Jekyll And Hyde Tg Penguin Books-PDF Free Download

Jekyll and Hyde TG Penguin Books

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told that Hyde is never on this side of the house; he only uses the laboratory. Utterson leaves for home with a heavy heart. He wonders what Jekyll has done that would account for his relationship with Hyde. CHAPTER 3: DR. JEKYLL WAS QUITE AT EASE A few weeks later Dr. Jekyll hosts a dinner party for several friends, including Utterson. After ...



A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 2
INTRODUCTION
Robert Louis Stevenson s Dr Jekyll and Mr Hyde is an appropriate addition to a high school or college class in British
Literature or a general literature class It is a brief work often referred to as a novella that offers an interesting plot vivid
characters elegant writing and a provocative treatment of themes that continue to be relevant today We encounter the
mystery of Jekyll and Hyde through the eyes of the mild mannered lawyer Mr Utterson and experience increasing
suspense with him as he tries to understand how his friend Dr Jekyll is connected to the repulsive Mr Hyde The suspense
is relieved somewhat but the mystery still remains when Utterson breaks down the door to Jekyll s laboratory and finds
Hyde dead on the floor with a crushed vial in his hand and the strong smell of kernels that hung upon the air 89
Utterson finally solves the mystery when he discovers the facts of Jekyll s horrible experiment upon himself in the letters
left to him by Dr Lanyon and by Jekyll himself before he disappeared for the last time into the body and mind of Hyde
Although the modern reader may have known all along the answer to the mystery its gradual unfolding gives a sense of
closure and satisfaction
Dr Jekyll and Mr Hyde satisfies in other ways as well Stevenson s skillful characterizations of the separate personae of
Jekyll and Hyde and of the ultimate Victorian Mr Utterson contribute to the rich texture of the novel Also the
descriptions of Victorian London with contrasting districts of stately homes and deteriorating buildings and deserted fog
shrouded streets reflect the degeneration of Jekyll and create an air of mystery and impending horror And Dr Jekyll and
Mr Hyde is more than a well crafted mystery novel Its themes include consideration of human nature the effects of
addiction and the struggle of science over the supernatural all themes to which modern readers will respond
This guide provides activities which will involve students in analyzing the plot appreciating the richness of the novel and
reflecting on its themes Although Stevenson employs a clear style of writing his vocabulary includes many words
infrequently encountered today For this reason there are suggestions to help students handle the vocabulary as they read
for meaning and also profit from their exposure to these words Teachers can choose from a wide variety of teaching
activities in order to meet their goals and the needs of their students
LIST OF CHARACTERS
Mr Utterson lawyer and friend to Dr Jekyll
Mr Richard Enfield a distant cousin to Mr Utterson
Dr Henry Jekyll doctor
Edward Hyde heir to Jekyll s fortune in the event of his disappearance or unexplained absence for any period exceeding
three calendar months
Dr Lanyon friend to both Utterson and Dr Jekyll
Poole Butler to Dr Jekyll
SYNOPSIS OF THE NOVEL
CHAPTER 1 STORY OF THE DOOR
One Sunday evening Mr Utterson a lawyer and his friend Mr Richard Enfield are taking their weekly stroll when they
chance to walk down a side street in a busy part of London On recognizing the neighborhood and seeing a particularly
shabby door with neither a bell nor knocker Enfield remembers an event that he had witnessed there one early winter
morning He tells Utterson a very odd story He was just passing by when he saw a man run into and knock down a
young girl when their paths crossed at the corner The horrible thing is that the man just kept on walking right over the
screaming girl Enfield was so upset that he ran after the man a Mr Hyde and brought him back to the spot where the
girl was lying on the pavement Although the girl was not hurt her family and the people who had gathered took such a
dislike to the man s appearance that they began to threaten him In order to appease them Hyde agreed to pay a fine of
100 pounds He went through this particular door to get some cash and a check signed by another man an upstanding
citizen Utterson asks if Enfield has been exactly precise in the details of the story because he has heard of this Mr Hyde
He knows that this door is connected to the home of his friend and client Dr Jekyll
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 3
CHAPTER 2 SEARCH FOR MR HYDE
Upon returning to his home Mr Utterson retrieves the will of Dr Jekyll from his safe It stipulates that all of his estate
is to pass into the hands of his friend Edward Hyde upon his death or disappearance for a period of three months Mr
Utterson does not like the terms of the will and begins to fear that Jekyll is being blackmailed
