English 11: Literature and Composition III

Term 3: Heart of Darkness

Teacher: Brittany Zart
Email: bzart@daltonschool.kr
Class Website: https://sites.google.com/site/mszartenglish11/

Assignment Packet
Outcome: Through reading Heart of Darkness students will gain a
greater understanding of what makes a novel significant in terms of its
literary merit, historical setting, and also how it can be related to
pressing modern issues. To achieve a greater holistic appreciation for the
novel, not to mention broadening and deepening their analytical skills,
students will be required to complete reading, assignments connecting the
reading to complexities of race and oppression in modern society, and
compose analytical and creative writing.
Term Introduction: Since its original publication in 1899, Joseph
Conrad's short novel Heart of Darkness has become recognized as one of
the greatest works of literary fiction in the English language. While its
plot may be deceptively simple, within its pages lie many complexities
disposed to extensive exploration.
Some of its major themes include the ills of colonialism, racism, the ambiguous contrast between civilized
and uncivilized behaviour, the struggle between man and nature, as well as the battle between barbaric and
humane impulses that is perpetually waged within each one of us.
During this term students will endeavour to gain an understanding of the novels historical context, draw
connections between the book and the contemporary world, and delve into the author's use of various literary
techniques. The latter will include analyzing how Conrad employs themes, symbols and words to enliven
his writing.

Topic Overview
Imperialism
Economic Inequality
Racism and Oppression
Nature of morality

Essential Questions
What constitutes imperialism?
What constitutes racism?
What constitutes oppression?
How are racism and oppression portrayed
in The Heart of Darkness and modern
societies?

We don't have to think sexist or racist thoughts in order to participate in a system

through which sexist and racist trouble happens. Participating is all it takes to involve
us. It's also all it takes to give us the potential to be part of the solution, for when we
see how we're connected to the problem, we can also see how we can make a difference
by choosing differently as we participate in making systems happen.
-DR Samuels

Table of Contents
Class Meeting Dates & Important Due Dates...............................................3
Skills List................................................................................................. 4
Day by Day............................................................................................... 6
Assignments & Projects........................................................................... 10
Grading Breakdown.........................................................................................10
Late Work Policy.............................................................................................10
Assessments (15%).........................................................................................10
Vocabulary Quizzes (75%)................................................................................................. 10
Term Quiz (25%)................................................................................................................ 10
Reading & Response (15%)..............................................................................11
Journals (66%)................................................................................................................... 11
Socratic Seminar Questions (33%).................................................................................... 11
Independent Reading Log.................................................................................................. 12
Writing (30%).................................................................................................13
Self-Reflection (33%)......................................................................................................... 13
Final Essay (66%)............................................................................................................... 14
Independent Term Project (10%)......................................................................16
Reading.............................................................................................................................. 16
Writing............................................................................................................................... 17
Speaking............................................................................................................................ 18
Final Project (30%)..........................................................................................19

Heart of Darkness Study Guide................................................................20

Notes..................................................................................................... 22
Important Dates
Lesson 2
Lesson 3
Lesson 4
January 23rd
Lesson 6
Lesson 9
Lesson 12
Lesson 13
February 25th

1st Draft of Self-Reflection Writing Assignment due

Chapter 11 Vocabulary Quiz
Self Reflection Writing Assignment due
Plan/Outline for Independent Project due; schedule all conferences for Independent Project
Chapter 12 Vocabulary Quiz
Chapter 13 Vocabulary Quiz
1st Draft Final Project Proposal due; Chapter 14 Vocabulary Quiz
Final Draft for Final Project Proposal due
Final Project due

Lesson 15
February 28th
Lesson 17
Lesson 18
Lesson 19
Lesson 20

Socratic Seminar (3 Questions due); Chapter 15 Vocabulary Quiz

Independent Project due
Outline for Literary Analysis due
Draft of Literary Analysis due
Literary Analysis due
Term 3 Quiz/Unit 3 Vocabulary Quiz

Class Meeting Dates & Important Due Dates

11A

11B

Lesson 1

Tuesday 1/13

Tuesday 1/13

Lesson 2

Thursday 1/15

Wednesday 1/14

Important Due Dates

1st Draft of Self-Reflection Writing
Assignment due
Chapter 11 Vocabulary Quiz
Self Reflection Writing Assignment due

Lesson 3
Monday 1/19
Monday 1/19
Lesson 4
Tuesday 1/20
Tuesday 1/20
Lesson 5
Thursday 1/22
Wednesday 1/21
January 23rd: Plan/Outline for Independent Project due; schedule all conferences for Independent Project
Lesson 6
Tuesday 1/27
Tuesday 1/27
Chapter 12 Vocabulary Quiz
Lesson 7
Thursday 1/29
Wednesday 1/28
Lesson 8
Monday 2/2
Monday 2/2
Lesson 9
Tuesday 2/3
Tuesday 2/3
Chapter 13 Vocabulary Quiz
Lesson 10
Thursday 2/5
Wednesday 2/4
Lesson 11
Monday 2/9
Monday 2/9
1st Draft Final Project Proposal due;
Lesson 12
Tuesday 2/10
Tuesday 2/10
Chapter 14 Vocabulary Quiz
Lesson 13
Thursday 2/12
Wednesday 2/11
Final Draft for Final Project Proposal due
Lesson 14
Monday 2/16
Monday 2/16
Socratic Seminar (3 Questions due);
Lesson 15
Tuesday 2/17
Tuesday 2/17
Chapter 15 Vocabulary Quiz
Lesson 16
Monday 2/23
Monday 2/23
Lesson 17
Tuesday 2/24
Tuesday 2/24
Outline for Literary Analysis due
February 25th: Final Project due
Lesson 18
Thursday 2/26
Wednesday 2/25
Draft of Literary Analysis due
February 28th: Independent Project due
Lesson 19
Monday 3/2
Monday 3/2
Literary Analysis due
Lesson 20
Tuesday 3/3
Tuesday 3/3
Term 3 Quiz/Unit 3 Vocabulary Quiz

