Download Applications of Social Darwinism

Story: "The Most Dangerous Game" by Richard Connell
"Anchor Text"
DAY 1 or Lesson 1
There are some words in the story that you may be unfamiliar with. For #1 – 5, read the sentence, part
of speech and guess, deduce what the definition maybe. For # 6 – 10, the definition & part of speech is
given to you. Write a sentence using the word.
When you are done, place the vocabulary words in the vocabulary section of your 3 ring binder.
(See Worksheet
Vocabulary:
1. Affable
2.
3.
4.
5.
6.
amenities
Condone
Cosmopolite
debacle
deplorable
7.
8.
9.
10.
11.
12.
13.
disarming
imprudent
indolent
14. precariously
15. quarry
16. scruples
17. solicitous
naïve
18. zealous
futile
opiate
palpable
DAY 2 or Lesson 2
DAY 2 or Lesson 2
Reciprocal Teaching Strategy - Break into two groups. Each group will read an article aboutSocial Darwinism. After
reading, each group will explain their article to the other group.
Articles:
http://www.our-english-class.com/09Lit/docs/1MostDangerousGame2.html
http://www.angelfire.com/mi2/theteach/09Lit/docs/1MostDangerousGame1.doc
The Implications of Darwin's Principle of Natural Selection on Western Views of Human Nature
http://www.learn360.com/ShowVideo.aspx?ID=143748
Selection
http://www.learn360.com/ShowVideo.aspx?ID=148308
What are Literature Circles?
"In literature circles, small groups of students gather together to discuss a piece of literature in depth. The
discussion is guided by students' response to what they have read. You may hear talk about events and
characters in the book, the author's craft, or personal experiences related to the story."
Schlick Noe, K. L. & Johnson. N.L., Getting Started with Literature Circles , 1999 Christopher-Gordon
Publishers, Inc. p. ix.
What is its purpose?
"Literature circles provide a way for students to engage in critical thinking and reflection as they read,
discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add
onto their understanding as they construct meaning with other readers. Finally, literature circles guide
students to deeper understanding of what they read through structured discussion and extended written
and artistic response."
Schlick Noe, K. L. & Johnson. N.L., Getting Started with Literature Circles , 1999 Christopher-Gordon
Publishers, Inc. p. ix.
DAY 3 or Lesson 3
 We will read and discuss "The Most Dangerous Game" by Richard Connell
Ms Blumer’s Classroom 2010-2011
1




We will also study the literary elements of plot and recognize the 3 types of possible conflicts along with
suspense
Audio Book: http://www.finalrune.com/mad-horse-most-dangerous-game/
MOVIE: The Eliminator: http://www.imdb.com/video/screenplay/vi780927257
Is this Social Darwinism?: http://www.youtube.com/watch?v=YQscE3Xed64
DAY 4 or Lesson 4
WORKSHEET
DAY 5 or Lesson 5 – QUIZ TODAY
Ms Blumer’s Classroom 2010-2011
2
“The Most Dangerous Game”
Teacher Notes
Title: “The Most Dangerous Game”
Author: Richard Connell
Point of View: Third Person
Setting:
Time: Mid-1930s (references to Russian involvement in war)
Place: Caribbean Sea, Ship-Trap Island (Jungle like)
Mood: Suspenseful
Conflict: Man vs. Man (Rainsford vs. Zaroff), Man vs. Nature (Rainsford vs.
quicksand/ocean)
Theme: Things aren’t always as they appear, Good always wins, never underestimate
your opponent.
Characters:
1. Name: Sangor Rainsford
 Personality description: hunter, doesn’t think animals have feelings
 Resourceful, brave, cunning, bold, civilized
 Physical description: In good shape (indirect), has good eyes (direct)
2. Name: General Zaroff
 Personality description: hunter, polished/educated, sadistic
 Savage, conceited/cocky
 Physical description: White hair, black eyebrows and mustache, trim, wears suits, red lips and pointed
teeth,
3. Name: Ivan
 Personality description: deaf/mute, mean/evil – likes to torture people
 Physical description: Huge, long curly black beard, small black beady eyes, cossack
4. Name: Whitney
 Personality description: More sensitive and open-minded
 Physical description:
Literary Terms and Techniques
Plot Details:

Exposition – Rainsford and Whitney on the boat, discussing hunting. Rainsford falls off the boat while
lunging for his pipe. Meets Zaroff and finds out he hunts human beings.

