The Key to The Da Vinci Code

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Table of contents

TEACHING GUIDE

Goodreads helps you keep track of books you want to read. Want to Read saving…. Want to Read Currently Reading Read. Refresh and try again. Open Preview See a Problem? Thanks for telling us about the problem. Return to Book Page. Keys to the Da Vinci Code: Dan Brown's immensely popular title, The Da Vinci Code, has been one of the most successful bestsellers in history.

In fact, its cultish following has reached international proportions and the Da Vinci Code phenomenon has now prompted a major motion picture production which is sure to be a box office smash. Do you agree or disagree with this statement? Use a graphic organizer such as a Describing Wheel http: What purposes do these rituals and practices have? While drawing on applicable passages from the text, design a website for your chosen organization that reports on its central mission, details its history, provides information about related characters in the novel, and includes other pertinent information.

Each website must contain text, images, and video. Google Sites all Google resources mentioned in this guide are available with a free Google account , http: According to the text, how did the Priory, and specific members such as Leonardo da Vinci, promote the sacred feminine and push back against patriarchal Christianity? Cite specific passages as you formulate your response. Compare and contrast the religious viewpoints of these different characters and organizations. Analyze how it is portrayed in the book and how groups such as Opus Dei view and utilize it in reality.

Note that many of these can be used in either individual or grouped configurations.

by Dan Brown

Also, while many of the activities here are primarily designed for use after students finish the book, several activities can be used during reading as well. Tell students to record their questions on a separate sheet of paper. After these questions are generated, teachers have several options: For more information on this strategy, consult this resource: Concept Maps can be used in several different ways.


  1. Verliebt, verlobt, verbissen: Roman (Die Sarah-Dearly-Romane 5) (German Edition).
  2. Implementing 802.1X Security Solutions for Wired and Wireless Networks;
  3. Somaclonal Variation in Crop Improvement I (Biotechnology in Agriculture and Forestry).
  4. Navigation menu?
  5. Keys to the Da Vinci Code: The Hidden Lineage of Jesus and Other Mysteries!

First, students can select one character to occupy the center of the map, and linked sections can specify character traits along with textual support. Second, students can feature two characters, one on each side of the diagram, and they can list similar and contrasting characteristics on different sides. Have small groups of students select a character and construct a list of his or her personality traits, fears, goals, desires, and other notable characteristics. Next, have students represent these things visually through symbols for example, one symbol for Langdon might be a magnifying glass, to symbolize his curiosity and propensity for close examination.

Students can use traditional art supplies construction paper, markers, magazines, etc or digital resources such as http: On the back, or underneath the character profile, have students explain the reasoning for their symbols, and require them to cite specific text from the novel as justification. Have them present their visual project to the class. In it, the teacher serves as facilitator by providing students with open-ended questions, prompting students to respond, and by linking student comments. There are three main question categories: Core questions require students to analyze textual details In what specific ways are Langdon and Sophie alike and different?

Finally, closing questions personalize textual concepts What sort of lessons can be learned from the book? Construct multiple questions like these, and have students gather in a large circle. Establish group goals for the discussion and have students create individual goals as well. Some group goals could include practicing active listening strategies, disagreeing constructively, and having each participant express at least two thoughts. Facilitate the conversation and concentrate on eliciting student responses. When the discussion concludes, have students self-assess and provide feedback on the seminar.

Note that many of the discussion questions in this guide can be used in this activity. For more information, consult http: Give them a graphic organizer, such as a double-column chart, and have them list similarities and differences one category per side between the film and book while they watch.

Have them pay close attention to dialogue, plot, and how various scenes are constructed how are different characters positioned in each shot? Is the setting highlighted or deemphasized? How does music influence the mood and pacing of various scenes? After viewing, have students participate in a debate during which they compare and contrast the two mediums and make an argument for which version more effectively conveys the central themes of the story.

As students navigate the route, in a written response, have them compare and contrast the artwork and locations featured during the tour with their associated descriptions in the text. To begin, have students select a single character. To make it more challenging for students, have them select a minor character. Have them write in first person, and encourage them to be reflective and creative as they compose.

This activity should inspire students to think critically about the text and compose in a creative fashion. To add more depth to the assignment, have students include images and videos in their blog entries. Either of these resources would work for this assignment: The following website can be used for this: Place each image at a different location in the room, and arrange desks so that students can walk around and visit each image station. Encourage students to spend time reflecting on each image, and as they do so, have them respond to the following questions on a piece of paper: Have students share their responses in small groups or with the entire class.

To begin, break students into groups of four—five, and have each group select one of the themes mentioned in this guide: Have each group first storyboard their trailer an online template can be found here: If students have access to Apple devices, they should be able to use iMovie for the assignment, as it includes a trailer template. Other video editing software, of course, could also work.

