KROMER A Teachers Guide To HOD 2010

G u i d E
A TEACHER’S GuidE TO THE SiGNET CLASSiCS EdiTiON OF
HEART OF DARKNESS
BY joseph Conrad
T E A C H E R’S
BY Allen Kromer
series editors: jeanne M. McGlinn and jaMes e. McGlinn
2 A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad
TAble of ConTenTs
iNTROduCTiON ........................................................................................................................3
LiST OF MAiN CHARACTERS ................................................................................................4
SYNOPSiS OF THE NOVEL .....................................................................................................4
PREREAdiNG ACTiViTiES .......................................................................................................7
duRiNG REAdiNG ACTiViTiES.......................................................................................... 12
AFTER REAdiNG ACTiViTiES ............................................................................................. 19
ABOuT THE AuTHOR OF THiS GuidE ........................................................................... 25
ABOuT THE EdiTORS OF THiS GuidE ........................................................................... 25
FREE TEACHER’S GuidES .................................................................................................... 27
Copyright © 2010 by penguin Group (Usa)

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A Teacher’s Guide to the Signet Classics Edition of Heart of Darkness by Joseph Conrad 3
InTroduCTIon
Based on their prevalence in popular culture, Although the novel is daunting to some read-
the words “he horror! he horror!” are rec- ers, the richness of its content will reward
ognizable to many individuals, even those competent and advanced readers; the range
who have not read Joseph Conrad’s Heart of of possible interpretations of the symbols and
Darkness. However, while the words them- events in the tale will allow students to theo-
selves may be familiar, their signiicance, the rize, argue, and determine meaning. For
weight behind them, and the events that those who tire of pedestrian or pedantic texts,
elicit their utterance are often misunderstood Heart of Darkness is a welcome change. For
or unknown. In Conrad’s novel, narrator those who gaze on the darkness in the world
Charlie Marlow, “who [turned] freshwater (broadcast again and again, it seems, on the
captain for a bit,” recounts his piloting a nightly news), the book afords a glimpse at
tinpot steamer up the mighty Congo River to man’s capacity for evil and posits the question
retrieve a man named Kurtz from the Inner of whether or not evil must triumph. And for
Station, an outpost situated for gathering those who wish to prepare themselves for the
ivory. At the coast, Marlow hears secondhand greater academic challenges of college level
of Kurtz’s genius, but as he draws closer to his curricula, Conrad’s novel is a suitable and
destination, he realizes that Kurtz, once accessible text.
deemed “an emissary of light,” may have
he content and activities in this guide are
immersed himself in, or even become, the
resources for planning to teach the novel.
heart of darkness. By tale’s end, Marlow
Some content will inspire closer inspection of
himself has touched on that darkness and
meaningful passages or events; other activities
returns to England a more somber man.
and resources will supplement the primary
he novel’s fairly straightforward plot— text. he Pre-reading activities set the founda-
piloting a boat up a river—serves as a vehicle tion for appreciating the novel by establishing
for weighty ideas; as such the book will chal- an awareness of the political and geographical
lenge adolescent readers, for while the story settings and Conrad’s experiences in the
seems accessible, the text’s style, ideas, and Congo. he During-reading content will help
density combine to make it more diicult students focus on speciic elements and events
than most secondary school literary fare. in the text, events that when combined result
However, with attentive guidance, supple- in the novel’s artfulness. he Post-reading
mental activities, and collaboration between activities promote a holistic review of the
teacher and students, experiencing the novel novel, an elevated analysis of the sum of these
can be a rewarding task. Students can relect great parts, and the opportunity to establish
on the pithy content—man’s capacity for and debate meanings. he activities in this
evil, the dangers of unfettered commerce, the guide should be used to address curricular
weight of lies—and perhaps learn something requirements, reinforce preferred teaching
about themselves from the novel’s characters. styles, and promote academic success for stu-
dents. he best approach is one that is selec-
tive, adaptive, and creative.
lIsT of mAIn ChArACTers

Charlie Marlow Main narrator, captain of steamer up the Congo River
DireCtor of CoMpanies, captain and passengers aboard the Nellie,

lawyer, anD aCCountant anchored on the hames River outside of London
who listen to Marlow’s story
unnaMeD listener Narrator of frame story
CoMpany aCCountant Company Bookkeeper at coastal settlement in Africa;

of immaculate appearance and lawless work habits
station Manager Company employee, manager of the Central Station
station Manager’s unCle leader of the Eldorado Exploring Expedition,

Station Manager’s conidant
Kurtz Manager of the Inner Station
My intenDeD Kurtz’s beloved, who lives in Europe
synopsIs of The novel
seCTIon I conspiracy. he company physician asks to