He visits Dr Lanyon another mutual friend to inquire if he has met Hyde That night he cannot sleep as he imagines the
worst about Hyde He decides he has to meet Hyde in order to clear up the mystery From that day he takes a post in the
street to catch Mr Hyde coming or going from the house One evening his patience is rewarded and he accosts Mr Hyde
After this encounter Utterson tries to understand why Hyde creates such an effect of fear loathing and disgust He fears
for his friend and decides to check on him Utterson questions the butler about the comings and goings of Hyde He s
told that Hyde is never on this side of the house he only uses the laboratory Utterson leaves for home with a heavy heart
He wonders what Jekyll has done that would account for his relationship with Hyde
CHAPTER 3 DR JEKYLL WAS QUITE AT EASE
A few weeks later Dr Jekyll hosts a dinner party for several friends including Utterson After the other guests leave
Utterson questions Jekyll about the terms of his will Utterson never approved of this will and lets Jekyll know that he
has been learning something about Hyde whom he describes as abominable Jekyll protests that Utterson does not
understand his strange situation and assures him that he can get rid of Hyde whenever he chooses Jekyll also requests that
if anything should happen to him Utterson will take care of Hyde make sure his rights are protected Utterson agrees
even though he avows that he will never like the man
CHAPTER 4 THE CAREW MURDER CASE
Nearly a year later London is shocked by the vicious murder of Sir Danvers Carew A maidservant who chanced to be
gazing at the full moon and the lane below her window witnessed the attack She saw an aged man inquire directions from
another smaller gentleman whom she recognized as a Mr Hyde who had once visited her master Suddenly she saw Mr
Hyde blaze out in a great flame of anger raise his cane and begin to beat the older man He clubbed him to the ground
and continued to beat him as he lay in the street
The police ask Utterson to identify the body because the victim was carrying a letter addressed to him Utterson recognizes
the stick used in the murder as one he had given to Jekyll years ago He tells the police he can lead them to the home of
the murderer When they arrive there the maid tells them Hyde had already left earlier that morning Utterson and
Inspector Newcomen of Scotland Yard inspect Hyde s room which has been ransacked for a hasty departure The
inspector thinks that it will be an easy matter to capture Hyde since he is sure to go to the bank for money He can also
distribute handbills with his description However the few persons who have seen him cannot agree on the particulars
The only thing they can agree on is that Hyde left them with a sense of unexpressed deformity
CHAPTER 5 INCIDENT OF THE LETTER
Later that afternoon Utterson visits Dr Jekyll and is admitted into his private study He finds Jekyll looking deathly pale and
sick When Utterson asks Jekyll if he is concealing Hyde Jekyll promises that Hyde has gone into hiding and will not be seen
again in this world The lawyer hopes that Jekyll is right since a trial for murder could bring scandal to his client s name
Ostensibly seeking Utterson s professional advice Jekyll shows him a letter he has received from Hyde saying he has a
means of escape Jekyll allows Utterson to think that it was Hyde who dictated the terms of Jekyll s will that were so
favorable to Hyde Utterson agrees to safeguard the letter for his client However as Utterson is leaving he learns that no
letters have been delivered that morning He suspects that Hyde wrote the letter in Jekyll s study and finds it difficult to
decide what to do with it He seeks the advice of his clerk Mr Guest who had often visited Jekyll and is an expert on
handwriting Guest compares the letter to an invitation Utterson receives from Jekyll as they are talking He concludes that
the two hands are remarkably similar having only a different slant Utterson suspects that Jekyll forget the letter for Hyde
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 4
CHAPTER 6 REMARKABLE INCIDENT OF DR LANYON
Although a sizeable reward is offered for the apprehension of Mr Hyde he has disappeared as if he never existed Dr
Jekyll comes out of seclusion and for almost two months socializes with his friends as in the old days But one day and
every day thereafter his door is shut to Mr Utterson Lacking companionship Utterson visits Dr Lanyon only to find
him totally changed physically He seems to have suffered some shock some deep seated terror of the mind Lanyon
confides that he will never recover and is resigned to death When Utterson mentions Jekyll s name the doctor becomes
angry He tells Utterson that one day he may learn the truth Upon reaching home that evening Utterson writes to Jekyll
asking why he has cut himself off from his friends Jekyll s reply is that he intends to live in seclusion and that he must
suffer for the danger he has brought upon himself
