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In Cold Blood
2007 Modern Library Edition
Concept Analysis:
For 11
th
Grade
Plot Summary:
Part I: The Last to See Them Alive Truman Capote’s book opens on November 14, 1959. Herbert Clutter has just woken up and is beginning a day of work on River Valley Farm, the farm he owns in Holcomb, a small town on the western plains of Kansas. The narrator states that this will be his last day of work. Across the state, a man named Perry Smith is smoking cigarettes and chewing aspirins waiting for his friend, Dick Hickock, to pick him up. Back at the Clutter farm, Mr. Clutter’s daughter Nancy has woken up after a late night out with her boyfriend Bobby Rupp. She spends the morning helping a neighbor girl bake a cherry pie, chatting over the phone with her friend Susan Kidwell, and running errands for her emotionally ill mother, Bonnie Clutter. Nancy is described as a wholesome and talented girl, loved by everyone in the town. At the same time, Dick and Perry take a black Cadillac to get a tune-up, preparing for a long drive. Dick is described as small but athletic and covered in tattoos. Perry has a muscular upper-body but his small legs are damaged from a motorcycle wreck. He has only a few intricate tattoos. As Dick and Perry drive across Kansas they stop to buy rope and rubber gloves. Perry wants to buy stocking to cover their heads but Dick reminds him that they aren’t going to leave any witnesses. Meanwhile, at River Valley Farm, Mr. Clutter puts down the first payment on a life insurance plan. Dick and Perry sit down to a steak dinner and then continue on to Garden City where they buy a tank of gas. Perry takes a long time in the gas station bathroom and Dick thinks that his partner is having second thoughts. At the same time, Nancy Clutter makes a diary entry before bed. She writes that Bobby Rupp visited the Clutter household to watch television with Nancy and her 15-year-old brother Kenyon until 11 pm. In the black Cadillac, Dick and Perry pull up to the Clutter home.
Literary Text: In Cold Blood
A True Account of A Multiple Murder and Its Consequenses
By: Truman Capote
The next morning, November 15, after waiting for the Clutters to answer their door Susan Kidwell and another of Nancy’s friends, Nancy Ewalt, enter the Clutter home. Inside they find the bodies of Mr. Clutter, Mrs. Clutter, Nancy, and Kenyon. The murders are announced to the town of Holcomb over Sunday church pulpits and the radio. Many people in the town meet and discuss the news in Harman’s Café where everyone begins to speculate about who the killer could be. The town begins to think that it must be someone they all know—someone in Holcomb. Across Kansas, Perry is sleeping in a hotel while Dick sits down to dinner with his family, stating that he and Perry visited Perry’s sister in Fort Scott. Exhausted, Dick falls asleep after dinner. Part II: Persons Unknown A group of Mr. Clutter’s hunting friends and fellow farmers goes to clean up the Clutter home and the KBI, headed by Alvin Dewey, begins its investigation. The only clue that Dewey has is a footprint and a missing radio. Dewey suspects multiple murderers. He also suspects that the murderers were close to the Clutter family. As Dewey investigates the reader learns that Mr. Clutter was tied in the furnace room, shot in the head with his neck slit open. Kenyon was tied to the basement couch and shot in the head. Mrs. Clutter and Nancy were tied in their respective beds and also each shot in the head. Paranoia continues to spread throughout Holcomb. In the town, Olathe, Dick and Perry eat dinner. While Dick eats massive amounts of food Perry eats very little and he expresses his worry to Dick that they will be caught. In Holcomb, over one thousand people attend the funerals of the Clutter family. Back in Olathe, Dick cheats shop owners out of cash and high-end items by writing hot checks. As time passes, a letter appears in the local paper written by Bonnie Clutter’s brother who asks for the townspeople to forgive the murderers. Perry and Dick have made their way to Mexico with the money they stole and received from pawnshops. The reader learns that Perry once told Dick that he killed a black man for no reason—but he was lying. Back at River Valley Farm, the police catch a vagrant snooping around in Bonnie Clutter’s room. He is arrested, but is later found to have no link to the murders. In a hotel room in Mexico City, Dick and Perry have run out of money and have decided to return to the states. Perry sorts through a box, deciding what to carry with him—he selects a letter written by his father, Tex John Smith, detailing Perry’s own troubled childhood and an interpretation (of a letter, written by a sister that he despises) written by Willie Jay. In the same hotel room, Dick is making love to a prostitute, Inez, whom he has promised to marry. Dewey continues to work on the case to the point of exhaustion. Part II then ends as Dick and Perry hitchhike in the Mojave Desert waiting for a car that they can rob. Part III: The Answer Reclining in his jail cell, Floyd Wells hears new of the Clutter murders over the radio. After several weeks, Wells reports information to the authorities—he was the one who told Dick Hickock about the Clutter home. He never thought that Dick, his former cellmate, would actually kill them. Dewey is very excited about this breakthrough in the case. Harold Nye, another KIB agent travels across Kansas to visit the Hickock family and then travels to Las Vegas to speak to an old landlord of Perry’s. Finally he travels to San Francisco to visit Barbara (the sister that Perry despises).