measure Marlow’s head and notes that those
frame story: Aboard the cruising yawl the who voyage to Africa never return and crypti-
Nellie, an unnamed listener describes the cally mentions that “the changes take place
setting and recounts Marlow’s tale. he sun is inside [one’s head].”
setting as Marlow begins an account of his
Marlow’s trip to the Mouth of the Congo
voyage up the Congo River. Marlow relects
and arrival in africa: Marlow sails to Africa
on the British legacy of exploration and calls
and travels up the coast, slowly passing what
London “one of the dark places of the earth.”
he calls insigniicant settlements, “greyish-
He then relects on how the Romans explored
whitish specks…with a lag lying above
Britain and how it felt to be sent to “the very
them.” En route, the steamer encounters a
end of the world,” where the explorer found
man-of-war shelling the shore but producing
such a contrast between the civilization of
negligible efects. After three months, Marlow
Rome and that remote wilderness.
arrives at “the mouth of the big river” but
Marlow’s early life and new employment: immediately heads to a settlement thirty
Motivated by wanderlust, Marlow pursues the miles upriver. here he observes construction
captaincy of a freshwater steamer in Africa, a projects and equipment in disarray and indig-
largely unexplored region that features a large enous people sufering as project laborers. To
river. Having exhausted his own leads for avoid a group of convicts, Marlow steps into
employment, Marlow turns to his aunt for a shady grove and discovers a group of Afri-
assistance. His aunt recommends her nephew cans near death from exhaustion. Afterwards,
to the wife of a high-ranking company he encounters an anomaly, the Company’s
administrator, and the company hires impeccably dressed chief accountant. he
Marlow. When Marlow travels to Europe to accountant mentions a Mr. Kurtz and asks
meet his employers, he feels uneasy because Marlow to deliver the message that everything
he senses that he has been let in on some at the Outer Station is “very satisfactory.”
Marlow’s time at the Middle station: frightens the two men who pretend they
Marlow leaves the Outer Station with sixty haven’t seen him. he next day the Eldorado
native porters and a single white companion. Expedition disappears into the wilderness.
he group passes through abandoned vil- he early stages of Marlow’s Voyage:
lages, encounters a drunken white man Marlow relates the physical and psychologi-
responsible for security on the road, and cal duress of traveling upriver. he river and
inds the corpse of a recently executed native. jungle are mysterious, adversarial, and
Exasperated at his white companion’s faint- require a constant, taxing attentiveness.
ing and the porters’ reluctance to carry the Midway through this section, Marlow
man, Marlow threatens his porters and senses digresses to share his philosophy about the
he is losing control. Finally reaching the potential impact of the wilderness. Removed
Central Station, Marlow is further exasper- from the comforts of civilization, stripped of
ated to ind his steamer badly damaged. He is acquisitions and principles, only a deliberate
also uneasy when he meets the Station Man- belief will serve the individual. Fifty miles
ager and the other whites (whom he calls below the Inner Station, the steamer arrives
“pilgrims”) who are clearly inept and unpro- at a hut where Marlow and his fellows ind a
ductive. he Station Manager frets about Mr. pile of stacked wood, a note that reads,
Kurtz and wishes to travel to the Inner Sta- “Wood for you. Hurry up. Approach cau-
tion to check on him. he station’s brick- tiously,” and a copy of a book entitled An
maker, viewed by the whites as the Station Inquiry into Some Points of Seamanship with
Manager’s spy, speaks of Kurtz as a “prodigy” annotations in the margins. he Station
but also presses Marlow for information. Manager suspects that the book and the hut
Marlow realizes that his Aunt’s recommenda- belong to an “intruder” who is stealing ivory
tion depicted him in unreasonably glowing in the region.
terms, and he feels that he is nearly telling a
lie by not confessing his true qualiications. he fog and the attack: Marlow is frustrated
Marlow says that he “cannot bear a lie” as lies that they must stop eight miles below the
remind him of mortality. Later the mercenary Inner Station, and so close to Kurtz, because
Eldorado Exploring Expedition arrives at the night is falling and they have been warned to
Central Station with the Station Manager’s use caution. In the morning, a dense fog pre-
uncle leading the group. Marlow grows vents the steamer from lifting anchor. he
increasingly curious about Kurtz, “a man passengers hear a cry of immense sorrow that
who had come out equipped with moral convinces the white passengers they are in
ideas of some sort.” danger of attack. However, the native crew
views the people who have made the cry as a
potential source of food; their leader asks to
seCTIon II catch the people on the bank to eat them.
Marlow digresses to comment on the crew’s
intrigue at the Central station: One night
self-restraint for they are hungry and could
while Marlow is lying on the steamer’s deck,
easily overwhelm the whites aboard the vessel.
he overhears the Station Manager and his
Finally the steamer resumes its trip upriver
uncle speaking about how Kurtz threatens
until Marlow sees a crewman suddenly throw
the Station Manager’s position. Marlow also
himself on the deck and realizes that the
learns that Kurtz is the only white at the
steamer is being attacked with arrows. he
Inner Station, having sent his former assis-
pilgrims open ire with their riles, and the
tant back to the Central Station. he uncle
helmsman abandons the wheel to use his rile.
notes that the greatest threat to his nephew is
As the steamer swings dangerously in the
the Company administration in Europe.
river, smoke from the gunire prevents Marlow
When the uncle says to trust that the climate
from navigating. He steers close to the bank,
will kill Kurtz, Marlow senses the land’s
and the helmsman is mortally wounded.
“hidden evil.” Startled, he leaps up and
Finally, Marlow sounds the boat’s steam weeks searching for ivory. When Marlow
whistle, and the attackers lee. When a pilgrim wonders what Kurtz might have traded with
mentions that Kurtz is probably dead, too, as his supply of goods is exhausted, the Rus-
Marlow realizes that he is sorry that he might sian says that Kurtz still possessed a good
never have a chance to hear Kurtz’s voice. supply of cartridges. Once, to gain the Rus-
sian’s small store of ivory, Kurtz threatened to
Marlow’s Digression and Characterization
shoot him and, as the Russian notes, there
of Kurtz: When one of the listeners on the
“was nothing on earth to prevent him killing
Nellie expresses some skepticism as Marlow
whom he jolly well pleased.” Kurtz had
speaks of his emotions, Marlow argues that
recently returned with all the warriors of a
the listeners on the boat cannot understand
lake tribe to stage a raid but has fallen ill.
the experience. He then alludes for the irst
Scouting the shore through binoculars,
time to the object of Kurtz’s afections, a
Marlow realizes that Kurtz has surrounded his
woman Kurtz refers to as My Intended. After
hut with human heads mounted on poles.
describing Kurtz’s physical bearing, his phi-
losophy of consumption (Kurtz believes that Marlow’s Meeting with Kurtz: When the
everything belongs to him), and his life before whites carry Kurtz out of his hut on a stretcher,
he came to Africa, Marlow tells of a report that hundreds of warriors emerge from the forest,
Kurtz composed for a philanthropic society, and the Russian cautions that unless Kurtz
an eloquent text that moves Marlow with its says the right thing, the party from the steamer
message of bringing civilizing forces to Africa. will be killed. Bald and emaciated, Kurtz
However, at the end of the report, Kurtz has resembles “an animated image of death carved
scrawled, “Exterminate all the brutes!” out of old ivory.” After Kurtz’s words, the
he helmsman’s funeral and arrival at the natives return to the forest, and the whites
inner station: Marlow resumes the Congo deposit Kurtz aboard the steamer. Upon
narrative and recounts his disposal of the spying Marlow, Kurtz tells him, “I am glad.”
helmsman’s corpse into the river and his pro- he Departure and Kurtz’s escape: After
found guilt at the man’s death. After the debacle Kurtz is aboard the steamer, a striking native
of the attack, the Station Manager suggests woman approaches the water and gestures at
that they return to the Central Station, but the steamer as if in farewell. Marlow over-
Marlow sees they have arrived at the Inner hears Kurtz berating the Station Manager for
Station. An enthusiastic, young man whom interfering with his plans while the manager
Marlow characterizes as a harlequin greets the concludes that Kurtz’s district will be closed
steamer. A Russian, the man had abandoned to trade for some time because of Kurtz’s
his hut and left wood for the steamer. When “unsound methods.” Marlow responds that
Marlow returns his book, the Russian rejoices; he thinks Kurtz is a remarkable man. “He
later, he tells Marlow that the boat’s steam was,” the manager responds. he Russian
whistle will protect them from any attacks. asks Marlow to protect Kurtz’s reputation,
He then recounts his past and life in Africa, and after some thought, Marlow agrees. hat
concluding that Kurtz has enlarged his mind. night, Marlow awakens to ind Kurtz is gone.
He stalks and confronts Kurtz as he crawls
towards the natives’ bonire, asking him to
seCTIon III
consider the consequences of what he is
he russian’s account of Kurtz: he Russian doing. After Marlow helps the weakened
shares his knowledge of Mr. Kurtz and urges Kurtz return to the steamer, he feels as if he
Marlow to take Kurtz downriver quickly. He has carried half a ton down the hill.
tells of his talks with Kurtz and describes their he Downriver trip: he next day, Marlow
enlightening efects on him. he Russian had readies the steamer to return to the Central
nursed Kurtz through two serious illnesses; at Station. he striking native woman returns to
other times, Kurtz would vanish inland for the river, and her words to the massed natives
seem to incite them to violence. Marlow sees back in the sepulchral city, and while his aunt
the pilgrims on the vessel readying their riles tries to nurse him back to health, Marlow’s
and sounds the steam whistle to drive the mental state prevents her from succeeding.
natives away. he pilgrims open ire, smoke Having vowed to protect Kurtz’s reputation
obscures the shore, and the steamer embarks and papers, Marlow later pays a visit to
on its return trip. Kurtz’s condition deterio- Kurtz’s Intended. When the woman enters
rates; nonetheless, he speaks eloquently until the room, her beauty and innocence afect
the very end. When the steamer breaks down, Marlow. She still grieves for Kurtz, and as
Kurtz asks Marlow to keep his papers for they talk, the woman becomes more con-
him. hat night, Kurtz says, “I am lying here vinced of Kurtz’s greatness and the idea that
in the dark waiting for death.” Soon after- Marlow was Kurtz’s friend. While her delu-
wards, he utters his last words: “he horror! sion begins to anger Marlow, he inds that he
he horror!” Marlow exits; later a native ser- pities her. To ease her sorrow, Marlow tells
vant reports Kurtz’s death. her he heard Kurtz’s last words. She longs to
Marlow’s return to europe and Meeting know them, and, having relected on Kurtz’s
with Kurtz’s intended: Marlow succumbs to true last words, Marlow tells her that Kurtz’s
a tropical illness which underscores for him last words were her name. At the end of
Kurtz’s remarkable nature. Near death, Marlow’s tale aboard the Nellie, the unnamed
Marlow has nothing to say; while Kurtz was listener sees that the hames seems to lead
continuously talking. Marlow inds himself “into the heart of an immense darkness.”
prereAdIng ACTIvITIes
hese activities present a range of content annotated timeline that details signiicant
that will make Heart of Darkness more mean- elements of the region’s history will enable
ingful and accessible to readers. Instructors students to see more clearly the orderly and
should choose materials based on their goals proud history of the region before Europeans
and the limits of time. Students’ knowledge arrived and the fractured and turbulent period
of Joseph Conrad’s life and experiences in after their arrival and control of the land.
Africa will provide them with real world con-
Using content discovered through Internet
nections to the text and lend credibility to
research or in the Media Center, have stu-
the story. Orienting students to the historical
dents collect and review information about
background of the Congo, particularly when
the Congo from its earliest times to the
the region was designated as the Congo Free
modern day. Ask students to create a timeline
State under Leopold II of Belgium’s control,
that presents the region’s chronology up to
will help them see more clearly the efects of
modern times. Ask them to focus on signii-
colonization on the land.
cant arrivals (new people or populations
moving in), events (conquests, major shifts in
I. buIldIng bACKground power, economic transformations), and ele-
Knowledge of hIsTory ments (those political systems, social beliefs,
or institutions) that afected the region. Ask
And CulTure students to mark the arrival of Europeans
and changes that occurred. Finally, after stu-
A Brief History of the Belgian Congo dents have completed their timelines, have
By the time Marlow reaches Africa, the conti- them write two paragraphs that summarize
nent has largely been parceled of into the the region’s history before and after the
control of European countries. Creating an Europeans’ arrival and conquest.
A good starting page was created as a project detail his exploitative and unjust practices. As
by homas Kinsella’s students at the Richard students work through the sources, ask them to
Stockton College of New Jersey: http://loki. categorize Leopold’s methods, the results of his
stockton.edu/~kinsellt/projects/hod/ colonization, and statistical information about
history.html the plight of the indigenous people. hen, after
students have generated some ideas, lead a dis-
King Leopold ii of Belgium cussion to get whole class input. Finally, have
and the Congo Free State: students compose a letter to the editor to voice
their concerns about Leopold II to the press.
Some Cartoons Aren’t Funny
Providing sample letters will model for stu-
In this introductory activity, students analyze dents appropriate voice and format.
a selection of political cartoons that depict
Leopold II timeline: http://www.moreorless.
Leopold II’s predations in the Congo Free
au.com/killers/leopold.html
State. Using cartoons (and realistic images, if
desired), ask students to inspect the images.
hen, have students compose brief character unscrambling the Scramble for Africa
sketches of Leopold II using their conclu- he Scramble for Africa (1880-1900) is the
sions and details from the images. Realistic name given to the period in African history
images are readily available through image where over the course of twenty years Euro-
searches, but instructors might want to prese- pean powers carved up the continent into
lect images to streamline the process and colonies. While raw materials were a primary
limit the number of images students analyze. motivator for these actions, other factors
After students have shared or submitted their inluenced Europe’s eforts to gain colonies.
characterizations, provide additional infor- In this activity, students research the factors
mation about Leopold or ask students to that led to the Scramble for Africa to under-
engage in additional research using the web- stand why the rush occurred. Using informa-
sites listed in this guide. tion gained from Internet research or Media
Cartoons depicting Leopold II: Center resources, ask students to list the
causes and briely annotate each to demon-
http://commons.wikimedia.org/wiki/ strate their understanding.
file:punch_congo_rubber_cartoon.jpg
Sample Internet sites for Scramble information:
http://commons.wikimedia.org/wiki/
file:Congo_leopold_ii_cartoon.gif http://africanhistory.about.com/od/
eracolonialism/a/scramblewhy.htm
http://wikimediafoundation.org/wiki/
file:he_royal_Jack_in_the_Box.jpg his site discusses the diverse factors that
caused the rapid colonization of Africa.
Alert the Press! Leopold is Afoot! http://exploringafrica.matrix.msu.edu/
students/curriculum/m9/activity4.php
By the time Marlow arrives in Africa, the
indigenous people are already sufering under his site includes a map that shows the loca-
the yoke of colonization. In the novel, the main tions of European colonies in Africa in 1914
motive for their treatment is the acquisition of and is a useful visual aid for teaching about
ivory; in reality, Africa ofered a wealth of the Scramble for Africa.
resources that Europeans desired. In the Congo http://www.fordham.edu/halsall/africa/
timeline activity, students probably realized africasbook.html#europeanimperialism
that the Europeans brought sufering to what
was an orderly (and in some areas Christian) his Internet African History Sourcebook
region. Provide students with an opportunity includes links to primary and secondary
to research Leopold II and his Congo Free sources on European imperialism in Africa
State, or provide students with sources that and other related topics.
hen, having relected on the information, the “Vieille maison ‘coloniale’” just downriver
have students rank the causes from most sig- from Kisangani, a photo that depicts a colo-
niicant to least signiicant based on their nial structure. Students might present their
ideas of what motivates a country to become voyage logs through presentation software,
involved in foreign exploration and coloniza- on wiki pages, or other media that are appro-
tion. Ask students to rank the causes a second priate. After students have completed reading
time based on their ideas of what is impor- the novel, they might revisit this activity to
tant. Finally, conduct a survey and class dis- ind those spots that they believe correspond
cussion to identify which factors would have with events described in the text.
been the most important reasons for interna-
In addition to the virtual voyage students can
tional involvement based on a national per-
gain a deeper understanding of the river
spective and personal perspective. Class
through video resources, such as http://history.
results can be tabulated and formatted into
howstuffworks.com/african-history/
bar graphs to create a visual aide for discus-
congo-river.htm
sion by using spreadsheet software. Using the
following questions may facilitate students’ his site titled How the Congo River Works
rankings: gives views of the river with discussion of
geography, history of explorations, and
• Of the causes you have found in your
modern times on the Congo River.
research, which do you think would be
most inluential on national interests to Two brief videos illustrate the magnitude and
become involved in a foreign country’s risk of navigating on the Congo River. he
afairs? Which cause do you think irst features kayakers paddling gigantic
would have been least inluential? rapids; the other documents the eforts of
Briely defend your answers. Africans to keep the channels clear of danger-
ous sandbars:
• Based on your own personal beliefs,
which cause do you feel represents the • Kayaking video: http://www.youtube.
best justiication for involvement in com/watch?v=l1urqbVlxvQ
another country’s afairs? Which is least • Sandbar video: http://www.youtube.
important? Explain your thinking. com/watch?v=m9JyegnkDzk
Virtual Voyage of the Congo River Joseph Conrad’s Life and Travels
his activity provides an understanding of the Some of the inspiration for Heart of Darkness
Congo River and will help students under- came from the author’s experiences at sea and
stand the magnitude of Marlow’s voyage. on the Congo River. While the biographical
Using Google Earth (available for download episodes from Conrad’s early days lend
at earth.google.com), have students locate authenticity to the descriptions of piloting
the Congo River on the globe and “navigate” the steamer, his memories of his experience
upriver, identifying navigational issues, the in the Congo may have shaped the story he
river’s size, types of villages, and other geo- tells of Marlow’s trip up the mighty river. For
graphical elements. Students can save images some novels, exploring the author’s life pro-
that are embedded on the map; they can also duces few dividends, but with Conrad’s, bio-
use screenshots to capture river features seen graphical knowledge can add an element of
in the satellite photos. For a good starting reality to the ictional narrative.
point, students might enter “Brazzaville,
Congo” into the search box at the left of the Students can create digital scrapbooks or
screen and navigate upstream from there biographies that recount Conrad’s experi-
using the mouse to drag or keyboard arrows ences; the inal products can be posted on
to move the map. For an interesting contrast wikis or class Web pages, presented with
to much of what students will ind, look for presentation software, or transferred onto
poster board or into scrapbooks. Suggested Setting: “Twentieth Century Pops”