Within a few weeks Lanyon dies and Utterson receives an envelope from his friend with instructions not to open it until
the death or disappearance of Jekyll Resisting the impulse to get to the bottom of the mystery Utterson files the letter
away He finds that his desire to see Jekyll waning following these sad events
CHAPTER 7 INCIDENT AT THE WINDOW
Shortly afterwards Utterson and Enfield are again going for a Sunday stroll and chance to pass by the same door
associated with the story of Mr Hyde They decide to step into the courtyard to look for their friend Jekyll is sitting at
a window looking like a prisoner When they call to him to join them he says he cannot but will visit with them from
his window Suddenly Jekyll utters a cry of terror and slams the window shut The two friends leave instantly but they
have seen something that makes them fear for Dr Jekyll
CHAPTER 8 THE LAST NIGHT
One evening Poole arrives at Mr Utterson s home saying that he fears there has been foul play He begs Utterson to
accompany him to check on Dr Jekyll Arriving at the house Utterson finds the frightened servants huddled together in
the entry hall
Poole and Utterson go to the door of Jekyll s study where Poole announces that Utterson has come to visit The person
within answers that he cannot see anyone Then Poole confers with Utterson saying the voice they have heard isn t the
voice of his master Poole believes his master was killed over eight days ago when they heard him cry out All week long
whoever is in the study has been sending out orders to find a particular drug Although the handwriting appears to be
that of Dr Jekyll Poole says it doesn t matter because he has seen the person and it isn t his master
Acting on Poole s conviction that murder has been done Utterson decides they must break down the door and investigate
They both confess they suspect that Mr Hyde is within the study When Utterson demands to see Jekyll at the door the
person within cries out for mercy But Utterson and Poole break down the door with an ax Within they find the body of
Hyde twitching in convulsions from the poison he has taken They realize that they are too late and all they can do now
is look for the body of Jekyll However the search is fruitless When they reexamine the study they find an envelope
addressed to Utterson with a note from Jekyll directing him to read the narrative left by Lanyon Utterson departs for his
study to read through all the documents
CHAPTER 9 DR LANYON S NARRATIVE
Lanyon describes a letter he received from Dr Jekyll He is instructed to go to Jekyll s study to break the locks and to
secure a particular drawer and its contents A man will come to his consulting room at midnight Lanyon carries out all
the details of the letter and admits a small and muscular man who creates a sensation of disgusted curiosity Immediately
the man begins to prepare a compound from the contents of the drawer When it is ready the man asks Lanyon if he
wishes to let him go or to learn what will happen when he drinks the compound Lanyon declares that he has gone too
far not to see what will happen Thereupon the man drinks the potion and begins to change and assume the form of
Henry Jekyll From that moment Lanyon feels his reason shaken and a deadly terror invades his thoughts
He knows he will not recover from this shock He has seen the creature change from Hyde to Jekyll
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 5
CHAPTER 10 HENRY JEKYLL S FULL STATEMENT OF THE CASE
This last chapter is a full testament written by Jekyll concerning his history and his character Jekyll describes himself as
a proud man who wanted a reputation as a serious person Early on he hid his natural high spirits and developed a double
character His scientific studies focused on the mystical and transcendental as he searched out these aspects of man
especially in the moral dimension He wanted to learn how these two sides could be disconnected At the same time he
was studying drugs and discovered a potion that could transform his flesh and turn him into a creature that represented
his baser nature When he tries the drug on himself he feels himself to be extremely wicked but at the time he was
exhilarated by this sensation He begins to live this dual life one as the respectable gentleman and the other as a person
who gives into every impulse Jekyll continues to metamorphose back and forth between his two halves until one day the
reversal occurs spontaneously He realizes that the evil side of his nature is growing and is in danger of taking control of
his life He tries to resist the temptation but once again he gives in This time he kills Sir Carew He is penitent and tries
to maintain a good and sober life until he forgets his terror Now his evil side begins to take over even without the drug
He must use stronger and stronger doses of the potion to return to his original self When he runs out of the salt he uses
in the compound he finds that the fresh supply he orders does not have the power to transform him
As he writes this testament he knows he has limited time before his evil nature takes over He wonders if Hyde will die