Organizational Patterns:
This edition of In Cold Blood is 343 pages divided into four parts. Each part includes short, unnumbered chapters that shift back and forth examining different characters—it is particularly divided by visiting the citizens of Holcomb and then jumping back to Dick and/or Perry. It is also important to recognize that In Cold Blood was one of America’s first non- fiction novels, incorporating both journalism and elements of fiction writing within its pages.
The Central Question:
What is the American Dream? Before and during reading, student should become familiar (if they are not already) with the idea of the American Dream. The American Dream is the idea that all Americans have an equal right to happiness, prosperity, and success regardless of their race, social class, or circumstances of birth. How the American Dream relates to In Cold Blood can be read below under “Themes.” By understanding that not all Americans achieve the American Dream, as is made evident in In Cold Blood, students will be able to explore why this is and what this means. Smaller questions that fit under this central question include: How do people achieve the American Dream? Who has a right to the American Dream? Is the American Dream truly for all Americans? What could keep a person from achieving the American Dream?
Related Issues:
Themes: Perversion of the American Dream: The American Dream becomes perverted throughout In Cold Blood. Originally, the Clutter family is the epitome of the American Dream with Mr. Clutter achieving great success and riches through the sweat of his own brow. He has a humble beginning but is able to work hard and ultimately purchase a farm, raise a beautiful family, and spend his days running his own life of both responsibility and privilege. Despite the Clutters’ achievement of the American Dream, such success provides no protection as they are murdered and robbed of their own safety, security, and control of fate. Perversion of the American Dream continues as Dick and Perry attempt to gain the
American Dream through murder and robbery—they perhaps even succeed at this goal, for a time. Dick and Perry visit the Clutter home with the plan to steal at least $10,000 kept in Mr. Clutter’s safe. Here, the reader learns that Dick and Perry expect to achieve the American Dream without having to work for it. Although they do not leave with any money from a safe they do succeed at robbing the Clutters of the American Dream by murdering them. Later, Dick and Perry spend their time conning storeowners out of money. This allows them to go to Mexico and later to spend Christmas lounging on the beach in Florida. For a time, Dick and Perry are able to gain the American Dream through cheating and stealing rather than hard and honest work. The Dynamics of Family Life: There are extreme differences when it comes to the family life of the Clutters and the family life that Perry Smith was exposed to. The Clutters seem to symbolize all that is honest and hardworking. They maintain the utmost integrity and virtue when it comes to family life and this is reflected in Mr. and Mrs. Clutter’s kind, giving, and somewhat perfect children. Unlike the Clutter children, Perry Smith grew up in a home where integrity and virtue were not upheld. At a very young age, Perry witnessed his parent’s divorce, and his mother’s alcoholism. The Smith children often went hungry and uncared for which led to Perry’s early introduction to theft and a life of crime. Later, Perry developed a relationship with his father, Tex John Smith, but even that eventually results in loss and unhappiness as they fight and Perry decides to leaves. Ultimately, it appears throughout the book that family life is directly related to the individual character of a person. The exception to this rule would be Dick who was raised by loving and caring parents—parents whom he respects and admires. Despite this, Dick still chooses to become a criminal. The Influence of Socioeconomic Status: A theme emerges as the reader compares the middle-class, predominantly white citizens of Holcomb, Kansas with the working-class, mixed-race (Perry) killers of the Clutter family. As mentioned earlier, theft is the means through which Dick and Perry gain