content might include references to Conrad’s
bouts with physical and mental illnesses, his Most students are well versed in identifying a
experiences in the Congo, or an overview of tale’s time and place; fewer consider the social
his writing career. context, and while students can often iden-
tify setting components, many do not relect
Sample Internet sites on Joseph Conrad: on how the setting afects the characters and
http://loki.stockton.edu/~kinsellt/projects/ readers. his sample activity which asks stu-
hod/incongo.html includes excerpts from dents to convey a sense of time, place, and
Conrad’s diaries and describes the efects of social context may facilitate a greater under-
the illness he sufered from his trip up the standing of the impact of setting on a story.
Congo. Ask students to conceive a formal dance at a
http://loki.stockton.edu/~kinsellt/projects/ local landmark venue that features a fairly
hod/bio.html gives an overview of Conrad’s long history (say, from the 1940’s on). Tell
literary career. students that they must use the venue you
have provided; it need not be local, but the
http://www.victorianweb.org/authors/ venue should be recognizable to students.
conrad/chron.html gives a detailed timeline With the place established, randomly assign
of Conrad’s life and work. students decades from the Twentieth Cen-
http://www.online-literature.com/conrad/ tury—if the venue was built in the 1940’s,
provides a brief biographical portrait of Conrad. that should be the earliest era. So, some stu-
dents will work on the 1950’s, some the
h t t p : / / v i d e o s . h ow s t u f f w o r k s . c o m /
1960’s, and so on. Once they have the time
hsw/11920-heart-of-darkness-profiling-
and place, have students research the social
joseph-conrad-video.htm his biographical
context for the dance. As they work, ask
video of Joseph Conrad includes his experience
them to look for political trends, social and
as a navigator of a steamship up the Congo
aesthetic trends, musical tastes, fashion
River with images of the abuse of the Africans.
trends, and controversies of their era. Once
his video also links to other videos introduc-
they have arrived at a good understanding of
ing Heart of Darkness. he videos include brief
the time, place, and the many elements that
advertisements which cannot be avoided.
create the social context, have the students
write a newspaper article, magazine review,
II. buIldIng bACKground or diary entry that conveys the gist of their
Knowledge of setting. Once students have inished writing,
lITerAry elemenTs the class might discuss how the attendees at
their events might react if groups that were
Conrad’s use of these literary elements viewed negatively (Germans in America in
empowers the narrative of Heart of Darkness. the early Forties, interracial couples in the
As a review or preparatory activity, ask stu- Fifties or Sixties) in the era showed up at the
dents to practice identifying these elements in party or if the band started to play an
supplemental texts and to determine how the unpopular style of music.
elements function or what efects they have
on readers. his level of response requires imagery
students to analyze and draw inferences. Conrad’s images in Heart of Darkness reso-
Subsequent activities focus on these elements nate with some readers long after they have
so ensuring that students have a working completed the book. Two stories comparable
understanding of them will facilitate success. to the novel that ofer good practice with
imagery are: “Araby” by James Joyce at
http://iction.eserver.org/short/araby.html
and “A Worn Path” by Eudora Welty (avail- III. buIldIng bACKground