on the scaffold or commit suicide This is the end of the unhappy life of Henry Jekyll
TEACHING DR JEKYLL AND MR HYDE
PREREADING ACTIVITIES
These activities are designed to build students background knowledge about the plot characters and themes Choose the
activities that best fit the themes you plan to teach or your goals for students learning Note Consult other Teacher s
Guides to Signet Classic novels they contain many ideas that can be adapted to prepare students to read this novel
I BUILDING BACKGROUND KNOWLEDGE
Problem Situation
This activity acquaints students with important ideas in Dr Jekyll and Mr Hyde by getting them to think about addiction
physiological and psychological changes that accompany the use of drugs or other addictive behaviors and the
responsibility of individuals to address destructive behaviors they observe in others Students read the problem situation
respond in writing and compare their responses in small groups or pairs Have students discuss clarify and probe the
main responses of the groups
You have recently become worried about one of your close friends In your mind he has always been a good person He
is kind to everyone and is recognized as a school leader He has worked as an ESL tutor for some of the younger students
and has started a recycling program in the school He is good at science and talks of going to medical school someday
The cause of your worry for your friend is his secret fondness for drinking He has used his chemistry skills to learn how
to make homemade beer Since his parents wouldn t approve he makes and stores the beer in an old shed behind his house
which his parents never use Your friend started off drinking only a beer or two but lately he is downing a six pack an
evening and he is changing He becomes uninhibited and mean He drives recklessly and when you tell him he shouldn t
drink and drive he gets mad at you Once he pushed you and told you what he did was none of your business You fear
that your friend is heading for serious trouble and you wonder what you should do about it
Free write about what you think might happen to your friend if he continues on this path Also write down some ideas
about what steps you might take to help him change his behavior After you have written for about five minutes join a
partner and discuss your ideas
Guided Imagery
1 In this exercise students listen to a detailed description of the setting with excerpts taken from the novel pp 38 39 and
then are encouraged to record the impressions provoked by the imagery They can compare their descriptions and discuss
the following ideas how a writer builds expectations in readers what happens when expectations are met or not met in
the story how judgments of character are based on outward appearances Have students relax close their eyes and listen
for the images of the setting as you slowly read the guided imagery to them
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 6
You are out for a Sunday walk It is 1865 and you are in a busy quarter of London in a drab and dingy part of town
But you walk down a brightly decorated side street that is lined with shops on both sides The storefronts are very
attractive they stand along the street with an air of invitation like rows of smiling saleswomen Even on Sunday when
it veils its more florid charms and lies comparatively empty of passage the street shines out in contrast to its dingy
neighborhood like a fire in a forest and with its freshly painted shutters well polished brasses and general cleanliness
and gaiety of note instantly catches and pleases your eye
Two doors from one corner the line of shops is broken by the entry of a courtyard and just at that point a certain sinister
block of building thrusts forward its gable on the street It is two stories high shows no window nothing but a door on
the lower story and a blind forehead of discolored wall on the upper story and bears in every feature the marks of
prolonged and sordid negligence The door which is equipped with neither bell nor knocker is blistered and stained
Tramps have slouched into the recess and have struck matches on the panel You stare at the sinister looking door and
wonder who could be living behind it A cold chill and feeling of dread creeps upon you
Then before your eyes the door slowly opens and a man emerges from it He gives you a long and menacing look In
spite of your fear you look closely at the man How does the man look See his eyes his mouth his face and his hair
How is he standing What is he wearing What does he do
Now slowly open your eyes and return to this classroom Take five minutes to quickly write a description of the man you
saw emerge from the door What does he look like Describe the features of his face and his general appearance and
then write a sentence or two about what the man does when he sees you You will share your descriptions with a partner
and then discuss as a class
2 As an alternative imagery exercise have students read the description of the shop filled street and the sinister building on
