Wednesday, August 16, 2017

Reading Period 1: Antigone: Aug 18 - Sept 7

Four syllables in your face. 

x
Due Dates:
Quiz, Monday Sept 4, 7pm
Assignments Wednesday Sept 6, 7pm

Long Read: 

Antigone, by Sophocles, lines 1-655

Short Reads: 

Aristotle's Poetics, parts 1-6 and parts 8-10
"Greece and the Theater" essay in the Sophocles book, pages 13-30

Poetry:

"Bring Me Homer's Lyre" by Anacreon

                        Bring me Homer’s lyre, yes, bring it,
                        But leave that string of blood out
                        Bring a cup of versing rules
                        Oh and mix some metres in it
                        I will sing, then I’ll be dancing
                        Not a drop of sense left in me
                        I will dance to horn and zither
                        Crying out the cries that wine makes
                        Bring me Homer’s lyre, yes, bring it
                        Oh but take that string of blood out

"Already More than Half the Pages" by Philodemus
            Already more than half the pages have been torn out of the little             book of my life;
            Look, girl, already white hairs are sprinkled on my head,
            announcing that the age of wisdom is drawing near.
            But still all I care about is laughing and drinking and the                         pleasures of the night;
            Still, in my unsatisfied heart, a fire is burning.
            Oh, Muses, my guides, write an end to it: Say, This girl, this                   one here,
            She is the end of your madness.
"He is Gone. That wild boy, Love" by Meleager

            He is gone. That wild boy, Love, has escaped!
            Just now, as day was breaking, he flew from his bed and was gone.
            Description? Sweetly tearful, talks forever, swift, irreverent,
            Slyly laughing, wings on his back, and carries a quiver.
            His last name? I don’t know, for his father and mother,
            Whoever they are, in earth or heaven, won’t admit it.
            Everyone hates him, you see. Take care, take care,
            Or even now he’ll be weaving new snares for your heart.
            But hush—look there, turn slowly. You don’t deceive me, boy,
            Drawing your bow so softly where you hide in Zenophile’s eyes.

Creative Assignment: 

Choose one of the following creative assignments and post your efforts to the Google+ Community. For visual art, you'll need to scan your work, or take a photo and post it. Please use great lighting and post something we can all see! Part of your participation grade is commenting on your classmates' work.

Option 1: Create a colorful but informative drawing of a Greek theater in which you label the SKENE, THEATRON, ORCHESTRA, and PARADOS.

OR

Option 2:
In class, we are going to be loosely following these instructions to create theatrical masks for use in our production of Oedipus #Rekt.





Read a bit about the role of masks in Greek theater. Create two sketches for masks we might make -- one for Antigone, one for Creon. Your sketches should each be the size of an 8.5x11 sheet of paper, and we should be able to tell which character is represented just by looking. 

Writing Assignment: 

Choose one of the following writing assignments and post your efforts to the Google+ Community under the appropriate category, and identify which reading period it belongs to. Part of your participation grade is commenting on your classmates' work. 

Option 1:  After reading the introductory essay, "Greece and the Theater," write a 300 word essay in which you answer this question: If a modern city declared a three day festival and theatrical competition, would there be an audience? Give your opinion based on what you know about people and their interest in live theater, and the popularity of film festivals like Cannes and Sundance. What would make this work? What would make this fail? In your essay, you must use and define the following terms: Catharsis, Perepeteia, Hamartia, Anagnorisis.

OR

Option 2:
Read the "Ode to Man" section of Antigone, the chorus' speech in lines 375-416. Then read Anne Carson's poem "The Ode to Man from Sophocles' Antigone" in The New Yorker. Write a 300 word essay paraphrasing these lines. You can use your own imagery, and your own ideas if you like, but you must communicate the same idea. Therefore your first task will be to figure out what that idea is.

AP Language and Composition:

If you intend to take the AP Language and Composition test at the end of the year, you will have some extra reading and writing to do. If you write the essay, post your essay under the "World of Ideas" category on the Google+ Community. If you choose to answer the questions, email them to me with the subject header World of Ideas Reading Period 1.