able in many anthologies). Ask student to Knowledge Through InITIAl
identify the key images and discuss their
impact on the reader. How do the images eXplorATIon of Themes
contribute to the sense of the characters?
One of the novel’s strengths is its complexity.
What associations and ideas do they create in Conrad comments on a range of themes that
the reader? resonate with most readers, such as:
1. he corrupting inluence of power
Verbal, Situational, and dramatic irony
2. Man’s inhumanity to man
Generally, irony might be deined as a reversal
of expectation. In Heart of Darkness, Conrad 3. Racial inequality
employs diferent types of irony. Simply put, 4. Gender inequality
verbal irony is saying one thing and meaning
another. Situational irony occurs when an 5. Nature as adversary
event or reaction seems contrary to what is Students can practice identifying and com-
expected to occur. And dramatic irony is a municating convincingly about theme, using
technique wherein the reader (and perhaps shorter works of iction. Many times students
some characters) has an understanding that will identify the main thematic content in a
the characters in the story do not. Practicing work of literature, but rather than working to
with students to recognize and identify irony understand an author’s statement about that
and to understand its efects on readers will content, they allow the identiication to suf-
help them appreciate the novel more fully. ice. For example, Ralph Ellison’s “Battle
Two works that contain accessible and efec- Royal,” an excerpt out of Invisible Man,
tively applied examples of irony are: “Carnal depicts racism. However, the statement that
Knowledge” by T. Coraghessan Boyle (readily Ellison makes about racism is more complex:
available in anthologies) and “he Story of an “Institutional racism dehumanizes both the
Hour” by Kate Chopin (http://www.vcu. oppressed and the oppressors.” By working
edu/engweb/webtexts/hour/ ). with short stories, students can work to
identify the general thematic content as well
Frame Story as relect on possible statements authors
An accessible and entertaining example of a might make about that content.
ilm that features a frame story is Rob Reiner’s After discussing the themes above, have stu-
1987 ilm he Princess Bride (Act III Com- dents read three or four short stories that
munications [Buttercup Films Ltd., he contain thematic content similar to Conrad’s.
Princess Bride Ltd.]; screenplay by William hen, have students work individually to
Goldman; produced by Andrew Scheinman identify each story’s thematic content and
and Rob Reiner). While the tone and narra- compose a statement that accurately inter-
tive are very diferent from Conrad’s novel, prets the writer’s message. hey should note
the format is similar, and students can ana- and record those textual elements that con-
lyze the frame story structure, its efects on tribute to the story’s theme. While diferent
characters and viewers, and possible reasons credible answers are possible, remind students
why an artist would employ the frame story that acceptable answers must be textually
after watching a short excerpt. supported. Once students have completed
their statements of theme, collect them and
lead a discussion that requires students to
evaluate which statements best convey a sto-
ry’s theme. A small group might arrange the
statements of theme for a particular story at
the front of the room according to efective-
ness as a starting point for the discussion; if recounts a tragic ascent up Mount
opinions difer, subsequent groups might Everest but can still be evaluated for
rearrange the statements. thematic content.
he following texts are well suited as resources • Colette’s “he Hand”
because they convey themes similar to
• Jack London’s “To Build a Fire”
Conrad’s:
• Gish Jen’s “In the American Society”
• Naidoo, Beverley. Out of Bounds:
Seven Stories of Conlict and Hope. • Raymond Carver’s “Popular Mechanics”
HarperCollins, 2003. • Ralph Ellison’s “Battle Royal”
• William Faulkner’s “Barn Burning” he stories cited as examples in the Literary Ele-
• Krakauer, Jon. “Into hin Air” ments section are also suitable for this activity.
Outside Sept. 1996. Electronic version.
http://outsideonline.com/outside/
destinations/199609/199609_into_
thin_air_1.html Note: his article
durIng reAdIng ACTIvITIes
I. whole TeXT ACTIvITIes instance, if a realization comes halfway

through a section, that realization should
hese activities, designed to deepen under- appear on the psychological side about half-
standing of the novel, are best completed as way down the page. If the Russian Sailor’s
students read the novel. Instructors might coming aboard the steamer at the Inner Sta-
collect works in progress to gauge students’ tion is the last physical event that occurs in
understanding, monitor appropriate comple- the section, it should appear at the bottom of
tion, and provide feedback to reinforce com- the page. Remind students to allot one sheet
prehension and encourage learners. per section. At activity’s end, students can
align their sheets vertically for a fairly detailed
A Heart of Darkness Travelogue: review of the entire novel. Visual elements
Physical and Psychological Journeys and illustrations can reinforce understanding
in this activity by providing cues and address-
he novel is an account of Marlow’s two ing a broader range of learning styles. Many
journeys—the physical trip up the river and times students will bisect the paper vertically
the psychological development that trip elic- with a top-down illustration of the river
its. he travelogue will allow students to replete with snags, fog banks, natives on the
record story elements in timely fashion to banks, and so on.
better understand how each of the journeys
afects the other. Kurtz and Marlow Characterizations
For each section of the novel, have students Giving students the responsibility of gaining
fold a sheet of typing paper in half vertically. a reined understanding of each character will
On one half of the sheet, students should allow them to understand the book more
record details of the story and their realiza- fully. his activity works well as a sort of
tions about the physical journey—places, annotated quotation journal that is based on
plot events, characters encountered, and so the Cornell notes format (For an example,
on. On the other half, students should record see http://www.montgomerycollege.edu/
Marlow’s psychological realizations as they Departments/enreadtp/Cornell.html).
occur. Instruct students to record the ele- In the left column, have students record quo-
ments approximately as they occur. For
tations that illustrate character traits about the most valid entries by a certain page works
Marlow and, on a second sheet, Kurtz. Next to facilitate understanding, gauge progress,
to each entry in the right column, ask students and foster enjoyable competition among
to record the realizations that new informa- readers (especially if prizes like small boxes of
tion elicited. In some cases, new information conversation hearts candies or Red Hots
may contradict earlier content; in others, the candies are ofered as prizes to the winners).
realization may be a reader response, such as
“Marlow seems sexist here because…” or II. seCTIon ACTIvITIes:
“Kurtz seems to act without any concern for dIsCussIon QuesTIons
conventional morality.” In the case of Kurtz,
students can also use the right hand column
And snApshoTs
to consider the source, for an enemy of Kurtz Discussion questions build understanding
like the Brickmaker will speak poorly of him and strengthen comprehension of the novel
while a disciple like the Russian Sailor will and its literary elements. Teachers can draw
sing his praises. In the template’s bottom sec- from section questions to create journal
tion, have the students write a brief character prompts, to use as a foundation for whole
sketch that synthesizes the information in the class discussion, or to focus on and review
two columns. he synthesis might include those parts of the novel that seem most elu-
inferences, predictions, personal responses or sive to students. Students can work in groups
evaluations, or other ideas that move beyond to answer a series of questions to reine their
the textual content. understanding of a section, or one student
can work exclusively on a single question to
Note: Instructors who choose to assign the
become the class expert who then shares his/
travelogues presented above might ask stu-
her expertise with peers. Given the density of
dents to complete only the Kurtz character-
Conrad’s prose, encouraging students to
ization to eliminate redundancy, for the
return to the novel is an efective approach to
travelogue activity typically results in a solid
ensure accuracy and get students to re-
understanding of Marlow’s character.
immerse themselves in the text.
Hearts and Hell he Section Snapshots aford students the
chance to explore passages that are central to
Conrad’s use of imagery constitutes one of
each respective section as well as to the novel
the novel’s strengths. Images of hearts and
as a whole. he activity for a particular pas-
images of hell along with related inferno or
sage can be adapted to use with other pas-
devil images are thematically signiicant.
sages in Heart of Darkness.
Another annotated quotation journal, this
activity will allow readers to grasp the scope
of each type of imagery and begin to under-
Section I Questions
stand the allegorical elements in the text. 1. Conrad structures Heart of Darkness as a
Before students begin reading the novel, ask frame story. For a writer, what beneits
them to choose either heart or hell imagery as does this structure provide?
the basis for their journal; then, instruct 2. In the frame story section of the book,
them to record all allusions to either hearts or what details does Conrad include to
hell that they encounter as they read the create a sense of comfort and peaceful-
novel as well as the page numbers for each ness? What elements contrast the serenity?
reference. Next to each textual reference,
have students briely explain the function of 3. he unnamed narrator comments that
the image. While some functions will recur, Marlow is “not typical” of seamen. In
each type of imagery conveys many meanings what ways is he diferent?
and signiicances. On occasion, hosting a 4. As Marlow recounts his boyhood experi-
“volume challenge” to see who has recorded ences, he says that he was like “a silly little
bird.” What perceptions do you think 15. How does the Accountant’s attitude
this image might have for most readers? towards the man who is dying in his hut
5. Marlow notes that he “tried the women” afect readers’ impressions of him?
in his attempts to become a steamer 16. What feeling does the Station Manager
captain. In the novel, what is Marlow’s inspire in Marlow? To Marlow, what
attitude towards this strategy? How do seems to be the Station Manager’s best
you react to his attitude? qualiication for his job?
6. As part of the employment process, 17. During his talk with the Brickmaker,
Marlow visits an old doctor who works Marlow realizes that the man is pumping
for the company. What measurements him for information about Company
does the doctor take and why? How politics. What aspects of characterization
does this meeting afect Marlow? (details, images, diction) does Conrad use
7. How does Marlow’s aunt, “the excellent to make Marlow’s skepticism believable?
woman,” depict him to the wife of the 18. How does the Brickmaker characterize
high dignitary? What problems might Kurtz? How does this characterization
this pose for Marlow? Why? compare to what others have said about
8. How does Marlow describe the African Kurtz?
coast (beginning on p. 66)? 19. On occasion, a night-roaming hippo
9. On occasion, “black fellows” in boats comes ashore and the pilgrims empty
visit the ship that Marlow is aboard. Do their riles into it to no efect. What do
you think that the description of these their actions convey about the pilgrims?
fellows is mostly positive or mostly What could the hippo symbolize?
negative? And, how do these descrip- 20. Perhaps the closest companion Marlow
tions compare to most depictions of makes at the Central Station is the fore-
whites in the novel? man of the mechanics. Is the foreman a
10. When he reaches shore, Marlow sympathetic character? Why?
encounters a chain gang of Africans. 21. What is Marlow’s reaction to the arrival
What impression does the encounter of the Eldorado Exploring Expedition?
make on Marlow? How does Marlow react to the Station
11. To allow the convicts to proceed up the Manager’s Uncle?
trail, Marlow steps into a grove of trees.
How does his impression of the Africans Section I Snapshots
there compare to his attitude towards Marlow’s account of early explorers: In the
the convicts? text section starting with “Forthwith a change
12. What impression does the Accountant came over the waters” (p. 54) to “ofer a sacri-
make on Marlow? How does Marlow’s ice to….” (p. 58), Marlow recalls great British
description of the Accountant contrast explorers, their ships, and their exploits. He
with his descriptions of the Africans he then characterizes the Romans, explorers who
has encountered? What efect does this predated the British seamen, as men who
contrast have on readers? faced the darkness and brought civilization to
the savages. Finally, he talks of the predatory
13. How does the Accountant maintain his nature of explorers, men who “grabbed what
appearance? What does the Accountant they could get.” He relects that the motives
insinuate (or communicate without for exploration range from noble to shameful.
actually stating it)?
Have students divide a sheet of notebook
14. What is the Accountant’s attitude towards paper into two vertical columns; then, label one
Kurtz? as “Positive Exploration/Beneits” and the other
“Negative Exploration/Crimes.” hen, using activity can be broadened to allow students to