pp 38 39 of the novel Then have them draw a picture of the building and door After they share their pictures with a
partner discuss as a class the features they noticed and what kind of mood or expectation Stevenson evokes in the reader
with this description
Vocabulary Study
Stevenson s novel was written in 1886 and so uses diction and vocabulary that students encounter less frequently today
Encourage the use of context for figuring out the meaning of words and text by use of a cloze passage
First have students go through the passage below guessing at a word that best fits the context Then ask students what
they learned about Mr Utterson How does he look What is his profession What is his personality What are his
inclinations After the discussion read the first page of the novel while students follow in their books Ask students what
words were eliminated Were they able to substitute words that fit the context Did they get the overall meaning of the
passage without reading every word Explain to students that this novel although short is written in
a formal diction of the 19th century They should read for the overall meaning not worrying about the definition of every
word They have shown through their predictions that they can get the main idea without knowing the meaning of each
word Using context clues will enable them to enjoy reading a rich and complex psychological study
Mr Utterson the lawyer was a man of a rugged that was never lighted by a smile cold and embarrassed in
backward in sentiment lean long dusty dreary and yet somehow loveable At friendly meetings and when the
wine was to his taste something human from his eye something indeed which never found its way into his
talk but which spoke not only in these silent symbols of the after dinner face but more often and loudly in the acts of
his life He was with himself drank gin when he was alone to a taste for vintages and though he enjoyed
the theater had not crossed the doors of one for twenty years But he had an approved for others sometimes
wondering almost with envy at the high pressure of spirits involved in their misdeeds and in any extremity inclined to
help rather than to reprove
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 7
Internet Resources
Below are a variety of research and reading activities that use Internet resources to build students background knowledge
1 Dr Jekyll and Mr Hyde was a precursor to the detective novel which formally began with the first Sherlock Holmes novel
published in 1887 Law enforcement and detective work were in their beginning stages If your students are mature users
of the Internet and are able to perform unrestricted searches assign the following topics to pairs of students to investigate
on the Internet
The Black Museum of Scotland Yard
Alphonse Bertillon identification of criminals through body measurements
Francis Galton finger printing
2 Awaken student interest in the novel by having them look at a cover of the Jekyll and Hyde video game at
http www dbline it shtm cdgi1710 htm
Ask students to first brainstorm on paper their impressions of what the Jekyll and Hyde images suggest about the two
personalities Then have students share these with the whole class As a related post reading project have students return
to this image and work in pairs to design a video game that reflects the plot of the novel Have them write a description
of the video game and draw a series of three images showing the plot line of the game
3 Have students steep themselves in Victorian London by first scanning the pictures at
http users rcn com rogerc ma ultranet lbg pics html
Then have students individually choose one of the pictures write a brief description of what they see and what they infer
from the picture about Victorian life
4 If you have access to a computer lab with sufficient stations or wireless laptop computers connected to the Internet you
can build upon student interests by assigning them to work in groups of two or three on a Victorian London Scrapbook
In the computer lab have students go to the London Index at http www spartacus schoolnet co uk London htm
Have students follow these directions
Skim some of the sites in each of the four topics Buildings and Institutions Law and Order Commerce and Events
Decide which of the topics your group would like to explore
Have each member of your group explore different sites under the topic by reading text and looking at the pictures
Have each member of the group capture at least two images they think are interesting and save the images on a floppy disk
Then get together with your other group members and prepare a slide show on PowerPoint composed of the pictures
your group members have chosen
Present the slide show to the class As you show each slide under your topic have the group member who collected
the picture identify what it is and why it is interesting and what it tells about Victorian London
Each group presentation will be limited to five minutes Group grades will be assessed on the basis of the overall