any sort of financial stability. This is largely due to neither being able to receive higher education—Perry is removed from school in the third grade (although he does go on to gain a high school degree in prison) and Dick, although above average in intelligence, is unable to attend college due to his family’s financial situation. Money is the largest motivating factor that drives Dick to plan a break-in at the Clutter home and it is writing bad checks that later helps the police to track the killers. Epic Storytelling and Mythology: In Cold Blood deals with many of the same universal themes visited in Greek dramas: murder, vengeance, justice, etc. Here, the nonfiction novel becomes the perfect medium through which to elevate true world events to those of epic proportions. This sort of elevation allows Capote’s audience to view a true tragedy that occurred in late 1950s Kansas and, through it, to learn broader truths about life and the nature of man. Finally, In Cold Blood incorporates many American ideals within its pages, some of which may be considered myth (such as the American Dream.) By showing the audience what happens when all Americans attempt to reach these ideals Capote is able to tangibly reshape modern mythology—at least for those who would choose to believe such myths.
Point of View/Narrator Voice: In Cold Blood is narrated by Truman Capote. Capote conducted many interviews with not only citizens and detectives of Holcomb, Kansas following the murders of the Clutter family but he also extensively interviewed Dick Hickock and Perry Smith. Capote even befriended Dick and Perry and eventually attended their hangings. This unique access to the town of Holcomb allowed Capote to share the thoughts and feelings of many people within the book. It also leads the reader to be suspicious of Capote’s motive and personal feelings throughout the book. And even if Dick and Perry share their thoughts and feelings with Capote—they are still criminals. The reader has to be aware that there may be lies or biases within the text. In spite of these problems that are likely to arise within a non-fiction novel, Capote appears to be very objective and candid throughout the entire book. Never once does he introduce himself or share his connection to the case. Instead, Capote presents the case as a sort of third person omniscient narrator—but with limits. He can see and explain events and listen to character’s thoughts—but only to the extent that they allow him to. The narration that occurs in this book is truly a large part of the appeal of In Cold Blood. Capote presents setting, conflict, characters, events, etc. and allows the reader to make their own conclusions. Literary Terms: Character Sketch In Cold Blood contains many interesting and real characters. This book would be an incredible tool to use when teaching students about character sketches or about how to write character sketches. There are many interesting projects that could come from the observations of characters throughout this book. Dialogue Because students often have a hard time remembering the grammatical rules of dialogue, this book would be a great tool to use when discussing dialogue or when having students write their own dialogue. The dialogue within In Cold Blood is often interesting, continually changing, and it tells the reader a lot about the different characters. Due to this, students would have a really fun time writing character sketches—particularly based on some of the dialogue between Dick and Perry and the people that they meet in their travels. Foreshadowing The point of In Cold Blood is not the mystery of ‘whodunit’ and therefore it is a perfect tool to teach foreshadowing. The teacher can point out bits of foreshadowing early on because by the time the students have read either the book’s title/synopsis, the first chunk of pages, or done any background research they already know that Dick Hickock and Perry Smith murder the Clutter family. With that mystery out of the way, it becomes interesting and engaging to find pieces of foreshadowing that help to answer the questions: What happens that night in the Clutter home? Why do Dick and Perry murder the family? How will the town react when they catch Dick and Perry?