In World of Ideas, read "Thoughts from the Tao-te Ching" by Lao Tzu. Choose any of the essay prompts (1-5) in the Writing Assignments section and write a 300 word essay OR answer all of the Questions for Critical Reading.


Quiz:

Your quiz is over the assigned excerpts from Aristotle's Poetics, and the "Greece and the Theater" essay. You may use the texts to help you answer. Send your quiz in an email with the subject header Zombie Hotsauce Quiz Reading Period 1. Copy the questions into the email and add your answers. 

1. What characters and plots did Greek tragedy primarily depict?
2. What were dithyrambs?
3. Which deity was considered patron of the arts and honored at the Athenian theatre festivals?
4. Who are the three great Greek tragedians?
5. At the time of Euripides’ death, how many actors, apart from the chorus, were in a Greek tragedy?
6. Interspersed with each trilogy of tragedies at the festivals were shorter, comical plays, called ________ plays.
7. Why did the actors wear masks?
8. Describe one function of the chorus.
9. Identify Aristotle’s Three Unities.
10. What meter was Greek tragedy primarily written in?
11. Why did Plato dislike poetry and drama especially?
12. What distinction(s) does Aristotle make between tragedy and comedy?

BONUS. Match the following parts of a tragic choral song to their descriptions.

___ Antistrophe a. Second movement of a choral song
___ Episode b. Chanted as the chorus enters; anapestic meter
___ Prologue c. oft-omitted, static wrap-up of a choral song
___ Parode d. First movement of a choral song
___ Epode e. Exposition given before the chorus enters
___ Strophe f. Chanted dialogue between an actor and the chorus
___ Exode g. A reaction to the preceding episode, no actors onstage
___ Stasimon h. The chorus’ last song 

Tuesday, July 4, 2017

Reading Period 30: July 4-14: Modern Poetry

Reading: 

In your textbook, read biographical notes and poems from these authors:
W.H. Auden (p 964-970)
Stephen Spender (p 970-973)
Dylan Thomas (p 975-981)
Textbook pages 949-954. ("Preludes" and "The Hollow Men")
"Love Song of Alfred J. Prufrock" by Eliot (available online)

Creative Assignments:

Read Auden's "Musee des Beaux Arts", and take a look at Brueghel's "Icarus" in your textbook or in a larger form at this link. Think about the line "But for him it was not an important failure." Read William Carlos William's poem about the same painting, "Landscape with the Fall of Icarus." Consider how regular life goes on around tragic or important events. Now draw or paint your own "Landscape with the Fall of Icarus" set in a contemporary scene. What would people in your life be engaged in when they failed to notice Icarus falling out of the sky?

OR

Read Dylan Thomas' poem "Do Not Go Gentle into That Good Night." The poem is written in the form of a villanelle. Here's another example: Sylvia Plath's "Mad Girl's Love Song." In Thomas' poem, the repetition gives emphasis. In Plath's, it gives the impression of obsession. Here's another, by Auden: "If I Could Tell You." Write your own villanelle. The form is here, where A1 is the first repeated refrain, A2 is the second repeated refrain, a is a line ending with the first rhyme, and b is a line ending with the second rhyme:

Dylan Thomas
A1
b
A2

a
b
A1

a
b
A2

a
b
A1

a
b
A2

a
b
A1
A2

OR

Read "The Love Song of Alfred J. Prufrock". Prufrock is paralyzed by his modern world, afraid to act, afraid to be judged, afraid of all of the "women that come and go." Write your own poem back to Prufrock, kicking him in the rear and challenging him to act, speak, be a part of life, and get over his modernist fears of the 20th century. You could choose to write to Prufrock in the voice of one of the women he mentions, who talk of Michelangelo, or you can write to him as a voice from the future. Your poem should be in the style of T.S. Eliot -- that is, it doesn't have to rhyme or follow any particular form.

