The Horror, The Horror edited by patty

The Horror, The Horror
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Slide 1: Slide
EngelsMiddelbare schoolvwoLeerjaar 6

This lesson contains 48 slides, with interactive quizzes, text slides and 1 video.

time-iconLesson duration is: 30 min

Items in this lesson

The Horror, The Horror
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Slide 1 - Slide

Welcome to our workshop about Heart of Darkness.
Please join us by going to LessonUp.app and entering the code (preferably use a second device)
As fast as you can:
Post a picture of a HORROR!

Slide 2 - Open question

First have students think about the difference between holiday and horror.
As fast as you can:
Post a picture of a HOLIDAY!

Slide 3 - Open question

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Imagine going here: hundreds of miles away from the nearest city, no electricity, water, tools... holiday or horror?
A
holiday
B
horror

Slide 4 - Quiz

How do the students feel about:
  • a dark jungle
  • primitive living
  • Africa

Heart of Darkness
  • three lessons (60 mins)
  • target group: 6V (level B2)

Goals
  • students are able to discuss what they have read (examenblad)
  • students can express an opinion and argue their case
  • students are able to think critically about a topic
  • students show awareness of the impact of colonialism
  • students can make a character analysis based on the readings of the book

Slide 5 - Slide

  • lesson series 3 lessons book Heart of Darkness
  • pre-while-after reading
  • usable online distance learning lesson
  • target 6v - level B2 -examenblad
  • discuss general goals related to novel
  • Congo - colonialism
  • Kurtz - character analysis villain
  • Opinion forming - accountability actions Kurtz
  • all activities on slides - some only to show you/some to join
  


 
Lesson 1 - goals
At the end of this lesson students:  
  • can explain what colonialism is.
  • can give examples of what happened in the Congo.
  • can use quotes from a written text to support your opinion. 

Slide 6 - Slide

This is the "what" of lesson 1.
Before reading lesson 1 
  • bell ringer
  • colonialism introduction
  • Leopold II video and quiz
  • reading activity 
  • homework
  • exit ticket

Slide 7 - Slide

This is the how of lesson one. We already did the "bell ringer" activity. Let's proceed to the next ones.

Reading activity: fragments from chapter 1 (answer questions about Marlow and colonialism)

Homework: read the first chapter (Marlow and keywords, Kurtz)
19th century colonisation in Africa

Slide 8 - Mind map

What do you know about 19th century colonialism in Africa?

In class discussed with students.


7

Slide 9 - Video

I would just paste the video and remove the questions.

Start at: 3:25, end at 6:03. 

Students are going to watch a video that provides background information about Congo, colonialism and even the novel.
The whole video is 8 minutes. It relates how Leopold II owned the Congo, earned lots of money, accepted slavery, and how people in the Congo were maltreated. We are going to show a short fragment to give you an idea. 
We would like to invite you to answer some of the quiz questions.
Later on, the clip mentions the novel Heart of Darkness and suggests that Conrad based the character of Kurtz on Mr Romm.
00:09
King Leopold II sent Stanley on a mission. What was NOT a part of his mission?
A
build bridges
B
establish posts
C
make treaties
D
suppress slavery

Slide 10 - Quiz

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03:05
Stanley explored "under the guise of" Leopolds holding, the mission of which was FREE TRADE and SUPPRESSION OF SLAVERY
Did he and Leopold support this mission or not?
A
yes
B
no

Slide 11 - Quiz

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03:25
What were the chiefs paid for "signing" the treaties?

Slide 12 - Open question

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04:18
Which fact did Leopold II choose to ignore?

Slide 13 - Open question

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04:50
What did Leopold II NOT want from the Congo?
A
diamonds
B
ivory
C
rubber

Slide 14 - Quiz

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05:20
Why were hands of executed villagers cut off?