organization and clarity of the presentation Individual grades using the same criteria will be assigned to students
based on their presentation of their slides
5 To give students a view of a seamier section of Victorian London with the attractions that might have appealed to the
secret side of Dr Jekyll have them read the newspaper article of 1862 titled Whitechapel Road on a Saturday Night
located at http www casebook org victorian london whitesat html
After they read the article use levels of questions to discuss it First ask students to identify the attractions that were offered
in this part of town Then have them compare these attractions to entertainment in a big city today Next ask students to
discuss why people are attracted by these kinds of entertainments what impact they may have on society and whether
the city government should exercise a role in controlling or policing the entertainment sites or an individual s choices
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 8
6 To build students background knowledge about the work of the doctors who are the main characters in the novel use a
computer projector to have the class as a group read and discuss
an overview of Victorian medicine at http www geocities com victorianmedicine abstract html
a description of health care professionals of the time at http www geocities com victorianmedicine practice html
Studying Works of Art
Nineteenth century Romantic artists emphasized feeling emotion and intuition in their choice of subjects and artistic
style They were interested in all aspects of fantasy imagination dreams nightmares the infernal and the macabre They
explored what happens when the human mind goes into the darker side of consciousness or when reason is asleep For
example the Romantic artist Theodore Gericault was interested in the irrational states of the human mind and the idea
that the mind affected the physical appearance of a person He created many studies of the mentally ill and criminally
Have students study paintings of one or more of these artists depending on availability and time Paintings can be found
on the Internet or in illustrated art books Students can first study the painting with a partner listing details and
describing the painting as fully as possible Then have the students write a poem as if they are within the painting They
can assume the persona of any person or object in the painting Share these poems in small groups and post the poems
with the paintings
Works of art that examine states of mind
The Nightmare 1781 by Henry Fuseli
The Sleep of Reason Produces Monsters 1798 by Francisco Goya
Saturn Devouring One of His Children 1819 1823 by Francisco Goya
Insane Woman Envy 1822 1823 by Theodore Gericault
II INITIAL EXPLORATION OF THEMES
A careful reading of Dr Jekyll and Mr Hyde can reveal multiple levels of meaning At one level it is a story about a mad
scientist gone wrong at another level it is a reflection on human nature Students can be supported in reading for different
levels of meaning through activities that help them think about the themes in the novel before they begin to read By
establishing an atmosphere of mutual questioning and seeking insight at the beginning of the unit students will be
encouraged to openly question and discuss their attempts at developing understanding with other members of the class
Dual Nature or Split Personality
1 In order to explore how persons can engage in both positive and negative behaviors students can free write about a time
when they showed kindness to an animal or another person and then about a time when they were cruel or unkind After
they have written students should privately read their journals to analyze why they might act in these opposite ways at
different times With the class students should analyze the causes of different types of behaviors What causes a person
to act in such radically opposite ways and what does this suggest about human personality or human nature
2 Many religions use the concept of dual nature to explain the struggle within a person to choose between good and evil
In the Hebrew Bible evil is personified as a force outside the person in the story of Adam and Eve In another story evil
nature and good nature are personified as existing in two separate persons Cain and Abel who struggle against each other
Read together as a class the story of Cain and Abel Through questioning lead students to see that this story can be
interpreted at different levels as a story about a brother s envy and a story about the qualities of human nature Have
students write in their journals about human nature Is it essentially good or evil or somewhere in between Is the evil that
humans do caused by an outside force or forces or is it an expression of a dark side of our human nature Ask students to
reflect on how they formed their views Then have students share their writing in pairs followed by a whole class discussion
3 Twins have intrigued scientists and psychologists because they are often two separate individuals with remarkably similar