Rising action – Rainsford is hunted by General Zaroff. Sets three traps. One that wounds Zaroff, one that
kills hunting dog and one that kills Ivan.

Climax – Rainsford jumps off the cliff into the water

Falling action – Zaroff relishes his victory by having a good dinner, reading and then decides to turn in for
bed.

Resolution – Rainsford is waiting for Zaroff when he comes to bed. They fight and Zaroff dies.
Alliteration –Use Exact Quote
 “Desperately he struck out with strong strokes.”
Ms Blumer’s Classroom 2010-2011
3


“Not many men know how to use a Malay Mancatcher.”
“…bleak darkness blacking…”
Flashback – None
Foreshadowing – Description of ship-trap island, he hunts jaguar and talks about the hunted lacking feelings,
doesn’t recognize the scream of the animal, small gun, etc.
Imagery –
Irony – Rainsford thought he was going hunting, and that the animal has no feelings – but then he becomes the
hunted.
Metaphor – See Figurative Language Sheet > Use Exact Quote
Personification – See Figurative Language Sheet > Use Exact Quote
Simile – See Figurative Language Sheet > Use Exact Quote
Symbolism – Struggle between Rainsford and Zaroff is like the struggle between good and evil. Dogs = cheating
Ms Blumer’s Classroom 2010-2011
4
Name _________________________________
“The Most Dangerous Game”
Date _________________________________
Vocabulary: English 9 & 10
Directions: There are some words in the story that you may be unfamiliar with. For some of the sentences I have
given you the part of speech and definition. For the others I have given you the part of speech and a sentence.
Your job is to fill in the missing blank given the information.
When you are done, place the vocabulary words in the vocabulary section of your 3 ring binder.
adjective
Affable
friendly, pleasant, and easy to talk to
noun
Amenities
something that adds to one’s comfort or convenience
Verb
Condone
overlook, forgive, or disregard
noun
Cosmopolite
A citizen of the world
Ms Blumer’s Classroom 2010-2011
5
Noun - dey-bah-kuh l
Debacle
EMS came to sort out the debacle, which left hurt a trail of injured bodies.
adjective
Deplorable
deeply regrettable; unfortunate
Adverb
Indolent
Excessively lazy
Noun
Opiate
Causing dullness or inaction
Adjective - pal-puh-buh l
palpable
The tension in the room was palpable when I walked in and saw the two boys glaring at each
other.
Ms Blumer’s Classroom 2010-2011
6
noun
Scruples
an uneasy feeling arising from one’s conscience or principles
adverb
Solicitous
with an expression of care or concern
Noun
Tartar
One who is unexpectedly troublesome
Noun - vahy-tal-i-tee
Vitality
Life, Energy, or mental vigor - capacity for survival
adjective
Zealous
intensely devoted and enthusiastic
Ms Blumer’s Classroom 2010-2011
7
Name: ______________________________________________ Date: ___________
Literary Analysis Skill Builder
Conflict
Most stories are built around a central conflict, or struggle between people, or between people and nature, an
obstacle, or society. Sometimes the struggle may go on inside a character.
 An external conflict involves a character pitted against an outside force.
 An internal conflict occurs when the struggle takes place within a character’s own mind.
List instances of each kind of conflict in the story. Then answer the questions.
Internal Conflict
Zarnoff
Rainsford
External Conflict
Person vs. Person
Person vs. Nature
Person vs. Obstacle
Follow Up: On the back of this paper answer the following questions
 Which conflicts added the most excitement to the story?
 Which revealed something important about one of the characters? Explain.
 Why do you think Connell included the other conflicts that you identified?
Ms Blumer’s Classroom 2010-2011
8
Article 1
Social Darwinism, Herbert Spencer, Ethics and Morals
Social Darwinism is a belief, popular in the late Victorian era1 in England, America, and
elsewhere, which states that the strongest or fittest should survive and flourish in society, while
the weak and unfit should be allowed to die. The theory was chiefly developed by Herbert
Spencer, whose ethical philosophies always held an elitist view.
Spencer and Social Darwinism
Herbert Spencer took "might makes right" sorts of views long before Darwin published
his theory. However, Spencer quickly adapted Darwinian ideas to his own ethical theories2.
The concept of adaptation allowed him to claim that the rich and powerful had become rich
and powerful because they were better adapted to the social and economic climate of the time.
The concept of natural selection allowed him to argue that it was natural, normal, and proper
for the strong to thrive at the expense of the weak. After all, he claimed, that is exactly what
goes on in nature every day.
However, Spencer did not just present his theories as placing humans on a
parallel with nature. Not only was survival of the fittest natural, but it was also morally
correct. Indeed, some extreme Social Darwinists argued that it was morally incorrect to
assist those weaker than oneself, since that would be promoting the survival and
possible reproduction of someone who was fundamentally unfit.