the text describing the acts and accomplish- argue whether or not Conrad’s igurative lan-
ments of explorers as a basis, have students guage is successful or not in afecting readers.
identify and list content that they consider
appropriate for one of the columns. For Section II Questions
instance, one might consider “building
1. In the conversation between the Station
empires” (p. 55) as a beneit while another
Manager and the Station Manager’s
might consider it a crime. After students have
Uncle, what details does Conrad include
worked through the passage, use the charts as
that create a sense of mystery about Kurtz?
a basis for a discussion on what constitutes
“good” or “bad” exploration. Providing stu- 2. What do the Station Manager and the
dents with an opportunity to consider the Station Manager’s Uncle hope will
complexities of exploration may allow them to happen to Kurtz? Why do they want to
see more clearly the two poles that Kurtz occu- be rid of Kurtz?
pies by the end of the book—he starts as an 3. Towards the end of their conversation,
emissary of light but dies as a murdering despot. what afects Marlow so much that he leaps
he scope of this activity can be broadened to his feet and startles the two speakers?
by having students use the Internet or Media 4. What causes one of the listeners on the
Center resources to ind out more about Nellie to say, “Try to be civil…”?
prominent real-life explorers. Using Web
pages that feature lists of explorers like 5. According to Marlow, what for sailors is
http://africanhistory.about.com/library/ “the unpardonable sin”? How does this
weekly/aa062501a.htm can serve as a start- detail lend tension to the journey upriver?
ing point for research. 6. In the paragraph that begins, “he earth
Marlow’s experience in the grove of Death: seemed unearthly,” (p. 97), what ele-
Reread the text section starting with “At last I ments does Conrad include to reinforce
got under the trees” (p. 71) to “I made haste the sense of alienation Marlow feels?
towards the station” (p. 73). When Marlow 7. Marlow provides a lengthy description of
stumbles into the shade of trees to allow the his ireman, a native that he trusts to
convicts to proceed farther up the trail, he perform his duties of iring and monitor-
unknowingly enters into what he calls “the ing the steamer’s boiler. While he feels
gloomy circle of some Inferno,” a dark place positively towards the man, does Mar-
where exhausted workers have crawled to die. low’s description contain elements that
Marlow provides detailed descriptions of the are negative or patronizing? If so, what
plight of these dying men; however, rarely does are some of the most signiicant ones?
he use words that underscore their humanity.
8. What are some of the reasons Marlow
Have students create a catalog of the many calls the Russian Sailor’s hut “an extrava-
ways Marlow describes the men. Typically gant mystery”?
students will respond with images and dic-
9. Why does the Station Manager feel
tion. Some will describe the actions of the
enmity towards the Russian Sailor?
men or Marlow’s actions towards them.
When students have compiled the body of 10. Eight miles downstream from Kurtz’s
evidence, have them relect on or discuss the camp, Marlow feels particularly anx-
reasons why a person might describe some- ious. What elements in the story con-
thing so unsettling in such impersonal terms. tribute the most to his feeling this way?
hen, have students write a brief passage to 11. How do the pilgrims react when they
communicate their opinions of whether or hear what Marlow calls a cry “of ininite
not Marlow’s descriptions of the Africans are desolation”? Given the circumstances, is
reasonable given his emotional state. he the pilgrims’ reaction reasonable?
12. What reasons does Marlow give for the tion II make him seem out of place in
crew’s head man wanting to eat the such a foreboding setting?
Africans on the shore?
13. What does Marlow ironically call “the Section II Snapshots
playful paw-strokes of the wilderness”? Marlow’s account of navigation: One
14. As the steamer sits anchored in the fog, recurring element in the novel is Marlow’s
Marlow says that the idea of an attack is account of the physical and psychological dif-
inconceivable to him because of the iculties he encounters as he pilots the steamer
nature of the noise. he pilgrims fear an up the great river. he text section, beginning
attack. In Section II, what are some other “Going up that river was like traveling…” (p.
ways Conrad depicts Marlow’s diferences 94) to “leaving hardly a sign—and no memo-
from the other whites on the steamer? ries” (p. 97), gives some insight into the
logistics of getting an unreliable steamer with
15. Characterize Marlow’s description of an unqualiied crew up a very dangerous river.
his helmsman. What elements in the Discuss with students: How does this section
description best convey his skepticism? aford readers the opportunity to understand
16. In what ways do the helmsman and whites Marlow’s character more fully?
aboard jeopardize the steamer when it parts working towards a whole: his
comes under attack from the shore? activity will require students to review the
17. After the attack, Marlow suspects that passage, cited above, to identify and classify
Kurtz might be dead. What about this elements that help readers understand the
loss creates a sense of extreme disap- ardors of the trip. Using a graphic organizer
pointment in Marlow? What will he template like a bubble map or thematic web,
now be unable to do? have students classify into groups the types of
elements that Conrad uses. Students will
18. During Marlow’s retelling of this sec- often include types of images (forest, river,
tion, one of the Nellie listeners criticizes animal species), groups of words (hugging,
the narrative as “absurd.” What major lost, small), physical challenges, psychologi-
diferences does Marlow cite to distin- cal burdens, and other elements on their
guish himself in the Congo from the organizers. Once the students have generated
listeners aboard the Nellie? some organizer content, work as a class to
19. Marlow realizes that everything at the understand how the disparate elements func-
Inner Station belongs to Kurtz. hen, tion as a whole to convey meaning. Gauge
he wonders to what Kurtz might the elements’ efects on readers, their efec-
belong. Based on your understanding of tiveness, and the emotions they help create.
Kurtz and Marlow’s story thus far, what Students can submit their organizers for
do you think motivates Kurtz? To what assessment, or they can write brief paragraphs
beliefs does he subscribe? to demonstrate their understanding.
20 To what does Marlow attribute the Just the Facts, Ma’am: Many students
helmsman’s death? What did he lack? remember the attack on the steamer best, for
the event represents probably the greatest
21. As Marlow releases the corpse of his
physical action in the novel, text section “I
helmsman into the river’s current, he
was looking down at the sounding-pole…”
says that the helmsman was “heavier
(p. 109) to “…he said, glaring at the
than any man on earth.” What elicits
wounded man” (p. 112). While they remem-
such a profound response for a man
ber “little sticks” lying out of the jungle and
Marlow thought so little of in life?
the helmsman’s death, some will overlook the
22. What elements in the characterization motives behind the attack.
of the Russian Sailor at the end of Sec-
As fans of crime dramas and similarly themed stakes” that circle Kurtz’s hut. What
movies, many students have a working might the stakes symbolize?
understanding of how to recreate a scene 7. When the whites bear Kurtz away from
based on evidence and eyewitness accounts. his hut on a stretcher, how is he danger-
Using the passage as a basis, have students ous even though illness has decimated
create elements that might be found in a his strength?
crime scene report—an account with a prin-
cipal witness (a ictionalized interview with 8. What apparently does Kurtz tell the
Marlow), a timeline (summary of plot natives to do as he is being carried to the
events), a schematic drawing that illustrates steamer? Is this command consistent
the steamer layout and location, interviews with your understanding of the man
with bystanders/minor participants, and the and his motivations?
like. Student products might be presented as 9. When Kurtz encounters Marlow for the
crime iles that peers or the instructor might irst time, he says, “I am glad.” What
explore. By working to record speciics about impression does Kurtz have of Marlow
the attack, students build knowledge that before he has even met him? What has
they can reference later in Section III when he based this impression on?
the Russian Sailor shares his knowledge of
the attack on the steamer. 10. What is Kurtz’s attitude towards the
Station Manager?
Section III Questions 11. Marlow says he is “Mr. Kurtz’s friend—
1. What useful information does the Rus- in a way.” In what ways do you think
sian Sailor provide about Kurtz and the Marlow is Mr. Kurtz’s friend?
situation at the Inner Station? 12. When Kurtz escapes from the steamer,
2. Based on the Russian Sailor’s ramblings, Marlow pursues him. In what ways does
characterize Kurtz’s methods of main- Marlow act diferently when he is
taining order and acquiring ivory. ashore? In what ways does he become
like Kurtz?
3. In sections II and III, Marlow often
recounts sights he viewed through bin- 13. Marlow says, “here was nothing either
oculars. Does using this technique pro- above or below [Kurtz]….He had
vide Conrad with any beneits in telling kicked himself loose of the earth.” Using
Marlow’s story? How do the binoculars your understanding of the story, what
change Marlow’s perspective of the do you think this represents? What is
events on the shore? Kurtz free from or not subject to?
4. Using your own words, describe as fully 14. When the steamer leaves, Marlow
as you can the “rounded knobs” that describes the natives, especially the
Kurtz has mounted around his hut. three men “plastered with bright red
Upon reviewing the section, do you think earth.” What elements of the descrip-
that your reaction to the sight was stron- tion convey how little Marlow under-
ger than Marlow’s? Why or why not? stands about the natives’ culture?
5. Marlow says that the heads only show 15. During their trip downriver, Marlow
Kurtz’s lack of restraint. Do you think says that Kurtz’s was “an impenetrable
this is true? At this point, do you think darkness.” What do you think this dark-
that Marlow is a reliable narrator? What ness represents?
biases might he have that readers prob- 16. After Kurtz’s death, Marlow falls deathly
ably do not? ill. As he compares his near-death expe-
6. Marlow refers to the “symbolic row of rience with Kurtz’s, Marlow recognizes
a key diference—in his opinion, what tate towards diction, imagery, her actions,
makes him inferior to Kurtz? and how others react to her. Once students
have explored the characterization, have
17. What is Marlow’s attitude towards the
them record the ideas they associate with the
Company representative who visits
diferent elements—some will comment on
Marlow in Europe to gather Kurtz’s
her regal nature, others will see her as some
documents? Do you think Marlow’s
shaman or witch, still others will view her as
attitude is justiied?
a beautiful, heartbroken woman.
18. A man calling himself Kurtz’s cousin
Students can also use Conrad’s detailed dis-
visits Marlow and calls Kurtz “a univer-
cussion to create a visual representation of
sal genius.” Do you think the cousin has
the woman. Drawing and collage both work
biases about Kurtz? Does Kurtz possess
well, but remind students that they can only
any elements of genius?
use the details Conrad provides to create her
19. How does the journalist’s description of image.
Kurtz succeed as a summary of Kurtz’s
Marlow’s Conversation with the intended:
exploits in Africa?
As a focus for literary study, this passage,
20. What are the most signiicant and/or “You knew him well…” (p. 151) to “he last
efective details Conrad uses to charac- words he pronounced was—your name”
terize Kurtz’s Intended? (154), provides a great example of dramatic
21. Characterize the Intended’s beliefs about irony, the literary technique where the audi-
Kurtz. In the context of the novel, are ence possesses understanding that the charac-
these views accurate? What does she base ters do not. Here, the reader knows more
her beliefs on? about Kurtz than the Intended who bases her
afection and beliefs on Kurtz as a suitor, a
22. Why doesn’t Marlow tell Kurtz’s Intended man very diferent from the voracious ivory
the truth about Kurtz’s last words? hunter. To underscore this, the following
23. After Marlow ends his tale, the frame activity may prove useful.
story also concludes after only a brief Have students explicate the passage to see the
paragraph. What efects does this struc- two versions of Kurtz that Conrad presents.
ture have on readers? Do you think that his process may be as simple as having stu-
the ending is efective? dents highlight Marlow’s ideas and state-
ments in one color and the Intended’s ideas
Section III Snapshots and statements in another. Or, students
he encounter with the tribal woman: might divide a sheet of notebook paper into
he appearance of the “wild and gorgeous” two columns and enter each character’s ideas
native woman is atypical of the novel—most into the respective column. With a reined
of the depictions of women in the novel understanding of each characterization, stu-
portray them as weak or deluded. Here is a dents can then summarize Marlow and the
woman with power, and teachers can some- Intended’s respective accounts and see how
times generate curiosity and discussion two individuals can have very diferent ideas
working with students to identify what about the same person. Advanced students
exactly that power is. might write their summaries using the voices
of the two characters.
Using the passage, “Dark human shapes
could be made out” (p. 131) to “dusk of the
thickets before she disappeared” (p. 133),
have students identify and catalog the difer-
ent techniques that Conrad uses to depict the
impressive woman. Students typically gravi-
AfTer reAdIng ACTIvITIes