Writing Assignment: 

Please cast your mind back over the year and think about all the literature we have studied. Write a letter to me, your teacher, in which you give some feedback on the class. My syllabus is evolving all the time, and you can help direct things for those hapless schmucks who fall into my class when British Literature comes around again in four years. I would like to know your favorite and least favorite of the longer works we read, specifically the novels, but I'm also interested in plays and stories. What should I cut from the list and what should I keep? I'd also like to hear if there were any assignments you found particularly awful or un-useful, or any you liked a lot. Finally, from the activities, which were the best and worst? Think about the King Lear play, the shaving cream painting, water blow balls, the minute movies, Poketry, and the 1984 marathon. 

Quiz:

1. Why did Auden move to America?
2. How did Auden feel about Christianity later in his life?
3. Which side did Auden take in the Spanish Civil War?
4. In the poem, "Spain 1937," which seems most attractive: yesterday, tomorrow, or today?
5. What three paintings are referenced in "Musee des Beaux Arts"?
6. What was the goal of Stephen Spender's poetry, according to the biographical note?
7. Would you call the poem "What I Expected" optimistic or pessimistic about modern times?
8. In what part of England did Dylan Thomas mostly live?
9. What is the "force" that Dylan Thomas references in "The Force That Through the Green Fuse Drives the Flower"?
10. "Do Not Go Gentle into That Good Night" is an example of what poetic form?
11. Where was T.S. Eliot born and why is he in our textbook of British Literature?
12. What famous poem of T.S. Eliot's expressed the fragmentation of society that England experienced in the early 20th century?
13. Reading the works of what Italian poet lead Eliot closer to the Catholic faith?
14. The literary device "synecdoche" means using a part of something to stand for a whole thing. How does Eliot use this device in Prelude II?
15. What literary allusion comes in the epigraph to "The Hollow Men"?
16. Eliot compares the despairing modern "hollow men" to real men like Kurtz and Guy Fawkes. But those men had awful deaths. Why would modern readers want to be more like them and less like those under the sway of the "Shadow"?

Sunday, June 11, 2017

Reading Period 29: June 9-22: Samuel Beckett

Due Dates:

Quiz: Monday, June 19
Assignments: Friday, June 23

Reading: 

Waiting for Godot (Read online here: Act I and Act II)

Fizzle 1 and the biographical notes on Beckett in your textbook (p 898-902)

Creative Assignments:

Take a look at these still shots from various stagings of Beckett's play Happy Days. Based only on the title and these photos, write a 250 word synopsis of the play as you imagine it. Who are the characters? What is the theme? What is the action? The resolution?

OR

The dialogue in Waiting for Godot is often repetitive and sometimes seems completely random. Using your own ideas for how Vladimir and Estragon might entertain themselves with wordplay, imagination, and invented conflicts, write a new section of the play that could be slotted into the novel at the beginning of Act II, between their embrace and Vladimir's line "Waiting for Godot." Write at least 30 lines of back-and-forth between the two characters in which you neither move the plot along nor create any change in their relationship. 

OR


The American artist Jasper Johns collaborated with Beckett on an edition of Fizzles that included five of the eight Fizzles, printed both in French and English, with a print run of 250. Johns used a printmaking technique called intaglio to create his art, but you can create your own version of these designs with a marker. You must fill the entire page, you must use color, and you must explain how the repetition of shapes in the artwork connects to the Fizzles story with an artist's statement of at least 100 words. You don't have to create a copy of Jasper Johns' work -- you could make any collection of shapes in this style, for example a maze or a spiral or a labyrinth. 






Writing Assignments:

Consider this quote from the story "Fizzle 1." 


In any case little by little his history takes shape, with if not yet exactly its good days and bad, at least studded with occasions passing rightly or wrongly for outstanding, such as the straightest narrow, the loudest fall, the most lingering collapse, the steepest descent, the greatest number of successive turns the same way, the greatest fatigue, the longest rest, the longest -- aside from the sound of the body on its way -- silence. 

