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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