After students have inished reading Heart of 4. All of the listeners on the Nellie are
Darkness, many will have a competent under- Company men—the Director, an
standing of the novel, its themes, and its art- Accountant, a Lawyer. As such, their
fulness. hese activities provide opportunities biases probably lie with the Company.
for students to deepen their understanding of But by the end of Marlow’s story of his
the text, to apply their learning to elements trip to meet Mr. Kurtz, all of the listen-
and concepts that supplement the novel, and ers have been so absorbed that they have
to draw from their beliefs and life experiences missed the turn of the tide. Using your
to appreciate the novel more fully. Most can understanding of the novel, select three
be adapted for completion by individual stu- or four elements or events of the story
dents or small groups of students. that you feel speak most efectively
against unrestrained commerce. hen,
share your ideas about why those ele-
I. TopICs for dIsCussIon
ments are most convincing.
And essAys
5. In his narrative, Marlow gives detailed
1. Although technology has tamed the wil- descriptions of his encounters with Afri-
derness in many ways, breakdowns and cans. Some critics have used these
miscalculations can still prove disastrous descriptions to condemn Heart of Dark-
to man’s eforts to explore the Earth and ness as a racist book. Using the book as a
reap its beneits. Relect on the presence guide, decide whether you think that the
of technology in Conrad’s Heart of Dark- book is more critical of the Africans or
ness, and recall those instances where the white characters. hen, share three or
Marlow comments on machines or four reasons to support your decision.
technology. hen, using support from 6. Marlow asserts, “he mind of man is
Conrad’s book, argue whether or not capable of anything” (p. 98). Using
you believe that the power and promise Kurtz’s life and actions as a foundation
of technology have surpassed the power for your response, identify some of the
of the natural world. main reasons that Marlow believes what
2. At the Central Station Marlow notices “a he says. As you relect, consider morals,
small sketch of oils, on a panel, represent- ethics, faith, love, and other elements
ing a woman, draped and blindfolded, that lend some restraint to most indi-
carrying a lighted torch” (p. 83). Using viduals’ actions and beliefs. And, think
your book, review the entire description. about how most characters in the book
hen, using the description as a basis for feel that Kurtz’s methods are “unsound.”
your ideas, explain how the painting 7. On his voyage upriver, Marlow describes
might represent the views Marlow his African crew as “big powerful men,
expresses in the book about women. with not much capacity to weigh the
3. Early in the novel, Marlow says, “…I consequences,” (p. 105), which under-
hate, detest, and can’t bear a lie…” (p. scores Marlow’s general perception of
85). However, his inal act in the Afri- Africans as irrational, prehistoric men.
can narrative is lying to Kurtz’s Intended By reviewing the text, locate events and
about the dying man’s last words. Using passages that contradict the idea that
your understanding of Marlow’s charac- the Africans cannot foresee conse-
ter, identify and discuss what you con- quences or think clearly. As you search,
sider to be the main reasons Marlow consider ideas such as self-preservation,
violates one of his core beliefs. the relationship between whites and
blacks in the novel, and those instances
where Africans are depicted as powerful. tual elements can afect a character while also
hen, create a response that illustrates giving them an opportunity to write cre-
that despite stereotypes, there are excep- atively, draw from imagination, and review
tions in the novel to the idea that Afri- the story. Letters might be evaluated on
cans are inferior. accuracy to story elements, accuracy of voice,
scope of content, and creativity.
8. hroughout the novel, Marlow com-
ments that women are, and should be, Possible letter assignments might include:
sheltered from the world of men: “We • Marlow to his Excellent Aunt to share
must help them to stay in that beautiful his experiences, talk of the mystery of
world of their own, lest ours gets worse,” Kurtz, or to chastise her for depicting
(p. 115) he tells his audience aboard the him to Company administrators in
Nellie. Given what you understand unrealistic terms;
about the modern world, do you think
that most readers today would ind that • Kurtz to his Intended to reveal the phil-
assertion correct? osophical changes he has experienced,
to tell of his current feelings towards
9. Even in the scenes that occur in Europe, her, or to share his hopes or fears;
Conrad uses the settings in the book to
afect his characters on psychological or • Kurtz to the Station Manager to apprise
physical levels. After reviewing the text, him of his successful ivory gathering,
identify some of the ways Conrad uses criticize his meddling in Kurtz’s meth-
setting as an obstacle to the human ods, or to express his reluctance to
characters’ progress or success. As you return to the Central Station;
plan and respond, remember that setting • Marlow to Company administrators in
includes time, place, and social mindset. Europe to apprise them of his progress,
10. Much is made in the book of civilized to criticize Company business prac-
and uncivilized people and actions. Typi- tices, or to discuss the intrigue between
cally, the whites are viewed as civilized, the Station Manager and Kurtz.
but many of their beliefs and actions
contradict this classiication. Although Letters to the Author
Marlow consistently tries to depict the his activity allows students to voice their
Africans as mysterious savages, do you appreciation or criticism of the novel by writ-
think that his eforts fully succeed? Using ing a letter to Joseph Conrad. In the planning
your understanding of the book as a stages, have students brainstorm those ele-
basis for your response, argue to prove ments that they liked the most and those they
which group in the book is most savage. liked the least; then, have students compose
letters to the author to share their ideas. hese
II. group And letters can also include questions to the
IndIvIduAl proJeCTs author about his life, novel elements, or to
ask him to respond to criticism of his novel.
Letters Home The Hearts of darkness:

