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Chapters 19 - 42The Adventures of Huckleberry FinnOverview of ChaptersChapters 19-31 Lessons in Assistance and BetrayalThese chapters focus on the Duke and the King, two con men whom Huck and Jim rescue and who present some of the most troubling episodes within the adventures. Huck’s romantic description of their life on the raft is followed closely by the collision with these runaway con men who are being chased from the town for dental malpractice. The pair immediately begins to con one another and Jim and Huck by professing themselves a Duke of Bridgewater and the rightful king of France (the “late Dauphin”). They convince Huck and Jim to treat them as royals, in essence turning the two into their slaves and servants. While Huck’s behavior toward them seems to convince Jim also, Huck is their willing servant for the sake of peace and camaraderie: “…what you want, above all things, on a raft, is for everybody to be satisfied, and feel right and kind towards the others” (125). Huck’s early life with Pap, himself a fraud and lowlife, has taught Huck to recognize the type when he sees them but also to let them have their way. He himself knows how to lie for protection; he tells these thieves that Jim is his slave but his papers were lost in a family tragedy rafting south. For this reason, they travel by night and sleep by day. The last paragraph of Chapter 19 explains a good deal about Huck’s world view and ideas of family. It is troubling and worthy of discussion that for the remaining chapters given to travel with this pair of con men, Huck does not tell Jim they are frauds, much the same as Jim does not tell Huck that his father is dead.While Huck knows these two are con men, Jim also realizes that they are “rapscallions,” and our heroes wish to escape from their enslavement. Mistreated by these men, they comfort one another, coming to understand better the feelings and motivations of one another. Jim tells Huck the story of his daughter’s deafness, causing Huck to reason that Jim was not just a slave, but also a man—“white inside” and that they are family. Jim’s morality and conscience teaches Huck how to be a good man and complicates his decision as to whether he will free Jim after his capture.Chapters 32-43: The Rescue and Happy Endings: Realism vs. Romanticism, Reality vs. ImaginationThe final segment of the novel is organized around Huck’s desire to rescue Jim from the Phelps family farm, a desire soon controlled by the chance arrival of Tom Sawyer, the nephew of Mrs. Phelps. Since the opening chapters of the novel in which Tom organizes his playmates into bandits along the guidelines of his romantic reading material, mostly involving imagination and pretense, Huck has lived life on the river and come into his own. However, with the introduction of Tom, who calls himself Sid Sawyer, so that Huck may assume Tom’s identity, the rescue of Jim is taken over by Tom, using The Count of Monte Cristo, Arabian Nights, and other novels to create “regulations” for rescuing prisoners from dungeons. This part of the adventures presents readers with a close comparison of real and imaginary, truth and fiction. Tom wishes to create Jim as a hero by putting him through unnecessary miseries, although those “complications” are a great deal of fun for Tom. Huck is rendered Tom’s idiot, and Jim becomes slave to Tom’s imagination. Twain’s satire reveals the difference between Huck’s real-life adventure surviving along the river, learning important lessons, and growing to manhood and Tom’s book-driven, impractical imaginary adventures that still make him look and behave as a child. The real world wins in this contest, as Tom is shot, Jim acquires heroism by nursing him and assisting the doctor, and Huck proves his friendship to both by getting them the help they need even if he is punished.AssignmentIn a group, you will be responsible for reading, outlining, and then teaching 4-5 chapters from The Adventures of Huckleberry Finn. You will have this week (April 21-26) to complete the details of the project. Then, the following week, you will each have one class period to teach your chapters. You may choose to design your class presentation as a lecture, group work, whole class discussion – ultimately, it is up to you. You must fill the entire class period with your project presentation - this will be part of your grade!19-2324-2728-31 32-3637-42 DirectionsRead your chapters, highlighting key quotes, text that relate to the themes of freedom, self reliance (Huck’s ingenuity), conformity, and racial disparity. Using the timeline format “outline” the chapters developing a chronology of the events. Be sure that the events relate to the themes we have been discussing. Create 5 discussion questions for your chapters. Be sure you have the answers!Choose 1 important quote from each chapter. Write an analysis of the quotes. Your analysis must be thoughtful – use the format of context, what does it mean, and why is it important to write a thorough analysis. This analysis MUST be typed, double spaced with a proper heading which includes all group member names. Determine the format of your presentation. You may use Keynote, PowerPoint, or another app such as Popplet. If you need me to post documents on our class website, or make copies, you need to give me one day advance notice so that your class mates will have copies or access to the materials during the class. Chapter Summary / Presentation RubricAttributes Above Standard At Standard Still a Goal Points Earned ? (5-4.5) (4-3.5) (3-0) ? Model Synthesis Students make meaning of the information and incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams (created by the group). Students make partial meaning of the information and incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams (created by the group). Students make little or no meaning of the information and do not incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams (created by the group). /5 ? (10-9) (8.5-7) (6.5-0) ? Depth of Study Gathered information includes the basics of the topic and an in-depth study of the chapters making meaningful connections to the story themes. Gathered information includes the basics of the topic and an in-depth study has begun. Gathered information is incomplete and does not include the basics of the topic. /10 ? (5-4.5) (4-3.5) (3-0) ? Applicaton of Information Gathered information enables the students to define a topic/presentation style to begin an ambitious classroom lesson. Gathered information enables the students to define a topic/presentation style to begin classroom lesson. Much research is needed before a topic/presentation can be defined and designed through a classroom lesson. /5 ? (5-4.5) (4-3.5) (3-0) ? QuotationsOne quote from each chapter is identified and thoroughly and thoughtfully analyzed using the context, what does it mean, and why is it important format. One quote from each chapter is identified and is analyzed using the context, what does it mean, and why is it important format.Some quotes from chapters are identified and analyzed but does not use the context, what does it mean, and why is it important format./5 ? (5-4.5) (4-3.5) (3-0) ? Expert Connections?? Students have defined high level questions to submit for answers. Students have demonstrated the meaning of the material by correctly elaborating, extending and explaining the information incorporating it into their topic study. Students have defined high level questions to submit for answers. Students have demonstrated the meaning of the material by correctly incorporating it into their topic study. Students haven't made contact or have simply listed answers without incorporating the information into their topic study. /5 ? (5-4.5) (4-3.5) (3-0) ? Conventions Rarely exhibits errors in mechanics, spelling, and punctuation Occasionally exhibits errors in mechanics, spelling, and punctuation Consistently exhibits errors in mechanics, spelling, and punctuation /5 ? (5-4.5) (4-3.5) (3-0) ? Work Ethic All group members participated equally in the development of the presentation. Each group member participated in the presentation.One group member led the development of the presentation. The other group members observed the process with little input. Group members did not cooperate and one group member developed, created, and presented the information. /5 Total Information Summary Points Earned /40 ................
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