mourners honor Cpl. Jorge Gonzales, killed by Iraqi soldiers disguised as civilians.(California). 
              Los Angeles Times (April 10, 2003): pB-12.       ] and summarize the issues raised in the Draft Issue packet [articles circulating in Summer 2005 about possible draft] Note your impressions about the readings. What is your opinion of the draft issue? Do you agree or disagree with those who think the current volunteer system is unfair because those who join, like Cpl Gonzales, tend to be "lower-and middle-income young people who can't afford college or find decent-paying civilian jobs"? (Stetz 2) What do you think of O'Brien's view that "if you support a war, if you think it's worth the price, that's fine, but you have to put your own precious fluids on the line" ("Rainy River..." 42). Go to CNN's "War Tracker" site at http://www.cnn.com/SPECIALS/2003/iraq/forces/casualties/ Look through the list of casualties. Considering that all of the men and women listed there were volunteer soldiers, as was Cpl. Gonzales, is your opinion changed in any way?

4. "Enemies," "Friends," "How to Tell a True War Story"

    1. Biggest issue – understanding O’Brien’s perspective on "truth-telling" – the purpose of fiction.
    2. "Keep your Eye On": Mitchell Sanders – official storyteller & moralizer. Rat Kiley – how will he change?
    3. Students need to hear parts of this read aloud – it’s the hardest story.
    4. Is it true, or not? Does it matter?

5. "The Dentist" "Sweetheart of the Song Tra Bong" "Stockings" "Church"

    1. Questions of masculinity raised by Curt Lemon’s behavior re: dentist.
    2. Gender bending in "Sweetheart" – how does Mary Anne change? What could her transformation mean?
    3. Parallel to Graham Greene’s The Quiet American. American idealism, naiveté, leads to death & destruction.
    4. Storytelling issues – Sanders vs. Kiley
    5. Is it literally true? Does it matter?
    6. Feminism – she’s "liberated" but for what? Also relates to essentialist feminism as she becomes "one with the forest." Questions of O’Brien’s attitudes toward women (Martha – virginal, cool, distant vs. Mary Anne – passionate, murderous, powerful)
    7. "You’re in a place where you don’t belong." Any parallels to today? How does our lack of understanding of a people and their place destroy us (as it does Fossie)?  How does it make monsters of us?
  1. "The Man I Killed" "Ambush" "Style"
    2.
    1. Humanizing the enemy by telling his story
    2. What does this story say about men and war – implied argument ("Everything’s an argument!")?
    3. Parallels between Tim & the young man -- Similar issues of fear of embarrassment, failure of manliness, unsuitability for war
    4. Kiowa’s role as platoon counselor, wise man, friend
    5. "Ambush"  – in imagination, the story can turn out differently.
    1. Summarize "The Man I Killed." Why is some of the story told from the young man's perspective? What do Tim and the young man share in common? To what extent does this story present an implied argument about men and war? What is that argument?
    2. So far you've read a number of very short stories as well as the longer stories in O'Brien's book. What would you say is the purpose of the shorter stories? What are your favorites of these, and why?
  1. "Speaking of Courage" "Notes" "In the Field" "Good Form" "Field Trip" (Kiowa’s Death Story Cycle)
    1. PTSD – what is it? What are its effects? To what extent is it a problem today? How has treatment for it changed?
    2. How were vets treated when they returned from Vietnam? Are the stories about them being spit on true? How are they treated today? How are they manipulated by the media?
    3. Treatment of wounded veterans (current events)
    4. Listening & Talking (Kiowa in "Man I killed" also)
    5. Horror of war – intense imagery
    6. The lake as metaphor – he can’t escape; his boyhood friend died there. Water, submersion, baptism…
    7. "Notes" – more on storytelling and its purpose – what can stories do?
    8. "Field Trip" – reconciliation, rebirth, baptism again… water heals now. Kathleen as witness, but also as "us" – the person who doesn’t remember the war, doesn't want to remember.
  1. "The Ghost Soldiers" "Night Life" "The Lives of the Dead"
    1. How has Tim changed since "Rainy River"?
    2. Dissolution into madness of Rat Kiley, Tim. Azar’s malice is fully revealed.
    3. "Lives of the Dead" – culmination of book’s purpose. What can fiction do? How do stories "save us"?
    4. How do stories bring the dead back to us?
  1. Kenneth Burke’s Pentad to explore book:

    2. Students are put in 5 groups; each group takes one set of questions to prepare as homework. Return to discuss in group and then present findings to class. Opportunity for brainstorming for essay (especially if not using the "ready made" topics). See handout.

  2. Essay assignment – two types. One provides topics, the other is open-ended. See handout.

11. Alternative approach – More student centered. Literature Circles for each section. Students meet each Friday with their own roles prepared to present to their group of 5-6 students. See attached handout.