Genre In Cold Blood was one of the first non-fiction novels and it is likely that it is the first non-fiction novel that a student has been introduced to. This makes it important to discuss how the book differs from both straight fiction and straight non-fiction. Hyperbole Hyperbole may be something to discuss as students begin to wonder how much they can trust the words of Dick and Perry. Motivation Motivation could also be an interesting topic to discuss with students. What motivates Dick and Perry? What motivates the detectives working on the case? How does motivation link to the American Dream? Theme In Cold Blood contains many varied themes within its pages, some of which were discussed above and could lead to interesting enduring issues, central questions, or class discussions. Affective Issues Related to In Cold Blood: Being a true story, there are many issues and characters that students may be able to relate to within In Cold Blood:
- Family relationships: There are many varying familial relationships within In Cold Blood. It is likely that at least one of these relationships will strike a chord with every student, whether it be: a relationship similar to the loving relationship of the Clutter family (but still with secrets, such as when Nancy and Kenyon smoke unknown to Mr. Clutter), a relationship resembling the broken ties that Perry has with his family, or a relationship with unequal effort put forth, such as the relationship that Dick has with his parents.
- Love relationships: Love is also visited in differing forms. There is the teenage love of Nancy Clutter and Bobby Rupp, the love that Dick feels for his first wife, even the love between Mr. Clutter and his troubled wife, Bonnie.
- Loss and loneliness: Themes of loss occur as Susan Kidwell and Bobby Rupp deal with the loss of their friends. The community of Holcomb deals with the loss of the Clutter family. Even Dick and Perry eventually are forced to deal with the loss of freedom. Loneliness is an issue that particularly seems to come out when reading about Perry. It is likely that there are teenagers who may feel connected to Perry through the feeling of being alone or cast aside.
- Community and isolation: The community of Holcomb goes through a change of feeling safe and secure to feeling vulnerable and exposed—something that would be very relatable to a teenager who is gaining increased responsibility. Isolation
It would also be important for students to understand the basics of the legal system. The book discusses jurors, judges, and a court case. The issue of biased jurors eventually comes up in the book and students would need some basic information about the process of selecting jurors in order to have an opinion about the trials of Dick and Perry. Implications for Students of Diversity: Diversity is particularly evident in the characters of Dick and Perry, and if used carefully by the teacher, the diversity of these characters could really help students of diversity better access the text and find personal meaning in it. It is also possible, if not used carefully, the diversity of Dick and Perry could cause student of diversity to become uncomfortable and more isolated within the classroom. The teacher can avoid such problems by not pointing fingers when discussing the diversity of Dick and Perry—the diversity that comes with being mixed-race or a minority race, coming from an untraditional family, having a different socioeconomic status, having a different physical appearance, etc.—but rather making the class a safe place to discuss these differences and the problems that arise within these differences. By handling diversity in a tactful way, it is likely that students will become more interested in the story—particularly those who feel some of the same pressures and challenges that the characters are dealing with. Gender Issues: While In Cold Blood does not largely deal with gender issues there are still relationships that could be examined as relating to gender issues. The relationship of Dick and Perry, for example, could be used to show a twisted version of gender roles. Dick becomes the dominant and controlling male character while Perry is submissive and weak, showing characteristics that would be more attributed to a woman. Interestingly, one of the few times that Perry overcomes his submissive and womanlike nature is when Dick tries to exert more dominating male power than Perry thinks is appropriate—when Dick wants to rape Nancy Clutter. This is one of the very few times that Perry sticks up for himself, absolutely refusing to allow Dick this opportunity. Here, students would learn that gender roles are not simply black and white. Gender roles change and present themselves in various forms. They even, strangely, have the ability to alter within one set character. Possible Research Topics: Capital punishment in the United States Poetry and music used throughout In Cold Blood Comparison of In Cold Blood with other journalism and fiction Truman Capote’s relationship with Dick Hickock and Perry Smith