Skills List
All skills are identified according to their number within the Cheongna Dalton School English Language
Arts Standards. Please note that certain skills are not listed as goals for specific lessons as they are not the
primary aim of the lesson. While not mentioned specifically, respect for others, following directions,
punctuality, preparedness and behaving with integrity are also essential skills.
Reading Literature
Key Ideas and Details
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
RL.11-12.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
RL.11-12.7. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of literature in English,
including how two or more texts from the same period treat similar themes or topics.
Writing
Text Types and Purposes
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (1, 2, 3, 4, 5)
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and
possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes
it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
Production and Distribution of Writing
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
Presentation of Knowledge and Ideas
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
Language
Conventions of Standard American English
L.11-12.1. Demonstrate command of the conventions of standard American English grammar and usage when writing or speaking.
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references as needed.
L.11-12.2. Demonstrate command of the conventions of standard American English capitalization, punctuation, and spelling when writing.
Observe hyphenation conventions.
Spell correctly.
Knowledge of Language
L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and
content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue
to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

Day by Day

Please note that for all classes you must bring the following items:
Assignment Packet (this packet!)
Heart of Darkness by Joseph Conrad
Notebook
Laptop
Pen or pencil
1. Introduction to Oppression
Goal 1: Students understand expectations for Term 2
Goal 2: Students connect with and understand their own experiences of oppression.
Standards: SL.11-12.1
Introduction to new term expectations, assignments, etc.
Journal Entry on Oppression
Activity: Silently Standing in the Face of Oppression
Discussion on oppression connect with and more fully comprehend the systems of inequality that exist in
Society
Homework: Draft - Self-Reflection Writing Assignment
2. Acknowledging the Face of Privilege
Due: Draft Self-Reflection Writing Assignment
Goal: Students think about invisible privilege and how it plays out in society and in their own lives.
Standards: W.11-12.10, W.11-12.5, W.11-12.2
Discuss organization, voice, and word choice for Self-Reflection Writing Assignment
Connecting to the Matrix of Domination
Activity: Silently Acknowledging the Face of Privilege
Journaling
Homework: Study for Vocab Quiz Ch.11; revise Self-Reflection Writing Assignment
3. Power & Diversity in Literature
Due: Study for Vocab Quiz Ch. 11
Goal 1: Students understand the actions connected to the roles of power, privilege, and oppression.
Goal 2: Students understand how literature creates and reflects systems of oppression
Standards: W.11-12.4, W.11-12.2
Vocabulary Quiz Ch. 11
Activity: Power & Diversity Sequence
Discuss the role of literature in depicting and creating societies
Revise Self-Reflection Writing Assignment
Homework: Self-Reflection Writing Assignment due next class
4. Historical Context & Racism in Heart of Darkness
Due: Self-Reflection Writing Assignment due
Goal: Students understand the historical context of Heart of Darkness
Standards: W.11-12.7, RL.11-12.2
Webquest: Heart of Darkness historical context
Discuss: What significance do students think an authors life or historical context has for a work of fiction?
How does the fact that this novella is partly autobiographical affect your interpretation of the novella?
Begin reading excerpt An Image of Africa: Racism in Conrads Heart of Darkness by Chinua Achebe (p.
xlv-lii)
Homework: Finish reading excerpt of An Image of Africa: Racism in Conrads Heart of Darkness (p.
xlv-lii)
5. Reading for a Purpose: Racism in Heart of Darkness
Due: Finish reading excerpt of An Image of Africa: Racism in Conrads Heart of Darkness (p. xlv-lii)
Goal: Students can read a text for the purpose of identifying racism in context.
Standards: RL.11-12.3
Discuss An Image of Africa: Racism in Conrads Heart of Darkness
Model reading Heart of Darkness with annotations and monitoring comprehension; focus on setting

Pause & discuss examples of privilege & oppression during reading

Journal Entry
Homework: Study for Vocab Quiz Ch. 12
6. Word Choice Heart of Darkness
Due: Study for Vocab Quiz Ch. 12
Goal: RL.11-12.4
Standards: Students can connect character actions or narrator perspective in a novel to modern behavior.
Vocabulary Quiz Ch. 12
Model reading Heart of Darkness with annotations and monitoring comprehension; focus on impact of word
choice on meaning and tone
Pause & discuss examples of privilege & oppression during reading
Discuss: connect found examples of racism/oppression to modern examples
Homework: None
7. Characterization in Heart of Darkness
Due: None
Goal: Students can identify and analyze themes cultivated throughout a novel.
Standards: RL.11-12.3
Model reading Heart of Darkness with annotations and monitoring comprehension; focus on how characters
are introduced and developed.
Discuss major themes of the novel that students see at this point
Homework: None
8. Inferring in Heart of Darkness
Due: None
Goal: Students can monitor their own comprehension through complex literature.
Standards: RL.11-12.1
Read Heart of Darkness with annotations and monitoring comprehension; focus on inferring
Discussion Questions
Homework: Study for Vocab Quiz Ch. 13
9. Word Choice in Heart of Darkness
Due: Study for Vocab Quiz Ch. 13
Goal: Students monitor their own comprehension using reading strategies.
Standards: RL.11-12.4
Vocab Quiz Ch. 13
Read Heart of Darkness with annotations and monitoring comprehension; focus on word choice
Discussion Questions
Pause & discuss examples of privilege & oppression during reading
Homework: None
10. Structure of Heart of Darkness
Due: None
Goal: Students monitor their reading comprehension using reading strategies.
Standards: RL.11-12.5
Read Heart of Darkness with annotations and monitoring comprehension
Pause & discuss examples of privilege & oppression during reading
Discuss the structure of Heart of Darkness
Homework: None
11. Racism and Oppression: Then & Now (Final Project)
Due: None
Goal: Students analyze moments of oppression in Heart of Darkness and find modern counterparts
Standards: W.11-12.7, W.11-12.8, W.11-12.9
Select or assign groups for Final Project
Groups brainstorm & write proposal for multimedia presentation
Homework: First Draft Group proposal for Final Project; Study for Vocab Quiz Ch. 14