Rather than writing a novel in which a character is born, has achievements and failures, loves, hates, and then eventually dies, Beckett shows a character in the midst of stumbling through a dark passageway without beginning or end. No plot points, no dialogue, no setting. Using quotes from the story to illustrate your ideas, write a 250 word essay in which you explain Beckett's story as a metaphor for human life, and tell why he would write this portrayal instead of a traditional novel. What is Beckett telling us about life in the modern age? If you like, you can also bring in comparisons to Waiting for Godot

OR


Think about the role of time and memory in Waiting for Godot. Find a couple of specific examples that demonstrate the failure of the characters' memories and the meaninglessness of the passage of time. What does it mean that the characters can't remember what they did yesterday? What does it mean that they don't recognize each other when they meet again? Write a 250 word essay in which you explain Beckett's use of memory as a symbol. If we can't remember what happens, is all of time just a meaningless wait for death, and the subdivisions of time into days or nights irrelevant? Using your quotes from the text, explain what Beckett means by the forgetfulness of his characters and the emptiness of time in the play.  

Quiz

This quiz is over Waiting for Godot

1. If you were to stage this play, what is the bare minimum of set items and props you would have to use? Make a list.
2. What instruction did Godot give the two men who were to wait for him?
3. Who are Gogo and Didi?
4. Explain this bit of dialogue: 

ESTRAGON:
No use struggling.
VLADIMIR:
One is what one is.
ESTRAGON:
No use wriggling.
VLADIMIR:

The essential doesn't change.

5. What is the relationship between Pozzo and Lucky?
6. Why does Pozzo say that Lucky won't put down his bags?
7. What message does the boy bring from Godot?
8. Choose a line from Act 2 that demonstrates how Estragon has given up on life having any meaning. 
9. When Pozzo reappears in Act 2, what has happened to him? 
10. What does this line mean? 

Pozzo: They give birth astride of a grave, the light gleams an instant, then it's night once more.

Thursday, May 11, 2017

Reading Period 28: May 12-18: D.H. Lawrence

Short Reads:

"Rocking Horse Winner" by D.H. Lawrence, in your textbook.
"The Odour of Chrysanthemums" by D.H. Lawrence.
Illustrated timeline of D.H. Lawrence

Poem:

"Snake" by D.H. Lawrence, in your textbook, page 939.

Creative Assignments:

Let's learn about Vorticism, a short-lived art movement in Britain that ended with World War I. Read about Vorticism and this exhibition at the Tate Modern in London. Read about Vorticism at this web site. Then choose between a writing creative assignment or visual arts assignment.

Writing:

The Vorticists published one issue of their journal Blast. There we can find their manifesto, which started out with some declarations, and then moved on to a list of things to "BLESS" and a list of things to "BLAST."

Here are statements from the beginning:

1. Beyond Action and Reaction we would establish ourselves.
2. We start from opposite statements of a chosen world. Set up violent structure of adolescent clearness between two extremes.
3. We discharge ourselves on both sides.
4. We fight first on one side, then on the other, but always for the SAME cause, which is neither side or both sides and ours.
5. Mercenaries were always the best troops.
6. We are primitive Mercenaries in the Modern World.
7. Our Cause is NO-MAN'S.
8. We set Humour at Humour's throat. Stir up Civil War among peaceful apes.
9. We only want Humour if it has fought like Tragedy.
10. We only want Tragedy if it can clench its side-muscles like hands on its belly, and bring to the surface a laugh like a bomb.

There are more. Here's the whole thing.

Your assignment is to write a ten point manifesto, and then a five point "BLAST" list and a five point "BLESS" list, after reading about the Vorticists.

OR

Visual arts. 

Take a look at these images:

Workshop by Wyndham Lewis

The Crowd by Wyndham Lewis

Mud Bath by David Bomberg

Now create your own "vorticist" artwork in this style. Use the full page and lots of color. 


