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The Ox-Bow Incident
About This Guide
Set in 1885, The Ox-Bow Incident is a searing and realistic portrait
of frontier life and mob violence in the American West. First published in 1940,
it focuses on the lynching of three innocent men and the tragedy that ensues
when law and order are abandoned. The result is an emotionally powerful, vivid,
and unforgettable re-creation of the West, which Clark transmuted into a
universal story about good and evil, individual and community, justice and human
nature. The Ox-Bow Incident grapples with the question of justice through
an in-depth discussion of the lynching of alleged criminals. The Ox-Bow
Incident is a story of the West and of crime and punishment. When combined
with a social studies interdisciplinary curriculum, students can examine the
issues of citizenship and questions surrounding Habeas Corpus.
When teaching about America's great expansion westward and Manifest Destiny,
teachers may want to keep in mind the diverse themes of the time period. The
Ox-Bow Incident can be taught along with other novels, such as My Antonia by
Willa Cather, when teaching about America's pioneers. Students can discover
varying perspectives, themes, and content from an interdisciplinary perspective
which yields greater depth and understanding of the challenges and struggles of
Westward Expansion.
Significant themes -- such as justice, law and order, and the role of the
bystander - discussed in The Ox-Bow Incident offer teachers and students
provocative material to examine. The following discussion and writing sections
divide the novel into readable portions of approximately 30 pages, offer a brief
plot summary, and provide questions for teachers to use in discussion and
writing assignments.
TEACHING IDEAS
Teaching Ideas
Note to Teachers:
Combining novels in the classroom offers students a chance to explore topics
in greater depth. It also allows students to make connections, think critically,
and create hypotheses. The following ideas can be used for teaching My Antonia
and The Ox-Bow Incident using interdisciplinary group work, research, and
writing, or experiential learning techniques.
Book Groups.
Divide the class into two groups - one for each novel. Each student would be
assigned a specific task to perform in order for the group to function
effectively, for example: reader, note-taker, presenter, energizer, etc. A
specific question or aim for the day would serve as the focus for the day's
lesson. For example, focus on a specific theme central to both novels (the role
of the pioneer, expansion, time period, character relationships, and religion).
Questions of the day may include: How is justice best served? How do characters
tame an unsettled land? The groups would determine how their novel interprets
the theme. To assess group work and share learned information, students should
present their findings to the other book teams.
Suggested Activities
Interdisciplinary Research. Pose the following question to students: Did law
and religion bring order to the West at the end of the 1800s? Students can
research the historical concepts of the novels, such as Manifest Destiny and
Habeas Corpus by using historical and literary evidence.
Character Analysis.
Characters in both novels react to the taming of the West in varying degrees.
Have students create a scale of characters from most radical to least
conservative. Then, have students compare and contrast the role of the
characters in the novel. For example, Jim Burden and Mr. Davies or Ambrosch and
Tetley could be compared and contrasted. Students should use evidence and quotes
from the novel to defend their case.
The Authors.
Are the authors' portrayals of Western America in the late 1800s accurate? Have
students research the biography of the authors of My Antonia and The Ox-Bow
Incident and compare their lives to photographs, news articles and stories
about life during that time period. Have students develop a thesis and answer
the question posed using historical and literary evidence.
Artistic.
Have students choose a pivotal moment in either novel and draw it. Students
should write a reflection on why they thought that the selected moment was
pivotal to the novel. Post the illustrations around the room.
Scene Depiction.
Have students create a scene using the characters from the two novels together.
The original scene could be based in the American West at the end of the 1800s
or students could use a certain moment from either novel. For example, how would
the grandfather from My Antonia convince Tetley not to lynch the three suspects
in The Ox-Bow Incident? This would work best as a group activity. Have
students act it out!
DISCUSSION AND
WRITING
Reading Assignments
Reading Assignment #1
Chapter 1, pages 3 -- 29
The novel begins in a saloon in the Sierra mountains of Nevada. The first
chapter's all-male cast of characters resembles a stereotypical scene of Western
settlers with a seedy saloon, gambling, and a bar brawl. The reader may believe
that the opening characters are a symbol of lawlessness, but towards the end of
the first chapter, their reaction to the lynching of a friend -- Kinkaid -- and
the rustling of their friend Drew's cattle reveal the frontiersmen's sense of
justice.