12. Revising Proposal for Final Project

Due: First Draft Proposal for Final Project; Study for Vocab Quiz Ch. 14
Goal: Students can incorporate feedback as a group to improve project plans
Standards: W.11-12.7, W.11-12.8, W.11-12.9
Vocab Quiz Ch. 14
Conference with groups for Final Project
Revise & incorporate feedback into project proposal
Homework: Final draft proposal for Final Project
13. Groups Prepare Final Project
Due: Final draft proposal for Final Project
Goal: Students can collaborate to turn a plan into a presentation.
Standards: W.11-12.7, W.11-12.8, W.11-12.9, SL.11-12.5
Groups meet for Final Project
Conference with groups for feedback and progress
Homework: Work on Final Project
14. Groups Prepare Final Project
Due: Work on Final Project
Goal: Students can collaborate to turn a plan into a presentation.
Standards: W.11-12.7, W.11-12.8, W.11-12.9, SL.11-12.5
Groups meet for Final Project
Conference with groups for feedback and progress
Homework: Three Questions for Socratic Seminar (1 hard copy); Study for Vocab Quiz Ch. 15
15. Socratic Seminar on Heart of Darkness and Racism & Oppression
Due: Three questions for Socratic Seminar (1 hard copy); Study for Vocab Quiz Ch. 15
Goal: Demonstrating an understanding of the text, racism, and oppression through participating in a Socratic
Seminar.
Standards: SL.11-12.1
Vocabulary Quiz Ch. 15
Socratic Seminar on Heart of Darkness, and oppression, and privilege
Homework: None
16. Heart of Darkness Analysis
Due: None
Goal: Students can write an analytical essay regarding the themes or historical context of Heart of Darkness
Standards: W.11-12.1
Review requirements for Analysis assignment
Read model text for Literary Analysis
General brainstorming about themes and historical context
Select writing prompt and begin outlining
Homework: Outline Literary Analysis
17. Outline to Draft for Literary Analysis
Due: Outline Literary Analysis
Goal: Students turn an outline into a draft
Standards: W.11-12.1, W.11-12.6, W.11-12.9, RL.11-12.1
Conference with students for outline
Begin turning outline into a draft
Homework: Literary Analysis Draft
18. Writing Workshop: Literary Analysis
Due: Literary Analysis Draft
Goal: Students can provide and incorporate feedback for literary analysis
Standard: W.11-12.1, W.11-12.6, W.11-12.9, RL.11-12.1
Students workshop literary analysis paper
Homework: Literary Analysis due next class

19. Challenging Oppression

Due: Literary Analysis due
Goal: Students can connect the material and discussions we have covered in Term 3 to the real world.
Standards:SL.11-12.1
Exercises: How to be an ally
Challenging homophobia, racism, and other oppressive moments
Using what we have learned throughout the unit and applying it to the real world.
Homework: Study for Term 3 Quiz & Unit 3 Vocab Quiz
20. Term 3 Quiz
Due: Study for Term 3 Quiz & Unit 3 Vocab Quiz
Goal: Students will demonstrate understanding of the novella Heart of Darkness and definitions of terms that
we have covered this term.
Standards: Various
Take Term 3 Quiz & Unit 3 Vocab Quiz
Homework: None

Assignments & Projects

Grading Breakdown

Assessments: 15%
Writing: 30%
Reading & Response: 15%
Independent Project: 10%
Final Project: 30%
Unless otherwise noted, all out-of-class assignments will be turned in electronically as a Google Doc in your
Google Drive folder. All assignments must be formatted in MLA format. Any assignments not in MLA format will
immediately be deducted by 20%.

Late Work Policy

Work is late if it is a minute late; this means that if you are tardy to class when an assignment is due, your
assignment is also late. You will be able to receive up to 50% credit for late work until the date of your next class.
After your next class, you will receive no credit for late work. If you contact me at least 48 hours in advance with
an emergency I will be happy to work with you (i.e. health or family problem). This does not apply to you not
having time to finish an assignment because of other assignments.

Assessments (15%)
Vocabulary Quizzes (75%)
Lessons 3, 6, 9, 12, 15, and 20
We will have vocabulary quizzes approximately weekly. There will be five quizzes from Advanced Word
Power and one Unit Quiz. The Unit Quiz will be worth double.
These vocabulary quizzes assess your knowledge of grade-level appropriate vocabulary L 9-10.6
Term Quiz (25%)
Lesson 20
We will have one Term Quiz covering all the literary and writing terms, Heart of Darkness comprehension,
and terms regarding privilege, racism, and oppression, and grammatical exercises that we have covered
throughout Term 3. Anything in students notes or the study guide can be covered.

Reading & Response (15%)

Journals (66%)
Ongoing
After each days discussion you will be required to write a response to a topic related to
the topic we have covered in class or answer a writing response question. One of these
responses will be selected at random to be graded for the 15%. The assignment number
will be selected at the beginning of the term to avoid discord, but you will not know
which assignment will be fully graded. Your first assignment will be graded for
feedback purposes then each subsequent assignment has the possibility to be graded for
the full grade. These assignments will be completed as hand-written, in-class
assignments.
Criteria

4
Advanced

3
Proficient
Clear explanation
of experience
Objective
observation of
experience
Organization is
clear and easy to
follow

Grading Scale:
4
100
%
3
85%
2
70%
1
55%

2
Partially Proficient

1
Unsatisfactory

Somewhat clear
explanation of
experience
Somewhat objective
observation of
experience
Minimal organization

Vague explanation of
experience
Non-objective observation of
experience
No organization evident;
confusing

Some reflection on
own work
Provides few
examples

Little reflection on own work

Provides very few or no
examples

Retelling of
Experience

Detailed explanation
of experience
Specific descriptors
of observations
during experience
Writing is highly
organized with
logical sequence

Reflections/
Personal
Response

Reflects well on own Reflects on own

work
work
Provides many
Provides examples
examples

Relevance to
Classroom
Concepts or
Personal
Experience

Student listens well

in different
contexts; relates
observations to
classroom concepts
and/or personal
experiences

Analysis of
Experience

Makes many
Makes inferences
inferences
most of the time
Comprehends deeper Usually
meanings
comprehends
High level of critical
deeper meanings
thinking expressed Some critical
thinking expressed

Some inferences are Few or no inferences are

made
made
Comprehends surface No comprehension or
level meaning
reflection on assignment
Minimal critical
Little or no evidence of
thinking expressed
critical thinking