Writing Assignments:

Read this direct evidence that the Mines Commission collected in 1842 from people who worked in the mines. Then read D.H. Lawrence's essay on mining in Nottingham, based on his childhood memories. What strikes you as you compare and contrast these two essays? Was D.H. Lawrence just romanticizing the life of the miner? (A miner is a "collier.") Or is it that we see things differently, looking back from our modern time, when labor unions and government oversight have become commonplace? Write 250 words discussing the difference between the vision of the mines in the commission and the vision D.H. Lawrence gives us of a miner's life.

Futurist writer or Mumford & Sons bass player?
OR

Look at E.M. Forster's essay, "What I Believe." Then read only the foreward to D.H. Lawrence's work of non-fiction, Fantasia of the Unconscious. Now write your own manifesto of 250 words, in the style of "What I Believe." You could choose to respond to something controversial, disturbing, or satisfying in either Forster's or Lawrence's ideas, or take off on your own tangent.

QUIZ:

This quiz is all about finding evidence in the text to support an idea, so for each question, find a quote that supports the idea in

"Rocking Horse Winner"
1. Paul's mother is incapable of love.
2. Paul's mother's need for money can never be satisfied.
3. The need for money is a constant presence in the family, though never discussed.
4. The mother is the main character, not the boy.
5. It's not the mother's fault that she's so obsessed with money.
"Odour of Chrysanthemums"
6. Elizabeth Bates has mixed feelings about chrysanthemums.
7. A mother's love is different from a wife's love.
8. Elizabeth Bates is irritated and angry with her husband in his life.
9. Elizabeth Bates is alienated from her husband in his death.
10. Lawrence uses heat and light as symbols in the story.

Friday, May 5, 2017

Reading Period 27: May 5 - May 11: Heart of Darkness

Long Read: 

Heart of Darkness by Joseph Conrad, Part III

Short Read: 

1. Textbook: 837-850. (Virginia Woolf bio, Excerpt from "A Room of One's Own," James Joyce bio, "Araby," Excerpt from "A Portrait of the Artist as a Young Man.")
2. Take a look at this annotated e-version of Finnegan's Wake, and read as much as you can bear to read. At least two pages. Click on each underlined word and look in the window at the bottom to see the annotation.
3. Read Virginia Woolf's suicide note on Wikisource.
4. Take a look at Ulysses online. Using your browser's "Find" function, find the phrase "He went out through the backdoor into the garden." Read from this point to where the bells toll. Then read the last huge paragraph.

Creative Assignments:

Create a floor plan for a house to suit a family of six who are all artists: writers, musicians, visual artists, and poets. Give each fictional member of your family their own creative space, and access to common areas. Would the ideal house for artists have separate buildings for everyone? Or is a separate room enough? Name each family member and depict them using the space you define for them in your sketch.

OR

Write your own nonsense stream-of-consciousness in the style of Joyce's Finnegan's Wake. Have fun with it, and see if you can turn out 250 words that makes sense to you, read as a whole, even if certain words sound completely bonkers.

Writing Assignments: 

James Joyce's Ulysses has been widely banned in America and the UK, and due in part to the material in the assigned sections for this week, is not considered appropriate for high school students. Given what you know about banned books, and relating your points to the sections of the novel that you read for this week, create a balanced short essay giving the pros and cons of banning this particular novel. Start planning your essay with a Venn Diagram where one circle contains the risks of exposing children to challenging material, and one circle contains the rewards of such exposure. Are there any effects of reading banned books where risks and rewards intersect? Put those in your conclusion. In your essay, use examples from Ulysses.

OR

Teachers constantly struggle with presenting material to children that is interesting and thought-provoking, but not too disturbing or mature. We want you to read things that are historically accurate, that represent the time period they are written in, but are not too offensive in language or vocabulary. For example, the movie "Apocalypse Now" is based on the book Heart of Darkness. It would be interesting to discuss the parallels and the way the characters cross over, but there is a lot of cussing, and some adult material. None of you are 18. After discussing this with your parents, decide whether or not you will watch "Apocalypse Now." Then watch it, or don't. Write an essay of 250 words in which you discuss your decision. If you watched it, did you feel that it was too much, or were you not bothered by the content? If you didn't watch it, what led you to that decision? Everyone needs to know where their boundaries are. In this essay, I want you to discuss those boundaries and why you set them.