Slide 15 - Open question

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06:43
Predict. Williams wrote a letter to the king, condemning the atrocities and stating the king was guilty. What do you think was the effect of that letter?
A
Positive - Leopold changed his policies.
B
Negative - Leopold arrested Williams.
C
Nothing - Leopold didn't believe Williams and ignored it.
D
Nothing - Williams died so the king ignored it.

Slide 16 - Quiz

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Write down in a couple of words: what do you remember from the video about Leopold II and the Congo? What struck you most?

Slide 17 - Open question

Purpose of this question is to enable classroom discussion, wrapping it up, summarising some main points (slavery, trade, money, maltreatment and what else the students come up with)
How do you see colonialism?
On the next slide, please drag and drop the pictures to the correct box. 


Activity:
What are your impressions on colonialism?

Do the drag and drop activity on the next slide.

Slide 18 - Slide

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Colonized
Independant

Slide 19 - Drag question

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Heart of Darkness
  • written by Joseph Conrad
  • set in colonial Congo in Africa
  • main character Marlow recalls when he went on a commercial mission on the river Congo.

  • reading project
  • three lessons and homework

Slide 20 - Slide

  • Link colonialism to novel late 19th century Congo. 
  • explain the setup of the lesson series:
  • Students will read most of the book on their own.
First encounter with Marlow
  • Click the link and read the assignment. 
  • Listen to the teacher reading out the text, read along.
  • Answer the questions (alone, then discuss within your group).
2000 years ago: Romans "conquered" Britain

Slide 21 - Slide

For this assignment students will be put into random groups of three to four.
The teacher reads out a text fragment in class. Reading out because it enables teacher to explain difficult vocab, if necessary. The fragment was taken from Chapter 1. Marlow philosophises about conquer and colonists. After listening, students start answering the questions .
This assignment invites students to reflect on colonialism and provides a first encounter with Marlow.

We have purposely chosen a part of the book without reading the previous pages because we are focusing on colonialism, which was also mentioned in the clip. In addition, this is an exercise in using text for evidence. 
Homework Assignment

Slide 22 - Slide

  • do:  read chapter 1, answer questions
  • links to lesson 2 class activity
  • expresses Marlow's ideas about colonialism, slaves, trade, Congo
  • introduces Kurtz - rlink to next lessons


Exit ticket. Name two things that you've learned today about either the novel, colonialism or Congo

Slide 23 - Open question

Mention the exit ticket. Don't do it.
Lesson 2: Goals
At the end of this lesson you:  
  • can collaborate with other to form one opinion based on evidence from the book.
  • can write a character analysis based on evidence from the book.

Slide 24 - Slide

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While reading lesson 2
Activities
  • start-up activity
  • discuss homework in groups
  • character analysis assignment
  • homework task

Slide 25 - Slide

Students will do an open assignment, then discuss homework in groups.
After that a classroom character analysis-assignment is set. 
After finishing and discussing the character analysis, the teacher sets the homework assignment, which basically is a continuation of the homework started in lesson 1.
If there is time, students can start the homework assignment.
Describe in two sentences what Chapter 1 is about - according to you

Slide 26 - Open question

Students enter their individual answers. Teacher wraps it up by showing all the answers and discussing some main points.
Discuss homework
  • get into groups of four (roles attributed to students)
  • compare your homework notes
  • report back to the teacher in 10 minutes

Task: answer the homework questions as a group:
  • What is Marlow’s opinion about colonists, trade, slaves and the Congo ?
  • What is said about “Kurtz” ?

Slide 27 - Slide

How?
10 to 15 minutes. 
Students share their homework notes, then decide what they find most important and what they conclude. Students get a sheet of paper (or use their notebooks)
Students will be assigned roles to stimulate positive mutual dependency
(Effectief leren p 96.) 

* note-taker: writes down the conclusions
* group leader: makes sure all questions are answered and everybody gets their say
* reporter: the one who will tell the class about the group's findings
* judge: the one who is allowed to ask the teacher for advice in case of questions or disagreement 
Character Analysis
What is a character analysis? 
  • an evaluation of a character in a story

Why do we do a character analysis?
  • to promote critical thinking 
  • to form a conclusion based on evidence

Slide 28 - Slide

Explain that we analyse characters in our lives or when watching series and movies.