Effort on
Assignment

Obvious, detailed
Acceptable effort
effort on assignment
on all parts of the
Neat, legible
assignment
Legible
handwriting
handwriting

Some effort on
assignment
Readable
handwriting

Student listens in
Makes minimal
Makes no reference to what
class; relates some
reference to what is
is heard in class or personal
observations to
heard in class or to
experiences
classroom concepts
personal experience
and/or personal
experiences

Little or no effort on
assignment
Illegible handwriting

Socratic Seminar Questions (33%)

Due Lesson 15
You must provide 1 hard copy of your Socratic Seminar questions. You will receive 1 point for each question
and sample response.
The goal of the Socratic Seminar is to help one another understand the ideas, issues, and values reflected in a
specific text. Participants are responsible for facilitating a discussion around ideas in the text rather than
asserting opinions. Through a process of listening, making meaning, and finding common ground,
participants work toward shared understanding rather than trying to prove a particular argument.
You will need to bring ONE HARD COPY (paper) of your questions and sample answers to class.

Please write one (1) question in each of the following three (3) categories. Make sure that your questions are
open-ended, meaning that they need to be answered by a combination of evidence and an opinion. When
you write your question, also write a sample answer.
1. World Connection Question: This question connects our reading to the real world, preferably to 21 st
century Korea.
2. Universal Theme Question: This question deals with a theme of the reading and encourages group
discussion about the universality of our text. This is a great place to also bring up information from
other classes.
3. Literary Analysis Question: This question requires your classmates to analyze how the author
composed the literary piece. (For example: narrator, characterization, point of view, choice of words,
etc.)
Grading (Questions): You can earn:
One (1) point for each of the three (3) questions, provided that it is clear, coherent, open-ended, and
placed in the proper category (3 points total)
One point for providing clear sample answers to the questions (1 point)
One point for clearly reading your questions in class (1 point)
Grading (Participation)
Grading participation is unfortunately a very subjective business. You must put forth quality participation
during Socratic Seminars. This means participating the average amount for your class discussion. Follow
along with the discussion and contribute when you have something meaningful to contribute. This might
mean participating twice or five times, but engagement is key.
Sample Questions About The Great Gatsby
1. Nicks initial impression of Gatsby is based solely upon rumors Nick has heard. In what ways
are rumors influential in our society and how do they spread?
2. How do people nowadays deal with romantic rejection?
3. Why does Fitzgerald utilize first person limited narration? How in turn does Nicks admittedly
biased and potentially unreliable view of Gatsby shape our own?
Independent Reading Log
It is highly suggested that all students spend at least 20 minutes a day reading a grade appropriate Englishlanguage book. Students should aim to read at least one book per term. All reading must be recorded in the
CDS Reading Log on a nightly basis. The Reading Log must also be signed by a responsible adult (parent,
guardian, or dorm parent).

Writing (30%)
Self-Reflection (33%)
First Draft due Lesson 2, Final Draft due Lesson 4
In a 3-page paper, students will conduct a self-analysis of their own social location and their identity as it is tied to
their race, gender, ethnicity, religion, sexual orientation, class origin and current class position. This assignment will
also encourage students to explore how their social location shapes their personal values and their willingness to work
with and uphold the human rights of certain groups.
Students should address all aspects of their social location except those that they do not feel comfortable disclosing or
discussing. (Students are encouraged to conduct self-reflections on why they chose to exclude
Grading
those aspects that they did.) Points to include are as follows:
Scale:
1) Describe your social location growing up and currently.
6
100
2) When did you become aware of the power differences between the social groups of which
%
you are a member and those of others?
5
90%
3) How have you dealt with the natural tendency to deny or resist awareness of the ways in
which we are oppressed and/or oppress others?
4
80%
4) What goals do you have for continued growth in your ability to address and confront
3
70%
oppression of all vulnerable groups?
2
60%
50% of the grade will be based on the 6-Traits Writing Rubric:
1
50%
Writing Rubric
(6 points)
Ideas & Content (30)
main theme
supporting details

6
Exemplary
Exceptionally
clear, focused,
engaging with
relevant, strong
supporting detail
Effectively
organized in logical
and creative manner
Creative and
engaging intro and
conclusion
Expressive,
engaging, sincere
Strong sense of
audience
Shows emotion:
humour, honesty,
suspense or life
Precise, carefully
chosen
Strong, fresh, vivid
images

5
Strong
Clear, focused,
interesting ideas
with appropriate
detail

4
Proficient
Evident main idea
with some support
which may be
general or limited

Strong order and

structure
Inviting intro and
satisfying closure

Organization is
appropriate, but
conventional
Attempt at
introduction and
conclusion
Evident
commitment to topic
Inconsistent or dull
personality

Sentence Fluency (10)

rhythm, flow
variety

High degree of
craftsmanship
Effective variation
in sentence patterns

Easy flow and

rhythm
Good variety in
length and structure

Conventions (10)
age appropriate, spelling,
caps, punctuation,
grammar

Exceptionally
strong control of
standard conventions
of writing

Strong control of
conventions; errors
are few and minor

Organization (20)
structure
introduction
conclusion
Voice (20)
personality
sense of audience

Word Choice (10)

precision
effectiveness
imagery

Appropriate to
audience and
purpose
Writer behind the
words comes
through
Descriptive, broad
range of words
Word choice
energizes writing

Language is
functional and
appropriate
Descriptions may
be overdone at times
Generally in
control
Lack variety in
length and structure
Control of most
writing conventions;
occasional errors
with high risks

3
Developing
Main idea may be
cloudy because
supporting detail is
too general or even
off-topic
Attempts at
organization; may be
a list of events
Beginning and
ending not
developed
Voice may be
inappropriate or nonexistent
Writing may seem
mechanical

2
Emerging
Purpose and main
idea may be unclear
and cluttered by
irrelevant detail

1
Beginning
Lacks central idea;
development is
minimal or nonexistent

Lack of structure;
disorganized and
hard to follow
Missing or weak
intro and conclusion

Lack of
coherence; confusing
No identifiable
introduction or
conclusion

Writing tends to
be flat or stiff
Little or no hint of
writer behind words

Writing is lifeless
No hint of the
writer

Words may be
correct but mundane
No attempt at
deliberate choice

Monotonous,
often repetitious,
sometimes
inappropriate

Limited range of
words
Some vocabulary
misused

Some awkward
constructions
Many similar
patterns and
beginnings
Limited control of
conventions;
frequent errors do
not interfere with
understanding

Often choppy
Monotonous
sentence patterns
Frequent run-on
sentences
Frequent
significant errors
may impede
readability

Difficult to follow
or read aloud
Disjointed,
confusing, rambling
Numerous errors
distract the reader
and make the text
difficult to read

50% will be based on the Self-Reflection Rubric:

Criteria
Relevance

6
The reflections show tremendous
thought and effort. The learning
experience being reflected upon
is relevant and meaningful to
student and unit learning goals.

