...characters in Dr. Jekyll and Mr. Hyde movie try to show audiences characteristics of Freud’s structural theory of mind. This structural theory consists of 3 parts which are id, ego, and superego. The id represents the basic human instincts like thirst and sex drive, and the superego is the moral part of human nature. Ego, the conscious part, tries to fulfill humans’ desires rationally and balance the id and superego. The movie takes place in the Victorian era, which is between 1837 and 1901 in England, basicly can be matched with human restraint. This culturally emotion suppression constructs the superego of the Victorian people. The main character, Dr. Jekyll is a respected medical doctor and a gentleman with his aggressive desires in...
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...How has your study of The Strange Case of Dr Jekyll and Mr Hyde and an appropriation of your own choosing enhanced your understanding of how and why cultural values are maintained and changed? “The strange case of Dr Jekyll and Mr Hyde” by Robert Louis Stevenson, follows the duplicitous notion of a single body containing both the erudite Dr. Jekyll and the depraved Mr. Hyde. Stevenson’s novella imagines an inextricable link between civilization and savagery, and the palpable influence of cultural value and standard. Set within the height of the Victorian era circa 1886, this duality of human nature is examined by a specific Eurocentric interpretation, narrated by the mild-mannered lawyer Mr Utterson. Steven Moore’s filmic appropriation of the original novella is the BBC television series “Jekyll”, which encapsulates the similar split personality of Dr Tom Jackman and his alter ego ‘Mr Hyde’, within today’s current context. Through analysis of both the novella and the first episode of the film adaptation, a clear similarity between both protagonist’s circumstances is observed. However, the effects societal interpretation has on this controversy is varied in such a way, which distorts the very nature of duplicity, and thus the definition of the classic trope of Jekyll and Hyde. Social respectability and the desire to pursue pleasure both offer the fantasy solution of having a second self to carry the burden of one’s vices. Dr Jekyll explores the circumstance of an educated, Victorian...
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...Dr. Jekyll, Mr. Hyde When reading the story of Dr.Jekyll and Mr. Hyde many readers are able to easily relate the situations that are occurring and place them into their own lives. Many psychologists and philosophers have also seen this and have done research to see why this has come to be. George Wilhelm Friedrich Hegel, a philosopher, began to research the duality of human nature before this story was even written; he concluded that every conflict has a thesis, antithesis, and synthesis. Hegel is easily able to explain the story of Dr. Jekyll and Mr.Hyde by using his own Hegelian Dialectic. In the story of Dr. Jekyll and Mr. Hyde, Dr. Jekyll is determined to find a way to let his alter ego; his other personality, the evil Mr. Hyde allows Dr. Jekyll to release the anger that he keeps in that are caused by the social ‘norms’ that are present in this time period. In comparison Dr. Jekyll is seen as being a cultures young man that had many of the characteristics or a well to do man in the Victorian time period. Mr. Hyde on the other hand is seen as vulgar, disrespectful and is seen as a monster throughout the book. Both personalities of Dr. Jekyll try and balance each other out but are not able to which leads to the ultimate self destruction of both. The idea of the Hegelian Dialect, that everything have a thesis, antithesis, as well as synthesis can be seen throughout the book as a reflection of Dr. Jekyll and Mr. Hyde. One of the first impression that we receive of Jekyll is...
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...After reading the original texts from which Moore and O’Neill drew their characters for their graphic novel, The League Of Extraordinary Gentlemen, my interpretation of the characters did not change as the Victorian texts provided a backstory that helped me understand both the original characters and Moore and O’Neill’s characters to a larger context. The original texts also helped me realize why Moore and O’Neill portrayed the characters the way they did as after reading the original texts I gained a new insight on the characters and this helped me understand the contrast between the old characters and the new ones as well as some similarities and differences. Since I had never read any of the Victorian texts previously I did not understand many of the...
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...fundamental and often universal ideas explored in a literary work. The Duality of Human Nature Dr. Jekyll and Mr. Hyde centers upon a conception of humanity as dual in nature, although the theme does not emerge fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore, we confront the theory of a dual human nature explicitly only after having witnessed all of the events of the novel, including Hyde’s crimes and his ultimate eclipsing of Jekyll. The text not only posits the duality of human nature as its central theme but forces us to ponder the properties of this duality and to consider each of the novel’s episodes as we weigh various theories. Jekyll asserts that “man is not truly one, but truly two,” and he imagines the human soul as the battleground for an “angel” and a “fiend,” each struggling for mastery. But his potion, which he hoped would separate and purify each element, succeeds only in bringing the dark side into being—Hyde emerges, but he has no angelic counterpart. Once unleashed, Hyde slowly takes over, until Jekyll ceases to exist. If man is half angel and half fiend, one wonders what happens to the “angel” at the end of the novel. Perhaps the angel gives way permanently to Jekyll’s devil. Or perhaps Jekyll is simply mistaken: man is not “truly two” but is first and foremost the primitive creature embodied in Hyde, brought under tentative control by civilization, law, and conscience. According to this theory...