One way for students to explore the charac- interpreting a Central Symbol
ters and ideas in Heart of Darkness is to com- With all of the heart allusions and the title of
pose letters using the voices, ideas, and the book, the meaning of the “heart of dark-
philosophies of a character to communicate ness” is not easily limited to one single inter-
with another character. In the letters, stu- pretation. Using their understanding of the
dents can demonstrate how plot events, novel, information and ideas they have
character interactions, setting, or other tex- gained from assignments or discussions, and
information from criticisms they might have information, a poster that advertises the movie,
researched, have students identify diferent a cover letter that explains why their ilm
feasible interpretations for what the heart would be most likely to succeed, and other
represents in the context of the novel. hen, suitable elements. In some cases having stu-
have students support their interpretations dents create a storyboard rendition of a central
with their own ideas and textual support. To scene produces good results both in improving
extend this assignment, have students share a project and helping students understand a
their interpretations with the class and, pivotal event in the novel more fully.
working through class discussions or elec-
tronic discussions like those available in Racist or Not? Chinua Achebe
Moodle or on wikis, have the class arrive at a versus Caryl Phillips
consensus of the best interpretation of the
meaning of the heart in the novel. Some critics argue that Heart of Darkness is
racist, and some students may recognize the
The horror! The horror!?: book’s tendency to depict Africans unfavor-
ably. Chinua Achebe, author of hings Fall
Relecting on Kurtz’s Last Words Apart, argues that Conrad is racist and that
Are Kurtz’s last words, “he horror! he his book relects that attitude. Provide stu-
horror!” summation, judgment, or realization? dents with copies (or digital access to)
Like the heart in Heart of Darkness, Kurtz’s Achebe’s lecture, “An Image of Africa: Racism
inal utterance is open to interpretation. Have in Conrad’s Heart of Darkness,” (http://
students draw from a variety of resources to kirbyk.net/hod/image.of.africa.html) and
identify textually feasible interpretations of Caryl Phillips’ Guardian article, “Out of
what Kurtz meant as he died. Did he realize Africa” (http://www.guardian.co.uk/books/
something about himself? he Dark Conti- 2003/feb/22/classics.chinuaachebe). Phillips’
nent? His methodology? Humanity in general? article features a conversation between the
Students can then submit their ideas in writ- author and Achebe about racism in Conrad’s
ten form, on discussion boards, on bulletin novel. Using graphic organizers, reading
board paper for class consideration, or other comprehension strategies (highlighting,
media that are available and appropriate. sticky notes, summary strategies), class dis-
cussion, and/or teacher direction, identify
Heart Goes Hollywood: the theses and central points in the two sup-
An Original Film Adaptation plemental texts.
Many adolescents appreciate and understand hen, ask students to analyze the central
modern ilms, and here they can draw from points, consider their understanding of the
one area of expertise to develop a deeper novel, and decide whether or not they think
understanding of the novel. Start by identify- that racism igures heavily in Heart of Dark-
ing those elements that a ilm must have: cast, ness. hen, as individuals or small groups,
setting, director, special efects, cinematogra- students should compose a response that
phy, and other ilm elements. hen, ask stu- defends Achebe’s assertion of the book as
dents to cast characters, choose a suitable racist, refutes his stance, or draws from reader
director, choose an appropriate place to ilm, opinion and Heart of Darkness to qualify
select music appropriate for a soundtrack, and Achebe’s claims.
the like. As they work, remind students that
they must make creative decisions that are Women in Heart of darkness:
appropriate for the novel and that they must A Battle of the Sexes
provide justiication for their choices. Once In Heart of Darkness, Marlow consistently
the individual or group has completed the depicts females as weak, deluded, or, in the
thought process, have students create and pres- case of the statuesque African woman, threat-
ent their ideas as a publicity packet with ilm
ening. He violates one of his central tenets in In a brainstorming session, have students
order to protect Kurtz’s Intended from the contribute to a list of the kinds of obstacles
truth and scofs at having to resort to using a that Marlow and his European fellows faced
woman to gain employment. in Heart of Darkness. Answers might include
diseases, the climate’s temperature, river haz-
Divide the class into halves by gender,
ards, military hostility, the sheer greatness of
females on one side, males on the other.
the land, dangerous animals, and technologi-
hen, present the thesis, “In Conrad’s Heart
cal limitations like the steamer’s mechanical
of Darkness, sexism detracts from the overall
reliability or seaworthiness.
success of the work.” In larger classes, divide
the halves of the class into smaller groups to Once students have suicient suggestions to
ensure that more students will remain use as a starting point, ask them to research
engaged and contribute to the product. four or ive of the list’s obstacles using Inter-
hen, have the females argue that the thesis is net or Media Center resources. heir goal
true; males will argue that the thesis is false. will be to locate statistics and factual infor-
hen, using their understanding of the novel mation about the kinds of obstacles that
and Marlow’s character, have each side locate Marlow would have encountered on his
textual support, generate opinions and sup- voyage upriver. Students might refer to bio-
plemental evidence, and use the whole of graphical accounts of explorers like Mungo
their evidence to support their perspective. In Park or Henry Morton Stanley and read
a limited timeframe, students can produce a excerpts of accounts of exploration like
thesis statement and outline that posits their Stanley’s How I Found Livingstone: Travels,
views; with the luxury of more time, students Adventures, and Discoveries in Central Africa
often compose compelling opening state- (Chapter VI is a good starting point:
ments and eloquent and insightful support. h t t p : / / w w w. a r c h i v e . o r g / s t r e a m /
With suicient time, groups can present their howifoundlivings00stanuoft#page/104/
opinions to the whole class. he teacher can mode/2up).
determine the most successful presentation, When students have located information,
or, to ensure greater objectivity, outside have them share it with the class. For this
judges like fellow teachers familiar with the assignment, computer presentation software,
novel can help determine whose presentation wiki postings, or posters all work well for
most successfully made its case. putting the information into attractive, acces-
sible formats. hen, have students create a
Setting and Climate as Adversaries: promotional brochure or a similar publication
Marlow as Survivor that celebrates the fact that Marlow survived
Two of the greatest obstacles to European his voyage despite the perils he encountered.
success in Africa were the setting and climate; he publication’s content should contain
in fact, the Station Manager correctly pre- both Heart of Darkness speciics and research
dicts that the climate will eliminate Kurtz as information that better illustrates the obstacles
a threat to his position. While the events in that Marlow faced and overcame.
the book occurred more than a century ago,
Africa is no less daunting, and working to The Mission:
understand that continent’s threats help A Contemporary Counterpart
readers realize more fully the struggles that Roland Jafé’s he Mission serves as a nice sup-
the whites in the novel faced. In colonial plement to Heart of Darkness because the ilm
times, surviving an African voyage often features two of the central elements of Conrad’s
resulted in fame and fortune for explorers, book: the ravages of colonization on indigenous
and, through self-promotion and newspaper people and the transformation of individuals
publicity, explorers grew rich. from one extreme to the other. Set in 18th
Century South America, the ilm recounts the debates