Analysis

The reflection moves beyond

simple description of the
experience to an analysis of how
the experience contributed to
student understanding of self and
others.
The reflection demonstrates
ability of the student to question
his/her own biases, stereotypes,
preconceptions, and/or
assumptions and define new

SelfCriticism

4
The reflections show some
thought and effort. Student
makes attempts to demonstrate
relevance, but the relevance is
unclear in reference to unit
learning goals.
The reflection demonstrates
student attempts to analyze the
experience to understanding of
self, but analysis lacks depth.

2
The reflections show poor thought
and effort. Most of the reflection
is irrelevant to student and/or unit
learning goals.

The reflection demonstrates

ability of the student to question
his/her own biases, stereotypes,
preconceptions. New modes of
thinking not evident.

There is some attempt at selfcriticism, but the self-reflection

fails to demonstrate new
awareness of personal biases, etc.

Student attempts at applying the

learning experience to
understanding of self, others,
and/or course concepts but fails
to demonstrate depth of analysis.

modes of thinking as a result.

Final Essay (66%)

Outline due Lesson 17; Draft due Lesson 18; Final Draft due Lesson 19
Students are to write an essay based on one of the following questions:
1.

Why does Heart of Darkness have two competing heroes? Make the case for either Marlow or Kurtz
as the true hero of the book.

2.

Interpret Kurtzs dying words (The horror! The horror!). What do they mean? What are the
possible horrors to which he is referring? Why is Marlow the recipient of Kurtzs last words?

3.

Is Chinua Achebe rightis Heart of Darkness racist? Does the book present a simple and degrading
view of the native Africans? Or are the views of race more complex?

4.

How does Conrad complicate the idea of colonization being "good"? What kind of negative effects
does it have on both white men and the black men of Africa? Who suffers more?

5.

Why does Marlow lie to Kurtzs fiance about Kurtzs last words? Why not tell her the truth, or tell
her that Kurtz had no last words, rather than affirming her sentimental and mundane ideas?

The essay must be at least 3 pages and no longer than 5 pages. The essay should
consist of an introduction, at least two body paragraphs, and a conclusion.

Grading Scale:
4
100
%
3
85%
2
70%
1
55%

There will be two drafts for the final essay, the first due in Class #17 and the final one in Class #20.

Intro
Paragraph/
Thesis
(20%)

Body
Paragraph/
Organizati
on
(20%)

4
Advanced
Engaging opening introduces
the essays general topic and
inspires thinking about that
topic; logically proceeds to
thesis; thesis is an easily
identifiable, well-phrased
argument that assesses the
text and addresses a specific
idea to be analyzed and
proven in the essay; the idea
offered in the thesis reflects
sound critical, analytical
thinking; title and author of
work are appropriately
referenced

3
Proficient
Generally engaging opening;
areas to be strengthened may
include: presentation of
general topic; development
of transition between general
opening and specific thesis
statement; thesis statement is
phrased as an argument but
may be strengthened through
clarification of the main idea
being offered

Each topic sentence clearly

connects to the thesis and
offers an identifiable, wellphrased idea to be proven in
the paragraph; concrete
details are well-chosen and
incorporated; paragraphs are
well-organized to create a
coherent, carefully developed
and supported argument;
transitions between ideas are
logical and each idea builds

Each topic sentence generally

connects to the thesis but in
one or more TS the main
idea may need to be clarified;
concrete details are generally
well-chosen though some
may be irrelevant or
insufficient as evidence to
effectively support the thesis
and/or TS; paragraphs are
generally well-organized,
although some transitions

2
Partially Proficient
Opening is functional but too
brief and/or simplistic,
essays topic is apparent but
needs to be developed to
engage the reader; abrupt
transition from first sentences
to thesis statement; paragraph
may be incoherent, jumping
from one point to the next
without developing a smooth
progression of ideas; thesis
may be too general, vague, or
imprecisely phrased; thesis
may not directly address the
prompt (though still an
argument that assesses the
text)
Topic sentences are present
but more than one is weak in
the following areas: main
idea not discernible; a fact
about the text is summarized;
unclear connection to thesis.
Concrete details are present
but weak because they
provide insufficient evidence
to support TS and/or are
irrelevant because they do
not support an insightful

1
Unsatisfactory
Opening is ineffective,
poorly organized, and
undeveloped (inappropriately
brief); thesis may summarize
plot point rather than present
argument about text; thesis
may not address the prompt
at all; author and/or title of
text may not be referenced
properly (i.e. only author's
last name, title incorrectly
formatted)

Topic sentences absent or

consistently lack focused
ideas, either offering general,
irrelevant comments or
stating facts about the text;
there is no discernible
argument or point guiding
essay; concrete details are
absent or ineffective/
insufficient; consistent lack
of coherent organization of
ideas within paragraphs and

Literary
Analysis
(40%)

Language
Style/Voice
(10%)

on the preceding; writer

maintains focus and control
of argument so that the point
of each paragraph is always
clear

may be awkward and there

may be gaps in the
development of ideas; focus
and control of argument may
need improvement because
the point of a paragraph may
not always be clear

Writing reflects a critical,

analytical understanding of
the text; through clear
reasoning, writer draws
sophisticated, insightful
inferences from concrete
details to support the
connected ideas of the TS
and thesis; inferences are
developed so that all claims
and points made are wellsupported and persuasive;
analysis focuses on both
thematic and stylistic
elements of the text,
demonstrating writers ability
to interpret the function of
literary devices in the service
of thematic meaning;
appropriate balance of quotes
& writer's analysis; writer is
clearly engaged with and
moved by his/her thinking
process
Writing is academic in tone,
demonstrating a clear sense
of purpose and audience;
writer's voice is evident -confident and sophisticated;
vocabulary and phrasing are
academically appropriate,
persuasive, and sophisticated
without being pretentious