Questions: What is lawlessness? How is law and order presented in the first
chapter? How is the reader's perception of law and order affected by the news of
the lynching at the end of the chapter? How is this book's portrayal different
from other westerns?
Reading Assignment #2
Chapter 2, pages 30 -- 58
In this content-rich section, the group of men discuss the injustices caused by
the murder of their friend, Kinkaid. The group argues passionately how to handle
it -- should they form a posse? Seek quick revenge? Work through the law?
Opposing sides form between Mr. Davies, Winder, and others seeking revenge.
Questions: The views of the many characters of this section can be confusing.
Have students list the characters' names and write/voice their views towards the
following questions: What is justice according to the character? What should be
done to avenge the killing of Kinkaid according to the character? Cite evidence
and quote passages from the novel to support the view expressed. Students may
also interpret the quote: "True law, the code of justice, the essence of
our sensations of right and wrong, is the conscience of society." (p. 48)
Reading Assignment #3
Chapter 2, pages 58 -- 94
Characters discuss different views on justice for the killing of Kinkaid.
Elements of racism are demonstrated in interactions with Sparks. Even though
Sparks is treated inhumanely, he still decides to join in the quest for the
killers. The debate between a fair trial and a lynching for the guilty turns
towards fair trial with the advice of Mr. Davies and Judge Tyler -- until Tetley
and Amigo enter the story. Amigo had witnessed the rustling of Drew's cattle.
Amigo witnessed three rustlers, riding towards the pass with cattle branded with
Drew's signature. The eyewitness accounts convince the posse of riders to go
after the rustlers since: 1. There was a small number of rustlers; 2. The cattle
brand provides solid proof and 3; The posse knows where to find the killers.
Questions: What are the ways in which justice can be served? How do emotions win
out over reason? How does the law impact the decisions of Farnley, Winder, Gil,
and the narrator?
Reading Assignment #4
Chapter 3, pages 95 -- 140
As the posse rides towards the pass, they discuss justifications for killing the
rustlers, but their feelings of fear and concern over what they are doing
prevail over these concerns. The narrator has a disturbing conversation with
Tetley's son, Gerald, about the immorality of punishing the criminals without a
fair trial. The narrator's concern is that what they are doing is wrong, but at
the same time, he can't overcome his desire to stay with the posse. As nightfall
approaches, the riders approach Ox-Bow Valley. It begins to snow. The narrator,
Croft, is wounded accidentally when he is shot by riders in a wagon heading
through the pass.
Questions: Does the posse's quest represent a desire for justice, vengeance for
Kinkaid's death, or a concern over appearances among the pack of riders?
Ironically, the narrator of the novel is shot while on the path to find the
killers. Identify the symbolism of the shooting of the narrator midway through
the novel. Are the formation and plans of the posse an act of law and order or
conversely, of lawlessness?
Reading Assignment #5
Chapter 4, pages 141-165
The posse continues through the pass and finds three suspects who fit the
description of the killers and rustlers. The posse ties up the suspects, Martin,
the Mex, and Old Hardwick. Tetley interrogates them. Martin insists that they
did not commit the crimes and insists on a fair trial so that justice be served.
Mr. Davies is convinced of their innocence and attempts to defend them.
Questions: Is the questioning of the suspects fair and impartial? How do the
varying characters' opinions affect the questioning? Do you think that Martin's
group committed the crimes? In what different directions could the story go from
this point?
Reading Assignment #6
Chapter 4, pages 165 -- 189
Evidence is found to suggest that the three men had killed Kinkaid: first, they
had the cattle with Drew's brand and secondly, the Mex was carrying Kinkaid's
gun. Martin is eager to write a letter to his wife and children to delay the
hanging and express his final thoughts. He thus convinces Tetley to postpone the
lynching until sunrise. During the night, Martin writes a letter to his wife and
entrusts Mr. Davies to deliver it and take care of his wife after his death.
Finally, at sunrise, Martin, the Mex, and Old Hardwick are hung.
Questions: Considering the evidence and Martin's words, do you think that the
three suspects killed Kinkaid? If the evidence is in doubt, if they are
concerned with short and swift justice, then what should the posse do to punish
the criminals? What is the role of the bystanders, the members of the pack, in
this situation?