Possible Project Ideas: Character journal: Students must pick a character to focus on throughout their reading. They will then write entries (possibly even to teacher given prompts) from the perspective of their character. Multigenre project: Students are required to share another work (painting, song, video clip, etc.) that has some comparison to In Cold Blood. The similarity could in theme, tone, etc. American Dream response: Students must respond to prompts given regarding the American Dream. Are all entitled to the American Dream? Who deserves to achieve the American Dream? They will then discuss their thoughts in groups, or perhaps, in a Fishbowl or Socratic Seminar setting. Socratic Seminar or Chalkboard exercise: Students will comment on the issue of the Amerian Dream or Capital Punishment. They will also be required to constructively respond to the comments made by their peers. Media or Art presentation: Students must create a film, power point, painting, etc. that uses words, pictures, music, etc. to highlight a specific theme within the novel. Enrichment Resources: The Eleventh Hour: A Curious Mystery is an elaborately illustrated children’s book by Graeme Base. In it, Horace the Elephant invites animal friends to his home for his eleventh birthday to play games and eat a fest. At eleven o’clock the party guests are shocked to find that someone has already eaten the feast. The book is written in rhyme and the reader is expected to use the pictures and clues provided to discover the identity of the thief. This book would serve as a perfect and very interesting introduction to foreshadowing, mystery, motive, etc. within In Cold Blood. Other Books: The Westing Game by Ellen Raskin The Mysteries of Harris Burdick by Chris Van Allsburg
Other Music: “Folsom Prison Blues” Johnny Cash “Bohemian Rhapsody” Queen “Small Town” John Mellencamp “Fortunate Son” Creedence Clearwater Revival
In season 2 episode 14 (“The Big Game”) of “Criminal Minds” Perry Smith is quoted from In Cold Blood. Being a very popular show currently this could be a good way to catch the attention of students during the unit. Other Videos: There are video readings of In Cold Blood available by searching on YouTube. One example video: http://www.youtube.com/watch?v=srr4_TP93kw
In Cold Blood
2007 Modern Library Edition
Pre-Reading Strategy: Personal and Group Anticipation Guide
Context:
The Anticipation Guide is the perfect first activity for this unit. As its name suggests, the Anticipation Guide helps students to anticipate the reading and the unit that is approaching. The students will be introduced to the book In Cold Blood and then immediately do an activity that will get them thinking about the themes and issues within the book. There is no reason to delay—it is time to start thinking about the meaning behind the book. Students should be given the opportunity to understand why the book has value and why the class is studying it, and the Anticipation Guide provides them with that background.
Statement of Purpose:
The purpose of the Anticipation Guide worksheet is to introduce students to issues and themes that will come up in the reading. It serves as a pre-reading tool to help guide each student’s thought and reading. Presenting yes or no questions on controversial topics will likely spark not only discussion but also a curiosity within students to learn more about these topics and to have interesting and intelligent opinions about these topics. By selecting opinions about these topics prior to reading the book, students may find that the book changes some of their views or students may find that the book reinforces the views they already had. Really, this is what reading is about—to challenge or enhance our opinions about the world. This activity is a tangible way to view student’s opinions prior to reading the book, and it would be interesting or useful to repeat the activity (or a similar activity) at the end of the reading to see how they have changed.
Directions:
Time: 30 minutes Materials Needed: Copies of the Anticipation Guide worksheet for each student. (Also, possibly an example anticipation guide for the teacher to use as a model.) Before the Activity: Here, the teacher would open class by introducing (or re-introducing) the central question of the classroom. In this case, the teacher would explain the idea of the American Dream. It would also be useful to take this time to introduce the book In Cold Blood so that students can make the connection between the anticipation guide and the book that they will be reading. STEP 1: Introduce the activity by passing out the Anticipation Guide. Have students take a look at the questions and let them ask about anything they are confused about. (The teacher may need to explain concepts such as: American Dream, psychiatric evaluation, etc.) STEP 2: Have students follow the directions on the Anticipation Guide. The teacher may want to model answering a question by putting a sample worksheet on the overhead
Name:____________________
Anticipation Guide
Instructions: On your own, read each question carefully. Place a ‘Y’ for yes or an ‘N’ for no in the “Personal Answer” boxes. Think about each question and be prepared to defend your answer. Next, in groups you will answer the same questions—this time deciding on one answer as an entire group. Place these answers in the “Group Answer” boxes. Discuss each question carefully with your group and, again, be prepared to defend your answer. Question: Personal Answer: (Y/N) Group Answer: (Y/N) Is killing ever justified? Are killing and murder the same thing? Are all Americans entitled to achieve the American Dream? Is the death penalty a good solution to crime? Do people always have control over their own actions? Should people always be held accountable for their actions? Should a jury or judge take a criminal’s childhood background into account when determining their fate? Should a jury or judge take a criminal’s psychiatric evaluation into account when determining their fate? Finally: Now that you have answered these questions individually and as a group it is time to reflect on your answers. Are there any answers that you changed after discussing with your group? If so, please explain why you changed your opinion. If you did not change any answers, please write down one comment that was made in your group that you thought was enlightening or interesting. Explain how this comment made you think differently or reinforced an idea that you already had.