Writing generally reflects a

critical, analytical
understanding of the text but
is uneven; inferences
demonstrate interpretive
ability but could be
developed further to better
explain significance of detail
and support thesis and/or TS;
some claims may be vague,
generalized, or lacking in
support; analysis could be
stronger through focus on
stylistic elements that create
thematic meaning; some
imbalance of quotes and
writer's analysis

Writing is generally
academic in tone; writers
voice may not be consistently
persuasive but is discernible;
writing demonstrates an
awareness of the purpose to
persuade; vocabulary in some
places may be simplistic or
ineffective

inference. Lack of coherent

organization of ideas within
individual paragraphs or
from one paragraph to the
next; abrupt transitions
impede smooth flow of ideas;
essay lacks consistent focus
and control of argument;
paragraph(s) may lack clear
point(s); content of
paragraphs does not
consistently support or
connect with thesis and/or TS
Writing demonstrates basic
comprehension of the text but
not a critical, analytical
understanding of it, as
reflected by one or more of
the following: lack of
focused, developed idea
guiding essay; interpretive
analysis inconsistent or
unsubstantiated; frequent
summary of plot details that
retell the story; writer restates
the content of cited concrete
details rather than draws
significant inferences about
sub-textual meaning; little or
no analysis of how stylistic
elements of the text create
meaning. Writing marked
and weakened by frequent
generalizations, unsupported
claims, assumptions, vague
statements.

from one paragraph to the

next; points of paragraphs
are unclear

Writing demonstrates some

awareness of text details but
not a critical, analytical
understanding of the text;
points made are vague and
unsubstantiated; essay lacks
focus; no literary analysis
present

Writing tends to be
Writing is mechanical in
mechanical in tone; writers
tone; writers voice is not
voice is not discernible in the discernible in essay; writing
essay; writing demonstrates
demonstrates no awareness of
inconsistent awareness of the
purpose to persuade;
purpose to persuade;
vocabulary is simplistic
vocabulary tends to be
and/or inappropriate
simplistic, marked by
instances of informal or
imprecise diction
Mechanics
Essay includes a variety of
Essays sentences generally
Essay sentences lack variety
Frequent syntax, grammar,
(10%)
sentences marked by varying
effective but may lack
(frequently repeated opening
misspelling errors that
opening words and structure;
appropriate variety (some
words and sentence
distract the reader; lack of
effective syntax and grammar repeated opening words and
structure); awkward syntax
adherence to MLA guidelines
demonstrate a mastery of
structure); syntax and
and grammar confuse
undermines integrity of
writing conventions and
grammar may be awkward in writers point and distract
essay; inaccurate Work Cited
serve the authors purpose;
places (but not distracting); a
reader; misspellings,
page compromises integrity
consistent adherence to MLA few misspellings (but not
contractions, fragments,
of essay
guidelines; accurate Work
distracting); consistent
referring to you diminish
Cited page; absence of
adherence to MLA
academic nature of the
misspellings, punctuation
guidelines; accurate Work
writing and distract reader;
errors
Cited page
inconsistent adherence to
MLA guidelines (but does
not compromise integrity of
essay); Work Cited page may
contain inaccuracies (but
does not compromise the
integrity of essay)
** NOTE: ANY ESSAY THAT IS MISSING PARENTHETICAL CITATIONS (EVEN ONLY ONE) WITHIN THE TEXT OF THE ESSAY
AND / OR IS MISSING A WORK CITED PAGE WILL EARN A FAILING GRADE.
** NOTE: ANY ESSAY IN WHICH THE PARENTHETICAL CITATIONS DO NOT MATCH THE WORK CITED PAGE ENTRIES WILL
EARN A FAILING GRADE.

Independent Term Project (10%)

All components due February 28th by 12 PM (midnight)

Students will complete an Independent Term Project for their chosen focus (Reading, Writing, or Speaking).
Students previously chose their topic but are welcome to discuss any changes with me in the first week of
the term. Changes will not be guaranteed.
Reading
Students will select any reading material of their choice, but the reading material MUST be level
appropriate, per the diagnostic assessment in Term 2 (no exceptions!) If students
do not select and read level-appropriate material, they will not receive any
Grading Scale:
credit. Students will schedule three reading conferences with Ms. Zart
4
100
throughout the term and need to come prepared to discuss their reading.
%
Students must select reading material and schedule all conferences by
3
85%
January 23rd. Conferences must be completed by February 28th. Conferences
2
70%
cannot be within 1 week (7 days) of each other. Each reading conference will
1
55%
have equal weight and will be graded on the following rubric:

Comprehension (25%)

Opinion of Reading (30%)

Reading Strategies (35%)
((connections,
visualization, questions,
inferring, & synthesizing)
Fluency (10%)

4
Advanced
Re-tells all important
elements in sequence and
in detail. Is able to answer
questions in specific
manner, using text.
Opinion is detailed and
makes connection to text
and reader.
Reader gives detailed
reasoning behind strategy
use, using explicit
examples from text
through think-aloud.
Reader is fluent with no
errors or chooses from
many strategies to selfcorrect. Expression and
prosody are appropriate.

3
Proficient
Re-tell may leave out one
thing or may be spotty. Is
able to answer teacher
questions in a general
manner.
Opinion is general and
has some back-up.

2
Partially Proficient
Re-tell is heavily
scaffolded by teacher.
May go blank on teacher
questions, or has to search
for answers.
Teacher must search for
opinion.

1
Unsatisfactory
Has no idea how to re-tell
in response to teacher
prompt. Has no clue in
response to teacher
questions.
Unable to form coherent
and informed opinion.

Reader gives detailed

explanation of strategy
use, using some samples
from the text. Is unable to
think through some parts
of strategy use.
Reader relies on only one
strategy to self-correct
(sounding out).
Expression or prosody is
evident, but not both.
Some attention to
punctuation.

Readers strategy use is

limited or vague.