What is character analysis?
What they are like?
look at the actions they do, how they are shown/ portrayed in the story, how do other characters react to things they say or do.
What part they play in the story?
protagonist/ antagonist
What conflicts do they come across in the story?
internal or external conflict

Student support:How to write a character analysis?

Slide 29 - Slide

Analyse Marlow
  • steps 1-5 in pairs - make notes
  • individual analysis
  • evaluate each other's analysis in groups with role swap
Mutiple intelligences:
  •  draw a picture of Marlow
  •  search pictures on the internet  add an explanation
  • create a mindmap 

Homework Assignment
At the end of this lesson you:  
  • can analyse evidence extracted from the novel.
  • can form an opinion based on well supported arguments from the novel. 

Slide 30 - Slide

  • finish book
  • take notes (complete worksheet)
dual purpose:
  • acquainting students with character analysis 
  • preparing them for the activities in the final lesson.

Differentiation: 
  • Level 1: Imagine you are Marlow or the Russian. Make a character analysis of Kurtz from your point of view. Rules: You may only use the notes where your character was present/ involved. Explain your opinion in your own words. Give arguments/ quotes from the book to support your opinion. 
  • Level 2 (Differentiation/ Extra challenge): Write down a character analysis of Kurtz from both Marlow’s point of view and the Russian’s point of view.  They will have to use their quotes for the assignment
  • Insert part of the assignmentdescribe Kurtz from point of view characters (notes scaffolding) - provide students with feedback, support argument. Check understanding.
differentiation: the letter assignment for lower level students.

Lesson 3: Goals
At the end of this lesson students:  
  • can analyse evidence extracted from the novel.
  • can form an opinion based on well supported arguments from the novel. 

Slide 31 - Slide

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Lesson 3: after reading
Activities
  • warm-up horror quiz
  • recap
  • trial
  • verdict

Slide 32 - Slide

The third lesson starts with a warm-up quiz about horrors, aim of which is to stress what horrors Kurtz has committed, and referring to his last words "the horror, the horror".
It is followed by a recap question similar to that from lesson two. 
Then the students get into groups to give a verdict: can we hold Kurtz accountable for the horrors he committed?
tHe HORROR wArm-uP aRe yOu rEADy?

Slide 33 - Slide

  • To bring back to memory the horrors mentioned in the book.
  • teacher can choose to use the outcome to divide your groups. 
  • Or class discussion.

Slide 34 - Link

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You have read Heart of Darkness. What struck you as "horror"? Try to illustrate your answer with an example.

Slide 35 - Open question

Students enter their individual answers. Teacher wraps it up by showing all the answers and discussing some main points.
What do you think it means to be accountable or not accountable? 

Slide 36 - Slide

Introduce trial
Can Kurtz be held accountable? 

link: naturalism/psychological determinism (as a besides):

Is behaviour of individuals is shaped by their environment? 
So in how far can Kurtz be held accountable for what he did?
You are ALWAYS accountable for your own actions no matter what.
A
true
B
false

Slide 37 - Quiz

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You can't be held accountable if you are following orders.
A
true
B
false

Slide 38 - Quiz

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Kurtz: accountable or not accountable? 

Slide 39 - Slide

Introduce trial
Can Kurtz be held accountable? 

link: naturalism/psychological determinism (as a besides):

Is behaviour of individuals is shaped by their environment? 
So in how far can Kurtz be held accountable for what he did?
A trial
  • imagine Kurtz was being tried for the horrors he committed
  • in your group you will be assigned a judgement which you have to defend and support with arguments
    - Kurtz was accountable for his actions
    or
    - Kurtz was not accountable for his actions
  • after each group presented their verdict,
    the whole class 
    votes