QUIZ:

1. What advantages enjoyed by Shakespeare would have been denied to his sister, if he had had one?
2. Why does Woolf agree with the bishop that no woman in Shakespeare's day could have had his genius?
3. According to Woolf, how did the repressed genius of women show itself?
4. What does Woolf believe would have happened to a highly gifted girl in Shakespeare's time?
5. Why is Mangan's sister unable to go to the bazaar?
6. Why is it important for the narrator to go to the bazaar?
7. Why is he delayed?
8. What does he find when he arrives at the bazaar?
9. What happens in the section of Ulysses that begins with "He went out through the back door into the garden"?
10. What happens in the last paragraph of Ulysses?
BONUS: Give 10 examples of made-up words from Finnegan's Wake and guess what meaning Joyce might have intended.
BONUS +1: Using Google, figure out what person Virginia Woolf was addressing in her suicide note, and the circumstances of her death.

Friday, April 28, 2017

Reading Period 26: April 28 - May 4: Heart of Darkness

Long Read: 

Heart of Darkness by Joseph Conrad, Part II

Short Read:
Textbook pages 826 - 836, "The Celestial Omnibus" by E.M. Forster

Poetry: 

Textbook pages 928 - 938, poems by William Butler Yeats.

Creative Assignments:

In "Sailing to Byzantium," Yeats imagined being made part of a Byzantine gold mosaic. Take a look at the gold mosaics below, and then create a piece of art in this style recreating a scene from your life. You can use a marker to make dots on a page to represent mosaic tiles, you can use a hole punch to make paper dots to use, or you could draw what you want to portray and then use Photoshop or an artistic photo filter to make a mosaic of your drawing. You must do a drawing first and use a filter on it, though. Don't just filter a selfie. If you feel incapable of doing a representational image, you can do a design like the first one. However it would be much more amusing if you did a gold mosaic of yourself playing soccer, or cooking at the stove, or working on a computer, in the Byzantine style.




OR

Read the sonnet, "To Homer" by John Keats, that is referenced in part III of "The Celestial Omnibus." Now write a poem addressed to one of the authors we have read in class. It doesn't have to be a very serious poem, but it should demonstrate that you've read the work you're praising. For extra magicalness, make it a sonnet. 

Writing Assignments:

Read the poem, "When You Are Old" by William Butler Yeats. Write a well-organized essay in which you analyze the literary techniques that Yeats used to show the speaker's attitude toward the "you" in the poem. You may choose to discuss the imagery, point of view, and personification, or any other device you notice.

OR

Read the poem, "Sailing to Byzantium" by William Butler Yeats. Write a well-organized essay in which you analyze the literary techniques that Yeats used to show the speaker's attitude toward the aging. You may choose to discuss metonymy, symbolism, and apostrophe, or any other device you notice.

E.M. Forster
Quiz:

This quiz is over the story "The Celestial Omnibus," but do make sure you keep reading Heart of Darkness.

1. How do the boy's parents explain the signpost?
2. The boy gave up and went home before seeing the sunrise omnibus, but then rushed back -- why?
3. What is nonsensical about the appearance of the sunrise omnibus?
4. Give an example of the "ornate prose" of Sir Thomas Browne.
5. Give an example of something the boy experiences at the end of his first journey.
6. What punishment do the parents give the boy when he returns?
7. What did the people in heaven predict about Mr. Brons?
8. Who is the driver of the sunset omnibus?
9. Mr. Bons is disappointed in the way the boy spent his first trip to heaven. Why?
10. What do you think this line means? "For poetry is a spirit; and they that would worship it must worship in spirit and in truth."