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...fundamental and often universal ideas explored in a literary work. The Duality of Human Nature Dr. Jekyll and Mr. Hyde centers upon a conception of humanity as dual in nature, although the theme does not emerge fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore, we confront the theory of a dual human nature explicitly only after having witnessed all of the events of the novel, including Hyde’s crimes and his ultimate eclipsing of Jekyll. The text not only posits the duality of human nature as its central theme but forces us to ponder the properties of this duality and to consider each of the novel’s episodes as we weigh various theories. Jekyll asserts that “man is not truly one, but truly two,” and he imagines the human soul as the battleground for an “angel” and a “fiend,” each struggling for mastery. But his potion, which he hoped would separate and purify each element, succeeds only in bringing the dark side into being—Hyde emerges, but he has no angelic counterpart. Once unleashed, Hyde slowly takes over, until Jekyll ceases to exist. If man is half angel and half fiend, one wonders what happens to the “angel” at the end of the novel. Perhaps the angel gives way permanently to Jekyll’s devil. Or perhaps Jekyll is simply mistaken: man is not “truly two” but is first and foremost the primitive creature embodied in Hyde, brought under tentative control by civilization, law, and conscience. According to this theory...
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...fundamental and often universal ideas explored in a literary work. The Duality of Human Nature Dr. Jekyll and Mr. Hyde centers upon a conception of humanity as dual in nature, although the theme does not emerge fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore, we confront the theory of a dual human nature explicitly only after having witnessed all of the events of the novel, including Hyde’s crimes and his ultimate eclipsing of Jekyll. The text not only posits the duality of human nature as its central theme but forces us to ponder the properties of this duality and to consider each of the novel’s episodes as we weigh various theories. Jekyll asserts that “man is not truly one, but truly two,” and he imagines the human soul as the battleground for an “angel” and a “fiend,” each struggling for mastery. But his potion, which he hoped would separate and purify each element, succeeds only in bringing the dark side into being—Hyde emerges, but he has no angelic counterpart. Once unleashed, Hyde slowly takes over, until Jekyll ceases to exist. If man is half angel and half fiend, one wonders what happens to the “angel” at the end of the novel. Perhaps the angel gives way permanently to Jekyll’s devil. Or perhaps Jekyll is simply mistaken: man is not “truly two” but is first and foremost the primitive creature embodied in Hyde, brought under tentative control by civilization, law, and conscience. According to this theory...
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...CLIFFORD H. BOGGESS: ANALYSIS OF CHILDHOOD & LIFE BEHIND BARS CASEY M. LUNDBERG MARCH 31, 2015 PROF. ADINKRAH: CRIMINOLOGY SUMMARY OF VIDEO Clifford Holt Boggess committed two major crimes. His actions can be categorized as a double geronticide, also known as eldercide, as he murdered two elderly men. Boggess’ crimes against persons were also felony murders because of the robbery that took place as well. Both murders involved a certain degree of planning prior to the kill, classifying them as premeditated crimes; however he did not personally know his victims, making both incidences stranger homicides. A 21-year old white male, Clifford Boggess was on trial for two murders. From the video, I gathered that his family was poor, as his crimes were committed because of financial need. Boggess was unmarried, but had a girlfriend at the time by the name of Phoebe Boles. He had a high school diploma and no college experience. Boggess grew up a religious boy as an avid churchgoer and became extremely in-tune with his religion while on death row, practicing Protestantism before converting to Catholicism prior to execution. However, Clifford Boggess had many Christian friends he consulted with. Boggess was the youngest of 10 children, given up for adoption at a very young age, soon to move in with his foster father’s parents in Texas. These sociodemographic characteristics of the offender will be helpful in further analyzing his felonies. Sociodemographic characteristics...
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...analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below. You’ll just need to use the original text to defend and explain your argument to the reader. Allegory - narrative form in which the characters are representative of some larger humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme. William Faulkner’s A Rose for Emily- the decline of the Old South Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts District 9- South African Apartheid X Men- the evils of prejudice Harry Potter- the dangers of seeking “racial purity” Character - representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction Protagonist - The character the story revolves around. Antagonist - A character or force that opposes the protagonist. Minor character - Often provides support and illuminates the protagonist. Static character - A character that remains the same. Dynamic character - A character that changes in some important way. Characterization - The choices an...
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...Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels between actual events and people and the imaginary ones created by Orwell. The novel can also be taught as a beast fable following the study of shorter fables by Aesop and James Thurber. Examining the work as a satirical comment on the corrupting influence of power, students should be able to trace the corruption of the pigs and perhaps relate their findings to...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...USA $25.95 CANADA $27.95 • W h y do our headaches persist after taking a one-cent aspirin but disappear when we take a 50-cent aspirin? • Why does recalling the Ten Commandments reduce our tendency to lie, even when we couldn't possibly be caught? • W h y do we splurge on a lavish meal but cut coupons to save 25 cents on a can of soup? • W h y do we go back for second helpings at the unlimited buffet, even when our stomachs are already full? • And how did we ever start spending $4.15 on a cup of coffee when, just a few years ago, we used to pay less than a dollar? hen it comes to making decisions in our lives, we think we're in control. We think we're making smart, rational choices. But are we? In a series o f illuminating, often surprising experi ments, M I T behavioral economist Dan Ariely refutes the common assumption that we behave in fundamentally rational ways. Blending everyday experience with ground breaking research, Ariely explains how expectations, emotions, social norms, and other invisible, seemingly illogical forces skew our reasoning abilities. N o t only do we make astonishingly simple mistakes every day, but we make the same types of mistakes, Ariely discovers. We consistently overpay, underestimate, and procrastinate. We fail to understand the profound effects of our emotions on what we want, and we overvalue what we already own. Yet these misguided behaviors are neither random nor senseless. They're systematic and predict able—making us predictably irrational...
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