Applications of Social Darwinism
Social Darwinism was used to justify numerous exploits that are of dubious3 moral value
today. Colonialism was seen as natural and inevitable, and given justification through Social
Darwinian ethics – people saw natives as being weaker and less fit to survive, and therefore felt
justified in seizing land and resources from them. Social Darwinism applied to military action as
well; the argument went that the strongest military would win, and would therefore be the
most fit. Casualties on the losing side, of course, were written off as the natural result of their
1
Victorian era = Late 1800s
Ethical = theories about right and wrong
3 Dubious = doubtful, questionable
2
Ms Blumer’s Classroom 2010-2011
9
unfit status. Finally, it gave the ethical nod to brutal colonial governments who used oppressive
tactics against their subjects.
In its most extreme forms, Social Darwinism has been used to justify eugenics programs4
aimed at eliminating "undesirable" genes from the population; such programs were sometimes
accompanied by sterilization laws directed against "unfit" individuals. The American eugenics
movement was relatively popular between about 1910-1930, during which 24 states passed
sterilization laws and Congress passed a law restricting immigration from certain areas deemed
to be unfit. Social Darwinist ideas, though in different forms, were also applied by the Nazi
party in Germany to justify their eugenics programs.
Positive Results of Social Darwinism
Though its moral basis is now generally opposed, Social Darwinism did have some
favorable effects. Belief in Social Darwinism tended to discourage wanton handouts5 to the
poor, favoring instead providing resources for the fittest of all walks of life to use, or choosing
specific, genuinely deserving people as recipients of help and support. Some major capitalists,
such as Andrew Carnegie, combined philanthropy with Social Darwinism; he used his vast
fortune to set up hundreds of libraries and other public institutions, including a university, for
the benefit of those who would choose to avail themselves of such resources. He opposed
direct and indiscriminate6 handouts to the poor because he felt that this favored the
undeserving and the deserving person equally.
The Problem with Social Darwinism
First, it makes the faulty assumption that what is natural equals what is morally correct.
In other words, it falls prey to the belief that just because something takes place in nature, it
must be a moral idea for humans to follow.
This theory falls tries to derive an ought statement from an is statement. For example,
the fact that you did stub your toe this morning does not logically imply that you ought to have
4
Programs sterilizing or euthanizing the weak
Wanton handouts = handouts not directed to specific needs
6 Indiscriminate = handouts everywhere and anywhere
5
Ms Blumer’s Classroom 2010-2011
10
stubbed your toe! The same argument applies to the Social Darwinists' attempt to extend
natural processes into human social structures.
From library.thinkquest.org/C004367/eh4.shtml?tqskip=1
Ms Blumer’s Classroom 2010-2011
11
Article 2 - Social Darwinism
by David N. Menton, Ph.D.
It has been said that no book, other than the Bible, has had a greater affect on
society than Darwin's On the Origin of Species…
One of the worst features of Darwin's evolutionary theory was that it invited not
only a comparison between man and the apes, but also between the "highest" and
"lowest" humans. The feature of Darwinism most often used by those who attempt to
justify their moral and social views with science is the concept of the "survival of the
fittest." This application of Darwinian ideas to human society and behavior is known as
Social Darwinism. Evolutionist Steven Jay Gould, wrote that following the publication of
On the Origin of Species in 1859, "arguments for slavery, colonialism, racial
differences, class structures, and sex roles would go forth primarily under the banner of
science."
Blacks and American Indians were among the first to be singled out as being
"lower" than Caucasians. In his book The Mismeasure of Man (Chap. 3), Steven Jay
Gould pointed out that some anthropologists were not above falsifying their data to
prove the "superiority" of the white race. For example, assuming brain size had
something to do with intelligence (it doesn't), many anthropologists intentionally
exaggerated the size of Caucasian skulls and underestimated the size of skulls from
Blacks and Indians. Social Darwinism thus came to serve as a "scientific" justification
for racism.
It might be argued that Darwin would never have approved this use of his theory,
but his own writings reveal profoundly racist implications. In the sixth chapter of his
book The Descent of Man, Darwin predicted that eventually evolution would increase
the gap between humans and the lower apes through the extinction of such
"evolutionary intermediates" as gorillas and Negroes! Darwin declared that "the break
will then be rendered wider, for it will intervene between man in a more civilized state,