Friday, April 21, 2017

Reading Period 25: April 21-27: Heart of Darkness

Due Dates:
Quiz: Monday, April 24
Assignments: Wednesday, April 26
History: Friday, April 28

Long Read: 

Heart of Darkness by Joseph Conrad, Section I. If you haven't already got a copy, I highly recommend this illustrated version

Short Read: 

"The Twentieth Century" in your textbook, pages 759-773

Poem: 

"Dulce Et Decorum Est" by Wilfred Owen, page 955-957

Creative Assignments: 

Artist Matt Kish undertook the illustration of Heart of Darkness, page by page, in an abstract style. Selections from his edition of the book can be seen on his blog, along with the quotes that inspired each piece. I'll also bring my copy to class. Please choose one scene in the section that you read, and illustrate it using an abstraction, in the style of Matt Kish. 

OR

Read the short story by Joseph Conrad, "The Secret Sharer." The story The Secret Sharer is told from the point of view of the captain of the ship, who rescues and hides the murderer Leggatt, chief mate of the Sephora. Write a 250 word diary entry from the point of view of Leggatt. How would he see the captain? Does he have any further secrets that he does not reveal in the story? What tone would his state of mind cause him to take on in his diary? What diction? 

Writing Assignments: 


By Matt Kish
Conrad wrote about a time when European colonization of Africa was in full swing. What was the "Scramble for Africa"? What happened in Berlin in 1884? What were the factors that caused this grab for territory and who were the main players on the African continent? Write a 250 word essay about the events of this period, particularly in the 1880s. Take a look at this article, from St. John's college at Cambridge, and this article in The Economist. You can also check out the Wikipedia page to inform you. Read your source material and then write in your own words, referring back to your sources for facts. 

OR

Write a 250 word essay about "Dulce Et Decorum Est" based on the "Evaluating Techniques of Persuasion" prompt on page 957. How does this poem function as persuasion in a way that an essay or article might not? 

Quiz:

1. What time period was Marlow remembering out loud, as the Nellie is waiting for the tide to turn on the Thames?
2. According to Marlow, what is the difference between a conqueror and a colonist?
3. On what river was Marlow desperate to get appointed as captain of a steamer?
4. When Marlow goes to Brussels to sign up for the voyage, what two strange people does he meet in the company office and what are they doing? 
5. What strange measurement does the doctor take of Marlow when he examines him for the voyage?
6. What are two tasks Marlow’s ship carries out on the way to the river where he will get his own steamer?
7. Marlow disagrees with a word that’s used to describe the natives when they’re being shelled from the French ship. What is that word? 
8. What is the first evidence Marlow witnesses up close that the whites are mistreating the blacks?
9. After almost falling into a ravine and discovering the broken drainage pipes, Marlow finds a group of people lying in the shade. What are they doing?
10. Why does Marlow call the Company’s chief accountant a “miracle”? 
11. What precious substance is the Company extracting from the African interior?
12. Who is Kurtz? 
13. Why did the fainting white man who accompanied Marlow to the central station say he had come to Africa? 
14. What had happened to the steamer that Marlow was supposed to command?
15. Marlow meets an aristocrat whose job it is to make bricks. Why is it sarcastic when Marlow calls him the Brickmaker of Central Station? 
16. What do the rivets represent? Why is Marlow fixated on rivets? 


Art by Matt Kish from his illustrated version of Heart of Darkness.


History:

From the "Review" questions in your book on page 773:

1. What have been some of the social and economic gains in British life during this century? Name two.
2. Why has Britain's position in world politics declined?
3. Which poet is most closely associated with literary symbolism?
4. Why did many young writers turn from public affairs in the years following World War I?
5. What was the most significant idea of the modernist movement?
6. What were the immediate causes for the rise of fascism between the two world wars?
7. What severe economic problems has Britain faced since World War II?
8. What has replaced the Empire?
9. Why were certain writers of the 1950s called "Angry Young Men"? 
10. What name was given to the group of post-war poets who responded to the modern world with order and clarity? 

BONUS: Based on this reading selection, do you think the author of this section is American or British? Now check the masthead of the textbook, under "Curriculum and Writing." Now check the list of "Critical Readers" (just before the Contents). Was this book brought to us by Americans or Brits?