After they film and edit, have students show their trailers to the class. In a journal response, have them analyze the significance of several settings and their roles in the book. The most flagrant aspect The book opens with the claim by Dan Brown that "The Priory of Sion—a French secret society founded in —is a real organization". This assertion is broadly disputed; the Priory of Sion is generally regarded as a hoax created in by Pierre Plantard.

The author also claims that "all descriptions of artwork, architecture, documents… and secret rituals in this novel are accurate", but this claim is disputed by numerous academic scholars expert in numerous areas. Dan Brown himself addresses the idea of some of the more controversial aspects being fact on his web site, stating that the "FACT" page at the beginning of the novel mentions only "documents, rituals, organization, artwork and architecture", but not any of the ancient theories discussed by fictional characters, stating that "Interpreting those ideas is left to the reader".

Brown also says, "It is my belief that some of the theories discussed by these characters may have merit" and "the secret behind The Da Vinci Code was too well documented and significant for me to dismiss. In , while promoting the novel, Brown was asked in interviews what parts of the history in his novel actually happened. He replied "Absolutely all of it. Asked by Elizabeth Vargas in an ABC News special if the book would have been different if he had written it as non-fiction he replied, "I don't think it would have.

The program featured lengthy interviews with many of the main protagonists cited by Brown as "absolute fact" in The Da Vinci Code. The earliest appearance of this theory is due to the 13th-century Cistercian monk and chronicler Peter of Vaux de Cernay who reported that Cathars believed that the 'evil' and 'earthly' Jesus Christ had a relationship with Mary Magdalene , described as his concubine and that the 'good Christ' was incorporeal and existed spiritually in the body of Paul.

The Da Vinci Code: film guide and movie locations

The novel's argument is as follows: He thought Christianity would appeal to pagans only if it featured a demigod similar to pagan heroes. According to the Gnostic Gospels , Jesus was merely a human prophet, not a demigod. Therefore, to change Jesus' image, Constantine destroyed the Gnostic Gospels and promoted the gospels of Matthew, Mark, Luke, and John, which portray Jesus as divine or semi-divine.

But Gnosticism did not portray Jesus as merely human. The book received both positive and negative reviews from critics, and it has been the subject of negative appraisals concerning its portrayal of history. Its writing and historical accuracy were reviewed negatively by The New Yorker , [12] Salon. Janet Maslin of The New York Times said that one word "concisely conveys the kind of extreme enthusiasm with which this riddle-filled, code-breaking, exhilaratingly brainy thriller can be recommended. That word is wow.

Symbolism, Imagery, Allegory

The author is Dan Brown a name you will want to remember. In this gleefully erudite suspense novel, Mr. Brown takes the format he has been developing through three earlier novels and fine-tunes it to blockbuster perfection. David Lazarus of The San Francisco Chronicle said, "This story has so many twists—all satisfying, most unexpected—that it would be a sin to reveal too much of the plot in advance. Let's just say that if this novel doesn't get your pulse racing, you need to check your meds.

He shares my characters' fascinations—the world conspiracy of Rosicrucians, Masons, and Jesuits. The role of the Knights Templar.


  • See a Problem?.
  • Martyr: John Shakespeare 1?
  • The Da Vinci Code.
  • The Dwarven Kingdom of Thazdulrene Story V!

    • The principle that everything is connected. I suspect Dan Brown might not even exist.

    The Da Vinci Code Teacher’s Guide

    The book appeared on a list of best books ever written, which was derived from a survey of more than 15, Australian readers. A novel so bad that it gives bad novels a bad name. Stephen Fry has referred to Brown's writings as "complete loose stool-water" and "arse gravy of the worst kind". I mean, there's so much more that's interesting and exciting in art and in history. It plays to the worst and laziest in humanity, the desire to think the worst of the past and the desire to feel superior to it in some fatuous way.

    Author Lewis Perdue alleged that Brown plagiarized from two of his novels, The Da Vinci Legacy , originally published in , and Daughter of God , originally published in He sought to block distribution of the book and film. However, Judge George Daniels of the US District Court in New York ruled against Perdue in , saying that "A reasonable average lay observer would not conclude that The Da Vinci Code is substantially similar to Daughter of God " and that "Any slightly similar elements are on the level of generalized or otherwise unprotectable ideas.

    Perdue's arguments were "without merit". In reply to the suggestion that Henry Lincoln was also referred to in the book, since he has medical problems resulting in a severe limp, like the character of Leigh Teabing, Brown stated he was unaware of Lincoln's illness and the correspondence was a coincidence. Smith also hid his own secret code in his written judgement, in the form of seemingly random italicized letters in the page document, which apparently spell out a message.