Readers strategy use is

nonexistent.

Raeder has to be provided

word-solving strategies by
teacher, but then corrects.
Reading is mostly robotic,
word-by-word. Little
attention to punctuation.

Reader shows no signs of

word-solving strategies
even after teacher
prompts. Reading is
completely robotic. No
attention to punctuation.

Writing
Students will plan and write an essay, short story, etc. of their choice. Students should focus on improving
their score on the identified 6 Traits Writing Rubric lines, and utilizing the strategies that you have
researched throughout the term. Students must turn in an outline on January 23rd and schedule a
conference for their draft by January 23rd. The draft is due via Google Drive least 24 hours prior to the
scheduled conference. The draft and final project must be at least 3 pages double-spaced. If the writing does
not follow proper MLA Format or does not include proper in-text citations and a works cited page, students
will earn a failing grade. If a student does not conference before the due date, s/he will earn a failing grade.
Outline/Plan: 10%
1st Draft: 10% (Graded on 6-Traits Rubric)
Conference: 20%
Final Product: 60%

Grading Scale:
6
100
%
5
90%
4
80%
3
70%
2
60%
1
50%

Speaking
Plan your own presentation (5- 6 minutes long) based on any topic of your choice. Students must turn in an
outline on January 23rd and schedule a conference for their draft presentation by January 23rd. You must
bring any planned visual aids to your conference (which are REQUIRED.) The final presentation must be
presented to an audience of 6 or more people, but can be presented in or outside of class. It outside of class,
you must have a video of the speech also showing the number of attendees. If inside of class, you must
notify Ms. Zart and schedule a time to present. You must find a relevant audience for your topic, not just
presenting to whoever is convenient. Focus on improving your score on the identified rubric lines. The
speech will be weighted toward the rubric lines that you are to focus on this term. If a student does not
conference before the due date, s/he will earn a failing grade.
Grading Scale:
Outline/Plan: 10%
Conference Presentation (Graded on Oral Presentation Rubric): 20%
Final Presentation (Graded on Oral Presentation Rubric): 70%
Oral Presentation Rubric
Trait
Eye
Contact
Body
Language
Poise

Enthusiasm
Elocution

4
Advanced
Holds attention of entire
audience with the use of direct
eye contact, seldom looking at
notes.
Movements seem fluid and
help the audience visualize.
Displays relaxed, selfconfident nature about self,
with no mistakes.
Demonstrates a strong,
positive feeling about topic
during entire presentation.
Uses a clear voice and correct,
precise pronunciation of terms
so that all audience members
can hear presentation.

Organizatio
n

Presents information in
logical, interesting sequence
which audience can follow.

Visual Aids

Include interesting and

relevant visual aids that
enhance the presentation.
Visual aids have no spelling or
grammatical errors.

Mechanics

3
2
Proficient
Partially Proficient
Nonverbal Skills
Consistent use of direct eye
Displayed minimal eye
contact with audience, but still contact with audience, while
returns to notes.
reading mostly from the notes.

4
3
2
1

100
%
85%
70%
55%

1
Unsatisfactory
No eye contact with audience,
as entire report is read from
notes.

Made movements or gestures

that enhances articulation.
Makes minor mistakes, but
quickly recovers from them;
displays little or no tension.
Verbal Skills
Occasionally shows positive
feelings about topic.

Very little movement or

descriptive gestures.
Displays mild tension; has
trouble recovering from
mistakes.

No movement or descriptive
gestures.
Tension and nervousness is
obvious; has trouble
recovering from mistakes.

Shows some negativity toward

topic presented.

Shows absolutely no interest

in topic presented.

Voice is clear. Pronounces

most words correctly. Most
audience members can hear
presentation.
Content
Presents information in logical
sequence which audience can
follow.

Voice is low. Speaker

incorrectly pronounces terms.
Audience members have
difficulty hearing presentation.

Speaker mumbles, incorrectly

pronounces terms, and speaks
too quietly for a majority of
audience to hear.
Audience cannot understand
presentation because there is
no sequence of information.

Include visual aids that clarify

the presentation.

Audience has difficulty

following presentation
because speaker jumps
around.
Includes visual aids that do
not clarify the presentation.
Visual aids have three
misspellings and/or
grammatical errors.
Is within 30 seconds of the 5-6
minute time limit.
Presents to an audience that is
barely relevant to the material
and is 6 or more people.

Speakers presentation has

four or more spelling and/or
grammatical errors.
Is more than 30 seconds
outside of the 5-6 minute time
limit.
Audience is not relevant to the
material at all; less than 6
people in the audience.

Time Limit

Falls within the 5-6 minute

time limit.

Visual aids have no more than

two misspellings and/or
grammatical errors.
Is within 15 seconds of the 5-6
minute time limit.

Appropriate
Audience

Presents to audience that is

relevant to the material
presented and is 6 or more
people.

Presents to audience that is

tangentially relevant to the
material and is 6 or more
people.

Does not utilize visual aids.

Final Project (30%)

Due February 25th

Students will be assigned groups to complete the Final Project. The Project requires students
to connect examples of racism and/or oppression found in Heart of Darkness to modern
examples of racism or oppression (example: the observation of the Africans song and dance
as satanic litany and the pushback to rap music, dominated by African-America artists, as
the devils music you could show videos of news reports blaming rap music for violence, the
music videos themselves, and the quotation from the novella).
Students may choose any medium to present their findings but the
medium should be able to stand alone without any verbal explanation
(such as an art piece, a video installation, a poster, etc.). The more
creative and presentable the project, the better; students are
encouraged to NOT stick to the ever-present trifold poster board.
Students in the group will receive the same grade for the final project,
but 10% of the grade will be based on teacher observation and peerfeedback for participation and effort.
Criteria

Advanced
(5)

Approaching
Advanced
(4)

Partially
Proficient
(3)

Partially
Proficient
(2)

Reflection upon
Text
(20%)

Critical and
Creative Thinking
(25%)

Project conveys
detailed knowledge
of Heart of
Darkness through
apt textual
references.