In Cold Blood
2007 Modern Library Edition
Pre-Reading Strategy:
Context:
The most effective time to introduce a KWL Chart is prior to a student learning about a particular topic—in fact, they don’t really work once the student has been exposed to information about the topic. For this reason, the KWL Chart would be most effective at this moment. By using the KWL Chart to introduce the American Dream students are being exposed to some of the most important pieces of the book prior to reading. This should prove to be very effective as students begin to learn more about the Central Question and more about the actual book.
Statement of Purpose:
Here, the KWL Chart will be used as a pre-reading strategy and it will introduce the topic of the Central Question. Front-loading is so important to any student’s success that it made sense to do an early front-loading activity that would introduce some of the most important themes and issues of the book. By front-loading at this point students should become relieved of some confusion and frustration later because they will have a better handle on the more important aspects of In Cold Blood.
Directions:
Time: 30 minutes Materials Needed: Copies of the American Dream KWL worksheet for each student. Before the Activity: Prior to this activity, remind students of the unit’s Central Question. Give students a few minutes to think about what they know about the American Dream. STEP 1: Provide students with an American Dream KWL Chart. Instruct them to fill out the “What I Know” and “What I Would Like To Know” silently, by themselves based on the idea of the American Dream. STEP 2: Allow students to share items under the “What I Know” column. As they share students should write new facts they learn from their peers under the “What I Learned” column. STEP 3: Finally, this sharing will lead to a teacher-led discussion about the American Dream. Students should continue to fill out the “What I Learned” column of their American Dream KWL worksheet as they gain new information and insights.
Name:____________________
American Dream KWL
What I Know: What I Want To Know: What I Learned:
In Cold Blood
2007 Modern Library Edition
During Reading Strategy: Character Venn Diagram
Context:
Students will complete this activity around the time that they are reading Part II. This is so that students do not have to skip past information that they are not familiar with in order to complete the Character Venn Diagram—they will already have read enough about the characters in question to successfully complete the assignment. A Venn Diagram becomes a great way to visually view the differences and similarities of characters. Because of this, this activity would be useful for In Cold Blood particularly when examining who has and has not achieved the American Dream.
Statement of Purpose:
The Character Venn Diagram is a during reading strategy that is meant to assist students in linking the central question and/or other themes to the characters that they are reading about. By examining the various characters in In Cold Blood students will gain a better understanding of the motivations and thoughts behind their actions. It is important to understand characters in order to understand how they shape or change the themes within the text. If a student is not able to relate to or understand a character they cannot be expected to gain anything from the writing. It is, therefore, important that a teacher helps students to create these links. This will ensure that students are actually gaining something meaningful from their reading.
Directions:
Time: 3 0 minutes Materials Needed: Copies of the Character Venn Diagram worksheet for each student. Copies of the text for each student (or, at the very least, copies of their assigned section of the text). Before the Activity: Students should have the opportunity to listen to portions of the book in class. This would be a good opportunity, particularly if they could listen to a passage that describes either Herbert Clutter, Dick Hickock, or Perry Smith. STEP 1: Assign each student either Part I or Part II of In Cold Blood. (It would work well if each row was assigned different parts. Then students could easily be partnered with their neighbor later on.) STEP 2: Hand out the Character Venn Diagram worksheet to each student. Instruct each student to read the directions at the top of the worksheet. The teacher should then model how to fill out the Venn Diagram. Do this by writing “Kansas Resident” in the circle that connects “Dick Hickock” and “Herbert Clutter.” Both Dick and Mr. Clutter are Kansas residents, but Perry Smith is not supposed to be in Kansas because this is a parole violation
