The Horror, The Horror V3

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

This lesson contains 40 slides, with interactive quizzes and text slides.

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)
7 seconds:
An example of a HORROR!
(write or use picture)

Slide 2 - Open question

First have students think about the difference between holiday and horror.
7 seconds:
An example of a HOLIDAY!
(write or use picture)

Slide 3 - Open question

First have students think about the difference between holiday and horror.
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 you:  
  • 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)

Slide 8 - Slide

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Video
  • Congo
  • colonialism
  • Belgian king Leopold II
  • atrocities (torture, slavery)
  • skulls

Slide 9 - Slide

Slide about the video: Interactive video with built-in questions > introduces colonialism and the Congo, provides a setting for the novel.

After that: classroom question - 
Write down in a couple of words: what do you remember from the video about Leopold II and the Congo? What struck you most?
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 10 - 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 does colonialism look like? 

Do the drag and drop activity on the next slide.

Slide 11 - Slide

Purpose: further process the information about colonialism and its implications
Colonised
Independent

Slide 12 - 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 13 - 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 14 - Slide

This assignment invites students to reflect on colonialism and provides a first encounter with Marlow.
Why this fragment and not starting from the beginning? Focus on colonialism, first exercise in using text for evidence. 
  • students in random groups of three to four
  • teacher reads out text fragment in class (possibility to explain)
  • main character Marlow philosophises about conquer and colonists. 
  • after listening, students start answering the questions .



Homework Assignment

Slide 15 - 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 16 - Open question

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

Slide 17 - Slide

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

Slide 18 - Slide

  • start: in-class interactive question, "Describe in two sentences what Chapter 1 is about - according to you" 
  • 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.
Discuss homework
  • students will get into groups of four (roles)
  • discuss homework assignment

Their task is to answer:
  • What is Marlow’s opinion about colonists, trade, slaves and the Congo ?
  • What is said about “Kurtz”?

Slide 19 - 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 20 - 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 21 - 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

Slide 22 - 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 you:  
  • can analyse evidence extracted from the novel.
  • can form an opinion based on well supported arguments from the novel. 

Slide 23 - Slide

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

Slide 24 - 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 25 - 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.
Would you rather...
  • Cut of someone's hand?
  • Cut of someone's head
  • Shoot Someone?
Would you rather...
  • Scrape rubber off bodies?
  • Hunt for elephants?
  • Collect hostages from villages?
Would you rather...
  • Go insane?
  • Be caught by natives and eaten?
  • Catch malaria and die?
Would you rather...
  • March through the jungle on foot?
  • Float down the river by boat?
  • Be carried in a palanquin (chair) by tribe members?
Would you rather...
  • Pull ivory out of elephants to decorate your house?
  • Put heads on stakes to decorate your garden?
  • Scrape the flesh off skulls and bones to decorate your garden?

Slide 26 - Slide

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

Slide 27 - 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 28 - 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 29 - Quiz

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

Slide 30 - Quiz

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Kurtz: accountable or not accountable? 

Slide 31 - 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?

MARIEM'S NOTES ON LESSON 3
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 32 - 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 33 - 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 34 - Slide

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Kurtz's trial - support notes

Slide 35 - Slide

Ready-made notes are provided for those students who struggled with their note-taking. 
Two options:
- A 1 character per group or 
- B 1 character per person in a group
- if you're using option B, suggestion would be to put in a "placemat-activity" format to ensure equal participation of all students.
Kurtz's Trial - Compact - What's your verdict?
  • REMEMBER the Horrors
  • READ the quotes
  • DETERMINE Kurtz's fate 


Slide 36 - 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 37 - 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 38 - Quiz

Choose your option. Please remember which one it was - you'll need it for the next question.

After this question: students will have to support their answer.

Discussion with students: link to determinism / naturalism.
Explain why you chose this option
(mention which one you chose: A, B, C, D)

Slide 39 - 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 40 - Slide

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