as we may hope, than the Caucasian, and some ape as low as a baboon, instead of as
at present between the Negro or Australian and the Gorilla" (The Descent of Man,
Charles Darwin, 1871, p. 201).
In an effort to promote the evolution of "higher forms" of humans, Darwin's
Ms Blumer’s Classroom 2010-2011
12
cousin, Sir Francis Galton, founded the Eugenics Movement. Eugenics is the "science"
which seeks to improve the biological makeup of the human species by selective
breeding. Galton advocated the regulation of marriage and family size according to the
genetic quality of the parents. He believed that if controlled breeding was applied to
humans, as it was to farm animals, a perfect human breed could be developed. This
concept of the "master race" was put into practice by Adolph Hitler in Germany in an
effort to create a "pure Aryan race," while exterminating "inferior" Jews.
That Hitler based his fascism on evolutionary theory is evident from both his
speeches and his book Mein Kampf. Benito Mussolini, who brought fascism to Italy,
was also greatly influenced by Darwinism, which he thought supported his belief that
violence is essential for beneficial social transformation. Mussolini repeatedly used
Darwinian catchwords in his speeches and ridiculed efforts at peace because they
interfered with natural evolutionary process.
No discussion of the devastating impact of Social Darwinism on society would be
complete without considering its strong influence on the development of Marxism and
Communism. Frederich Engels and Karl Marx (co-founders of Communism) were
exceedingly enthusiastic over Darwin's book On the Origin of Species. Karl Marx
wrote a letter to Engels in December of 1860 declaring that On the Origin of Species
was "the book which contains the basis in natural history for our views." In another
letter to Engels in January of 1861, Marx declared: "Darwin's book is very important and
serves me as a basis of struggle in history” (As quoted by Conway Zirkle in: Evolution,
Marxian Biology, and the Social Scene, University of Pennsylvania Press, 1959, p.
86).
Originally published in St. Louis MetroVoice, September 1994, Vol. 4, No. 9
Ms Blumer’s Classroom 2010-2011
13
Lesson 2 – Literary Circles http://www.literacyworkshop.org/2005.htm
RECIPROCAL TEACHING STRATEGIES WORKSHEET (non-fiction)
Predict.
I think I will learn that ___________________________________________________________________________
_____________________________________________________________________________________________
because ______________________________________________________________________________________
_____________________________________________________________________________________________
List Main Ideas. As you finish reading each paragraph or key section of the passage, summarize the main idea of
that paragraph or section in one or two complete sentences. Then Generate Questions. For each main idea listed,
write down at least one question that the main idea will answer. Good questions should include words like “who,
“where”, “when”, “why”, and “what”.
Main Idea 1: ___________________________________________________________________________________
_____________________________________________________________________________________________
Question 1. ____________________________________________________________________________________
_____________________________________________________________________________________________
Main Idea 2: ___________________________________________________________________________________
_____________________________________________________________________________________________
Question 2. ____________________________________________________________________________________
_____________________________________________________________________________________________
Main Idea 3: ___________________________________________________________________________________
_____________________________________________________________________________________________
Question 3. ____________________________________________________________________________________
_____________________________________________________________________________________________
CLARIFY
1. __________________________ is a difficult word because ___________________________________________.
So I (check the strategies that you used) __ checked parts of the word that I know, __ sounded out the word,
__thought of a word that looks like this, __ read on to find clues, __ reread to find clues, __tried another word.
2. _______________________________________________________________ is a confusing idea or part because
_____________________________________________________________________________________________.
So I (check the strategies that you used) __reread, __read on, __thought about what I know, __ talked to a friend.
Ms Blumer’s Classroom 2010-2011
14
Summarize.
Here is a one to three sentence summary: ____________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Ms Blumer’s Classroom 2010-2011
15