Slide 40 - Slide

Now:show compact version
In class:
-work in groups (same as homework of divided using quiz)
- students use notes
-in 15 minutes  try Kurtz (prove he is accountable or unaccountable ) 
form opinion -present to class

Requirements:
  • Your verdict of accountable/ unaccountable must explain Kurtz' role in: slavery, colonisation, & trade.
  • If your group has to decide that Kurtz is accountable, you must also explain whether he took those actions himself or as part of the company that was in the Congo.
  • If your group has to decide that Kurtz is unccountable, then you must explain who should be accountable for those horrors (king Leopold II, the company, no one, he was insane etc...).
  • You may not use the same quote to support two different arguments.


Kurtz's trial -assignment

Slide 41 - Slide

The assignment for students would take too long. We therefore made a compact trial version for the peers. Based on a couple of quotes.
We explain the extended version and we let them do the limited version.
Russian: he is amazing
Accountant: good trader
Marlow: he was crazy
etc.
Use the notes from your homework to help you discuss and form an opinion.
Your verdict of accountable/ unaccountable must explain Kurtz' role in: slavery, colonisation, & trade.
If your group has to decide that Kurtz is accountable, you must also explain whether he took those actions himself or as part of the company that was in the Congo.
If your group has to decide that Kurtz is unccountable, then you must explain who should be accountable for those horrors (king Leopold II, the company, no one, he was insane etc...).
You may not use the same quote to support two different arguments.
You have 15 minutes. Afterwards, each group will present its verdict and explain why they believe Kurtz should be accountable/ unaccountable for his actions. 
Kurtz's trial - student tool

Slide 42 - Slide

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Kurtz's trial - support notes

Slide 43 - Slide

Ready-made notes are provided for those students who struggled with their note-taking. 
Kurtz's Trial - Compact Version - How do you plead?
  • REMEMBER the Horrors
  • READ the quotes
  • DETERMINE Kurtz's fate 


Slide 44 - Slide

We don't have time to do the whole trial. But to give you an idea of what we want to do:
* read the quotes
* decide: accountable or not
* vote
* explain your choice
Simplified Trial Quotes
The Russian: This man suffered too much. He hated all this, and somehow he couldn't get away. When I had a chance, I begged him to try and leave while there was time; I offered to go back with him. And he would say yes, and then he would remain; go off on another ivory hunt; disappear for weeks; forget himself amongst these people--forget himself--you know.' 'Why! he's mad,' I said. He protested indignantly. Mr...
Marlow: 'My ivory.' Oh yes, I heard him. 'My Intended, my ivory, my station, my river, my--' everything belonged to him. It made me hold my breath in expectation of hearing the wilderness burst into a prodigious peal of laughter that would shake the fixed stars in their places. Everything belonged to him—but that was a trifle. The thing was to know what he be longed to, how many powers of darkness claimed him for their own. That was the reflection that made you creepy all over. It was impossible--it was not good for one either--trying to imagine. He had taken a high seat amongst the devils of the land--I mean literally. You can't understand. […] 

Slide 45 - Slide

Due to lack of time: colleagues get to read 4 different quotes and vote on Kurtz's fate. In a normal lesson the student would be given three quotes for each character. You can go two ways: either restrict each group to one character or Give them all characters and decide the verdict for them.
What is your verdict?
A
Accountable. He didn't receive orders to commit cruelties.
B
Accountable. He could have left at any point but he chose to stay.
C
Unaccountable. The circumstances forced his hand.
D
Unaccountable. He was insane.

Slide 46 - Quiz

Choose your option. Please remember which one it was - you'll need it for the next question.
Explain why you chose this option
(mention which one you chose: A, B, C, D)

Slide 47 - Open question

Wrap up: discuss why of answers.

The offering was barred by a black bank of clouds, and the tranquil waterway leading to the uttermost ends of the earth flowed sombre under an overcast sky- seemed to lead into the heart of an immerse darkness.

Or to rephrase:
We will be happy to answer your questions now.

Slide 48 - Slide

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