exploits of Jesuit priests led by Father Gabriel
(Jeremy Irons) who enter the jungles to bring As is the case with most debates, those ele-
God’s word to the Indians. Rodrigo Mendoza, ments of the novel that are open to interpre-
a slaver, hunts the same jungles to capture tation are most successful as debate topics.
Indians to labor on Portuguese plantations. Working in small groups and using their
After he murders his brother in a jealous rage, books as resources to ind support for their
Mendoza joins the Jesuits for redemption, and stance, ask students to compose efective
ultimately, he and Father Gabriel give their lives opening statements that include their thesis
to protect the Indians from the Portuguese. statements and some of their support. Sides
of the issue alternate when reading opening
he ilm succeeds with most adolescent viewers, statements. hen, after the topic has been
is rated PG, and provides elements compara- broached through the statements, open loor
ble to those found in Heart of Darkness. Some discussion starts, a period of free exchange of
elements students might focus on include: ideas to convince the class of the rightness of
• he struggles of the individual who one side. he teacher as moderator manages
changes drastically from his past: Kurtz the exchanges, ensures broad participation,
changes from emissary to devil; Men- and provides opportunities for even intro-
doza changes from mercenary to priest. verts to contribute. At the end of the open
loor period, groups reconvene to relect on
• he willingness of commercial interests the evidence, consider their stance once
to subordinate indigenous people: he again, and compose closing statements that
Africans in Heart of Darkness and the are then read to the whole class. Breaking the
Guaraní Indians in he Mission receive halves of the class into smaller groups usually
much the same treatment from those works well because smaller groups of three or
seeking to proit from their labor. four ensure that more students will partici-
• he dwaring presence of the natural pate and contribute in central roles and
world: Both works are set in awe- because the students typically beneit from
inspiring environs, and each setting hearing three or four opening statements for
requires considerable efort to overcome. their side of the issue.
• he subtleties, intrigues, and politics of Possible debate topics include:
seemingly proper entities: he Station • While Marlow consistently seeks to
Manager and Brickmaker are compara- distance himself from the Station Man-
ble to the Portuguese diplomats Señors ager and pilgrims in the novel, his
Cabeza and Hontar. work allows the whites to perpetrate
he ilm helps students understand more clearly crimes on the indigenous Africans.
the characters in Heart of Darkness and ofers hus, Marlow should be considered as
considerable potential for students to review guilty as his white peers.
the novel by making connections to the movie. • Depicted as a mystery for much of the
Please note that Francis Ford Coppola’s novel, Kurtz ultimately seems like evil
Apocalypse Now parallels Heart of Darkness incarnate—his motives are dark, his
and has been used in conjunction with the methods unsound. Such a character
book, but the ilm’s content and R rating are must be considered as the antagonist in
viewed by most to be unacceptable fare for the novel, for his acts are worse than
high school students. any other committed in the book. Stu-
dents would argue whether or not
he Mission. Dir. Roland Jafé. Perf.
Kurtz is the worst character in the novel
Robert De Niro, Jeremy Irons, Aidan
based on Marlow’s narration of Kurtz’s
Quinn, and Liam Neeson. Warner
behavior and his response to Kurtz.
Brothers Pictures, 1986. Film.
• In Heart of Darkness, the old adage • Diamond Mining and Conlict—par-

usually stated as “Money is the root of ties in power in the Democratic
all evil” seems to hold true: indignities Republic of Congo use funds produced
and horrors are inlicted on an indige- from diamond exports to inance
nous people in pursuit of material gain. brutal military operations. See http://
In the context of the novel, students www1.american.edu/ted/ice/congo.
could debate whether inancial gain htm as a starting link.
and commerce are the principal moti- • Hutus and Tutsis—After the Belgians
vators of the terrible deeds that the withdrew in the 1950’s, Hutus and
whites commit. Some students may Tutsis engaged in ethnic conlicts that
argue that commerce is the principal culminated in the 1994 massacre of
motivator; others might counter that hundreds of thousands of Africans that
other elements (hunger for power, subsequently sent millions of Africans
madness, love for the Intended) moti- leeing to other countries for safety. See
vate on more basic levels. http://www.cnn.com/eVents/1996/
• As the main character in the novel, year.in.review/topten/hutu/hutu.html
Marlow overcomes considerable obsta- as a starting link.
cles, successfully completes his duties, • Human Rights Watch hosts a page that
and perseveres in the face of hypocrisy details human rights violations in
and double-dealing. While these Africa. Students can use this as a start-
achievements seem heroic, other activi- ing point for research on military and
ties and traits of Marlow can be inter- social injustices on the continent:
preted less positively. Have students http://www.hrw.org/en/africa
debate whether Marlow achieves or
fails to achieve the status of a hero. • Wikipedia features an extensive list of
countries that have experienced conlict
Post-European Africa: in Africa; while some teachers are loathe
A Modern Horror to allow students to use Wikipedia as a
source for research, this page works very
After African countries gained their indepen- well as a starting point as it provides
dence from European countries, many have many leads: http://en.wikipedia.org/
lapsed into chaotic states with turbulent his- wiki/list_of_conlicts_in_africa
tories that do not seem much brighter than
the days of colonial oppression. Students
may have a general understanding of African
human rights issues from viewing movies like
Blood Diamond, he Constant Gardener, or
he Last King of Scotland, and researching
modern history may help readers understand
the lasting efects of colonialism. European
withdrawal resulted in a power vacuum in
some countries, and the dysfunction initiated
by the Belgians and other Europeans contin-
ues today. Many of the political hotspots are
located in areas formerly controlled by Bel-
gium. As students research, advise them to
look for timelines of conlicts, for such content
serves as a good starting point for additional
research. Possible starting points include:
AbouT The AuThor of ThIs guIde

allen KroMer is a High School Media with LearnNC. His current interests include
Coordinator in Asheville, North Carolina. professional learning communities, using media
Before becoming a librarian, he taught high center collaboration to facilitate successful
school English to seniors for fourteen years and classroom instruction, and helping students
also designed an online AP Literature and ind quality books that they want to read.
Composition course and taught online classes
AbouT The edITors of ThIs guIde

Jeanne M. Mcglinn, Professor in the JaMes e. Mcglinn, Professor of Educa-
Department of Education at the University tion at the University of North Carolina at
of North Carolina at Asheville, teaches Chil- Asheville, teaches methods of teaching and
dren’s and Adolescent Literature and directs reading courses. He has taught high school
the ield experiences of 9-12 English licen- English and developmental reading at all
sure candidates. She serves on various edito- levels, elementary through adult. His research
rial and professional boards, such as the interests currently focus on motivating and
Language Experience Special Interest Group increasing the reading achievement of stu-
of the International Reading Association. She dents in high school and college. He is the
has written extensively in the area of adoles- author and editor of numerous Penguin
cent literature, including a critical book on Teachers’ Guides.
the historical iction of adolescent writer Ann
Rinaldi for Scarecrow Press Young Adult
Writers series.
noTes
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KROMER A Teachers Guide To HOD 2010

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G u i d E

A TEACHER’S GuidE TO THE SiGNET CLASSiCS EdiTiON OF

LiST OF MAiN CHARACTERS ................................................................................................4

SYNOPSiS OF THE NOVEL .....................................................................................................4

PREREAdiNG ACTiViTiES .......................................................................................................7

duRiNG REAdiNG ACTiViTiES.......................................................................................... 12

AFTER REAdiNG ACTiViTiES ............................................................................................. 19

ABOuT THE AuTHOR OF THiS GuidE ........................................................................... 25

ABOuT THE EdiTORS OF THiS GuidE ........................................................................... 25

FREE TEACHER’S GuidES .................................................................................................... 27

Copyright © 2010 by penguin Group (Usa)

printed in the United states of america

lIsT of mAIn ChArACTers

DireCtor of CoMpanies, captain and passengers aboard the Nellie,

unnaMeD listener Narrator of frame story

CoMpany aCCountant Company Bookkeeper at coastal settlement in Africa;

station Manager Company employee, manager of the Central Station

station Manager’s unCle leader of the Eldorado Exploring Expedition,

Kurtz Manager of the Inner Station

My intenDeD Kurtz’s beloved, who lives in Europe

synopsIs of The novel

seCTIon I conspiracy. he company physician asks to

poster board or into scrapbooks. Suggested Setting: “Twentieth Century Pops”

and “A Worn Path” by Eudora Welty (avail- III. buIldIng bACKground

durIng reAdIng ACTIvITIes

I. whole TeXT ACTIvITIes instance, if a realization comes halfway

“Negative Exploration/Crimes.” hen, using activity can be broadened to allow students to

AfTer reAdIng ACTIvITIes

Letters Home The Hearts of darkness:

Century South America, the ilm recounts the debates

• In Heart of Darkness, the old adage • Diamond Mining and Conlict—par-

AbouT The AuThor of ThIs guIde

AbouT The edITors of ThIs guIde

FREE TEACHER’S GUIDES

A full list of Teacher’s Guides and

TEAcHER’S GuiDES FOR THE SiGNET clASSic SHAKESpEARE SERiES

Printed in the u.S.A.

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