Project explores and

expresses meaning
found within Heart
of Darkness through
a creative medium
and/or in creative
ways. Thinking goes
far beyond and/or
below the surface of
the storyto
explore, to convey
and to communicate
complexity and
depth.
Project explores and
expresses meaning
found within Heart
of Darkness through
a creative medium
and/or in creative
ways. Thinking goes
beyond and/or below
the surface of the
storyto explore, to
convey and to
communicate
complexity and
depth.
Project expresses
meaning found
within Heart of
Darkness through a
creative medium
and/or in creative
ways. Thinking
attempts to go
beyond and/or below
the surface of the
storyto explore, to
convey and to
communicate
complexity and
depth.
Project attempts to
expresses meaning
found within Heart
of Darkness through
a creative medium
and/or in creative
ways. Thinking fails

Project conveys
thorough
knowledge of
Heart of Darkness
through pertinent
textual references.

Project conveys
adequate
knowledge of
Heart of Darkness
through textual
reference(s).

Project lacks
adequate
knowledge of
Heart of Darkness
and/or textual
reference.

Grading
Scale:
5
100
%
4
85%
3
70%
2
55%

Connection to
Clarity of Ideas
Racism and/or
(20%)
Oppression Today
(25%)
Project deeply connects Project clearly and
examples of oppression
insightfully offers
in Heart of Darkness
viewer/reader a way
with modern examples
of (or ways) of
of oppression.
understanding or
Connection is clear,
viewing meaning(s)
meaningful, and
in Heart of Darkness.
relevant to both the
novella and modern
society.

Grammar &
Mechanics
(10%)
Demonstrates a high
level of proficiency in
grammar and
mechanics

Project connects
Project clearly and
examples of oppression meaningfully offers
in Heart of Darkness
viewer/reader a way
with modern examples
of (or ways) of
of oppression.
understanding or
Connection is relevant
viewing meaning(s)
to the novella and to
in Heart of Darkness.
modern society.

Demonstrates
proficiency in
grammar and
mechanics

Project expresses a
Project clearly offers
connection between
viewer/reader a way
examples of oppression
of (or ways) of
in Heart of Darkness
understanding or
with modern examples viewing meaning(s)
of oppression.
in Heart of Darkness.
Connection attempts to
show relevance to both
the novella and modern
society.

Usually
demonstrates
proficiency in
grammar and
mechanics

Project attempts to
connect examples of
oppression within Heart
of Darkness with
modern examples of
oppression. Connection
fails to portray

Inconsistently
demonstrates
proficiency in
grammar and
mechanics

Project lacks clarity

and cannot be
comprehended
without additional
explanation by the
author/creator.

Unsatisfactor
y
(1)

Project lacks
adequate
knowledge of
Heart of Darkness
and textual
reference.

to go beyond and/or
below the surface of
the story.
Project barely
attempts to
expresses meaning
found within Heart
of Darkness through
a creative medium
and/or in creative
ways.

relevance to both the

novella and modern
society.
Project hardly connects
examples of oppression
with Heart of Darkness.
There seems to be little
or no relevance to the
novella and modern
society.

Project lacks clarity

and cannot be
comprehended
without additional
explanation by the
author/creator.
Particularly
disorganized/faulty.

Grammar and
mechanics are
deficient

Heart of Darkness Study Guide

1.

Section I Questions
Conrad structures Heart of Darkness as a frame story. For a writer, what benefits does this structure
provide?

2.

As part of the employment process, Marlow visits an old doctor who works for the company. What
measurements does the doctor take and why? How does this meeting affect Marlow?

3.

How does Marlow describe the African coast?

4.

On occasion, black fellows in boats visit the ship that Marlow is aboard. Do you think that the
description of these fellows is mostly positive or mostly negative?

5.

When he reaches shore, Marlow encounters a chain gang of Africans. What impression does the
encounter make on Marlow?

6.

On occasion, a night-roaming hippo comes ashore and the pilgrims empty their rifles into it to no
effect. What do their actions convey about the pilgrims? What could the hippo symbolize?

7.

What is Marlows reaction to the arrival of the Eldorado Exploring Expedition? How does Marlow
react to the Station Managers Uncle?

1.

Section II Questions
In the conversation between the Station Manager and the Station Managers Uncle, what details does
Conrad include that create a sense of mystery about Kurtz?

2.

What causes one of the listeners on the Nellie to say, Try to be civil?

3.

According to Marlow, what for sailors is the unpardonable sin? How does this detail lend tension to
the journey upriver?

4.

After the attack, Marlow suspects that Kurtz might be dead. What about this loss creates a sense of
extreme disappointment in Marlow? What will he now be unable to do?

5.

Marlow realizes that everything at the Inner Station belongs to Kurtz. Then, he wonders to what
Kurtz might belong. Based on your understanding of Kurtz and Marlows story thus far, what do you
think motivates Kurtz? To what beliefs does he subscribe?

6.

As Marlow releases the corpse of his helmsman into the rivers current, he says that the helmsman
was heavier than any man on earth. What elicits such a profound response for a man Marlow
thought so little of in life?

7.

1.
2.
3.
4.
5.
6.
7.
8.
9.

What elements in the characterization of the Russian Sailor at the end of Section II make him seem
out of place in such a foreboding setting?
Section III Question
Based on the Russian Sailors ramblings, characterize Kurtzs methods of maintaining order and
acquiring ivory.
Using your own words, describe as fully as you can the rounded knobs that Kurtz has mounted
around his hut. Upon reviewing the section, do you think that your reaction to the sight was stronger
than Marlows? Why or why not?
Marlow refers to the symbolic row of stakes that circle Kurtzs hut. What might the stakes
symbolize?
What is Kurtzs attitude towards the Station Manager?
Marlow says he is Mr. Kurtzs friend in a way. In what ways do you think Marlow is Mr. Kurtzs
friend?
Marlow says, There was nothing either above or below [Kurtz].... He had kicked himself loose of
the earth. Using your understanding of the story, what do you think this represents? What is Kurtz
free from or not subject to?
When the steamer leaves, Marlow describes the natives, especially the three men plastered with
bright red earth. What elements of the description convey how little Marlow under- stands about the
natives culture?
During their trip downriver, Marlow says that Kurtzs was an impenetrable darkness. What do you
think this darkness represents?
Why doesnt Marlow tell Kurtzs Intended the truth about Kurtzs last words?

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