Reading Assignment #7
Chapter 5, pages 190 -- 220
At the beginning of this chapter, Risley, the sheriff, is riding towards the
posse with Kinkaid and Drew. It is revealed that the three suspects were
innocent. Drew had sold them the cattle. In the aftermath, Risley does not
arrest any of the members of the posse. As a result, Gerald hangs himself, and
his father, Tetley, follows by killing himself as well. Mr. Davies feels
responsible for not stopping the lynching and turns to Croft to confess.
Questions: At the close of the novel, many have died and committed crimes for
the sake of a crime that was not committed. Was justice served for the crimes
that were committed? How could justice be served? Who was to blame for the
killing of Martin, the Mex, and Old Hardwick? How should those to blame be
punished? What is significant in Gerald and Tetley's suicides?
SUGGESTED
ACTIVITIES
Activities
Role-Play Activity -- A discussion of trials prevails throughout The
Ox-Bow Incident and yet one never takes place. Have students perform a trial
to determine who is guilty in the lynching of Martin, the Mex, and Old Hardwick.
Assign students character roles -- Croft, Gil, Gerald, Mr. Davies, Osgood, Judge
Tyler, Risley, Sparks, Amigo, Tetley, Ma, Bartlett, Farnley, Rose Mapen, Canby,
Kinkaid, Drew, and Smith. Depending on classroom size, students may be assigned
roles as lawyers and jurors as well. Students should build their cases using
evidence from the book and should cite page numbers as references. As a means of
assessment, students may write a reflection on the trial, the book, and their
views on who is guilty.
Interdisciplinary Activity - The Writs of Habeas Corpus were added to the
U.S. Constitution to ensure that suspects of crimes would receive a fair trial
and be presumed innocent until proven guilty. There have been numerous cases in
history and current events where the need for immediate justice battled with the
need for fair and impartial justice. Split the class into groups. Have students
research the following items and be prepared to present their findings to the
whole class. Group 1: Research and present the Writs of Habeas Corpus using
primary and secondary source documents. Group 2: Research and present current
events cases where justice battled against fair and impartial justice (for
example, the World Trade Center bombings and the trial of Timothy McVeigh).
Group 3: Research and present cases in history where a fair trial saved innocent
suspects. Note: A debriefing discussion should follow such a sensitive activity.
Creative Writing and Interdisciplinary Citizenship Building Activity --
Another prevalent theme in The Ox-Bow Incident is the inaction of
bystanders to an unjust action. Have students reflect and write individually on
a time when they witnessed or knew of an injustice and did nothing to stop it.
Have students discuss their examples in pairs. Then, have students present one
point to the class about what their partner said. After the "think, pair,
share" activity, have students research cases in history or current events
where bystanders did not stop actions of injustice. Students may present their
findings through primary source documents, photographs, newspaper articles, etc.
Character Analysis -- The characters of The Ox-Bow Incident
demonstrate a wide range of views on how justice should be served - from those
in favor of a trial to those in favor of quick revenge. Have students list the
characters of the novel and have them build a spectrum of characters from the
most to the least law-abiding.
VOCABULARY
Vocabulary
freemasonry - n., natural fellowship based on some common experience
rein - n., a strap fastened to a bit by which a rider or driver
controls an animal
switchback road - n., a zigzag road, trail, or section of railroad
tracks for climbing a steep hill
sombrero - n., a high-crowned hat of felt or straw with a very
wide brim worn especially in the Southwest and Mexico
lode - n., an ore deposit
rustle -- v., to steal cattle
lynching - v., to put to death (as by hanging) by mob action
without legal sanction
hustler -- n., a person who obtains money by fraud or deception
posse -- n., a body of persons summoned by a sheriff to assist in
preserving the public peace usually in an emergency
reefer jacket - n., a close-fitting usually double-breasted jacket
or coat of thick cloth
carbine - v., a short-barreled lightweight firearm originally used
by cavalry
roundup -- n., the act or process of collecting animals (as
cattle) by riding around them and driving them in
scapegoat -- n., one that bears the blame for others
ribald -- adj., characterized by using coarse or indecent humor
connivance -- n., knowledge of and active or passive consent to
wrongdoing
sidle -- v., to cause to move or turn sideways
cavalcade -- n., a procession of riders and carriages
squatter --n., one that settles on public land under government
regulation with the purpose of acquiring title
omission --n., apathy toward or neglect of duty
commission -- n., authority to act for, in behalf of, or in place
of another
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This page last updated on August 20, 2004