Why Daniel Keyes' Flowers for Algernon is a Perfect Choice for DP English B HL Students

HL Oral Example Included!

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In my years of teaching English B HL, few novels have left as deep an impression on my students as Daniel Keyes' Flowers for Algernon. This remarkable story, which explores themes of intelligence, identity, and ethics, provides a wealth of opportunities for rich discussion and critical inquiry. As educators, we’re always looking for texts that challenge our students intellectually while also fostering empathy and reflective thinking—Flowers for Algernon achieves this with incredible nuance.

Universal Themes and Complex Character Development

At the heart of the novel is Charlie Gordon, a man with a low IQ who undergoes an experimental procedure to increase his intelligence. The story is told through Charlie’s own progress reports, giving us direct access to his thoughts and emotions. This unique narrative structure allows students to trace his intellectual and emotional transformation firsthand.

For English B HL students, this is an ideal way to explore how character development and perspective shape a narrative. As Charlie’s intelligence grows, so does his awareness of his past, his relationships, and the world around him. His journey provides a springboard for exploring universal themes such as human dignity, the ethics of scientific experimentation, and the question of what it means to be truly intelligent or human. These themes resonate across cultures and invite students to reflect on their own experiences, which makes the text highly relevant in an IB context.

Engaging Students with Ethical Dilemmas

One of the most compelling aspects of Flowers for Algernon is how it engages students with ethical questions. The novel presents the moral complexities of scientific experimentation on human subjects and the consequences of altering one’s identity through artificial means. For English B HL students, these dilemmas are excellent opportunities for practicing argumentative writing and participating in thoughtful debates.

I’ve found that students are naturally drawn to the ethical discussions the novel raises. Questions like Should we interfere with nature to enhance human intelligence? and What responsibilities do scientists have toward their test subjects? prompt lively debates that go beyond the text and connect to real-world issues. These discussions not only enhance students’ critical thinking skills but also tie in perfectly with the IB’s emphasis on ethical reasoning and global citizenship.

A Rich Vocabulary and Language Experience

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Another reason Flowers for Algernon is such a strong choice for English B HL students is its rich use of language. The text offers a variety of linguistic challenges, particularly because of the way Charlie’s language evolves as his intelligence increases. Early in the novel, his writing is simple, filled with misspellings and grammatical errors, which gradually become more sophisticated as his cognitive abilities improve.

For English B students, this provides an excellent opportunity to study language acquisition and linguistic development. It also helps them analyze how language reflects a character’s inner state and growth. The shifting language style encourages students to engage deeply with the text, improving their comprehension and vocabulary while also sharpening their analytical skills.

Building Empathy and Emotional Intelligence

At its core, Flowers for Algernon is a deeply emotional novel. As Charlie’s intelligence peaks and then declines, students witness his struggles with isolation, self-awareness, and the painful reality of losing the very abilities he fought so hard to gain. The novel encourages readers to think about how society treats those who are different and how we define a person’s worth.

For IB students, who are navigating their own personal and intellectual growth, Flowers for Algernon provides a touching, human-centered narrative that allows them to reflect on empathy, identity, and personal responsibility. It opens the door to discussions about emotional intelligence and understanding others, skills that are increasingly important in our globalized world.

Incorporating Flowers for Algernon into the IB Curriculum

Incorporating Flowers for Algernon into an English B HL curriculum allows teachers to explore the novel’s connections to IB Learner Profile attributes, such as being reflective, open-minded, and caring. It also aligns with several key concepts, such as identity, relationships, and change. The novel’s exploration of scientific ethics and the value of intelligence can be tied to TOK (Theory of Knowledge) discussions, particularly when students are prompted to consider how knowledge is acquired and the implications of using that knowledge for personal gain.

I’ve used the novel as part of units that explore the intersections of science, society, and ethics. It’s perfect for a unit that combines fiction with real-world case studies on genetic modification, artificial intelligence, or neuropsychology. Additionally, the reflective nature of the narrative lends itself well to writing tasks, such as personal reflections, journal entries, or creative writing assignments that allow students to step into Charlie’s shoes and explore how they might respond in similar situations.

Conclusion: A Powerful Tool for Inquiry and Growth

In my experience, Daniel Keyes’ Flowers for Algernon is more than just a novel; it’s a powerful tool for inquiry-based learning, encouraging students to question the nature of intelligence, human experience, and ethical responsibility. It pushes students to think critically, reflect on their own values, and engage with the world in new and meaningful ways. For English B HL students, this text offers the perfect balance of intellectual challenge, emotional depth, and ethical inquiry—making it an exceptional choice for fostering both academic and personal growth.

A Student’s Perspective: Using Flowers for Algernon in DP

To further demonstrate the impact of Flowers for Algernon, have a listen to one of my former DP students, who used an extract from the novel for their Individual Oral Assessment. The student explores the emotional and ethical dimensions of Charlie’s transformation, offering a compelling analysis that can serve as inspiration for your own lessons. You’ll find the extract provided below, along with the accompanying audio recording of the student’s oral presentation. I’ve also included the assessment rubric we used for marking, which you can print off for your own classes to assess the student. This resource is an excellent way to help students engage with the text and sharpen their oral analysis skills whilst also becoming more familiar with the rubric.

Extract

Nemur's conclusions had been premature. For both Algernon and myself, it would take more time to see if this change would stick. The professors had made a mistake, and no one else had caught it. I wanted to jump up and tell them, but I couldn't move. Like Algernon, I found myself behind the mesh of the cage they had built around me.

Now there would be a question period, and before I would be allowed to have my dinner, I would be required to perform before this distinguished gathering. No. I had to get out of there. “... In one sense, he was the result of modern psychological experimentation. In place of a feeble-minded shell, a burden on the society that must fear his irresponsible behavior, we have a man of dignity and sensitivity, ready to take his place as a contributing member of society. I should like you all to hear a few words from Charlie Gordon.. ."

God damn him. He didn't know what he was talking about. At that point, the compulsion overwhelmed me. I watched in fascination as my hand moved, independent of my will, to pull down the latch of Algernon's cage. As I opened it he looked up at me and paused. Then he turned, darted out of his cage, and scampered across the long table.

At first, he was lost against the damask tablecloth, a blur of white on white, until a woman at the table screamed, knocking her chair backwards as she leaped to her feet. Beyond her, pitchers of water overturned, and then Burt shouted, "Algernon's loose!" Algernon jumped down from the table, onto the platform and then to the floor.”

“Get him! Get him!" Nemur screeched as the audience, divided in its aims, became a tangle of arms and legs. Some of the women (non-experimentalists?) tried to stand on the unstable folding chairs while others, trying to help corner Algernon, knocked them over.”

Excerpt From

Flowers for Algernon

Daniel Keyes

Share Your Thoughts

I would love to hear your thoughts about Flowers for Algernon and whether you’ve used it in your own classes. How did your students respond to its themes, and what activities or discussions did you find most engaging? Do let me know if you have any questions, or if you found this content useful for both you and your students. Your feedback and experiences are always valuable, and I look forward to continuing the conversation!