patterns of behavior Ask students if they are twins or do they know any twins Are the twins fraternal or identical What
differences are evident in their behaviors How do twins explain their insights into the mind of each other
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 9
4 Horror and gangster films and fiction often explore the dual nature of a criminal by showing an evil person performing
an act of kindness For example in the film The Godfather the gangster hero is shown playing with children and
interacting with family and friends Also Darth Vader in Star Wars shows a complex mixture of good and evil Ask students
to share some examples of this dual personality from these or other films Discuss Why do writers and directors include
these positive elements in their characterizations of an essentially evil person Do they make the characters sympathetic
or more sinister Do these behaviors lead us to empathize with the criminal How do these characterizations affect us in
thinking about our own behavior
Reason Versus the Supernatural
1 In making the transformation of Jekyll into Hyde believable Stevenson shows the limits of reason and science in dealing
with the supernatural The reasonable Utterson is unable to figure out the mystery until it is revealed in letters at the end
of the novel and the scientific Dr Lanyon collapses when he sees the transformation occur Students can consider the
limits of reason and science in their everyday lives Have them list three important ideas or factual statements that they
believe are true Then have them list why they believe these things are true Among students reasons may be personal
observation faith intuition the report of a trusted expert or scientific reports Have them contrast those things they
believe on the basis of empirical knowledge or reason and those based on non scientific proof Discuss the extent to which
science can discover the truth of all that exists
2 Have students think about the basis of popular superstitions Discuss what the emotional effects of these superstitions are
and whether reasoning with the person who believes them will lessen their emotional impact This can also be applied to
horoscopes that some students read
Limits of Scientific Experimentation
1 Dr Jekyll decides to test his theory of the two sides of human nature by performing an experiment on himself with potent
drugs He knows death is possible but decides the potential knowledge is worth the risk Today scientists explore the
possibilities of cloning and creating life Bring in an article from a newspaper or the Internet that discusses advances in
cloning or genetic manipulation After reading and discussing the article engage students in a structured debate about the
Divide the class into groups of four for a Constructive Controversy on this issue There should be limits to scientific
experimentation Assign one pair of students in the group to support the statement the other pair to refute it Student
pairs prepare their arguments separately for about five minutes Then form groups of four to present the two sides After
about ten minutes or when it is clear the main points have been argued for both sides switch the debate so the pairs must
now argue from the opposite point of view Give the pairs a few minutes to assemble their arguments and then have them
debate as before After the debate in groups the whole class should list on the board all of the arguments Finally students
can either free write or write a more formal short essay responding to the statement using their own views and the
strongest arguments they learned in the debate
2 Interview science teachers and science professionals in the community about the ethics of experimentation What
guidelines do they follow when conducting research How do they decide if the potential benefits override the risks of the
experiment Do they consider experimentation on animals acceptable
Here are the guidelines for a successful interview contact the person to arrange a time for the interview and state your
purpose prepare questions on the topic but be sure to follow the conversation and pursue the ideas that emerge take brief
notes and review them immediately following the interview to add details thank the person for her his time make a copy
of the interview available
Students can write up the interview in a question and answer format Conclude with a summary of the main ideas they
learned about the ethics of scientific experimentation
3 Read with the class the short story The Birth Mark by Nathaniel Hawthorne Discuss What does Hawthorne say in
this story about the limits of science
4 Read aloud the chapter from Mary Shelley s Frankenstein where he succeeds in creating a Creature Volume I Chapter 4
Discuss with the class What is Frankenstein s reaction Do you blame him for his decision to create and then reject the
creature What is Shelley s point of view How do you know What does this story suggest about the responsibility of the
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 10
The Effects of Society on the Individual
1 In Dr Jekyll and Mr Hyde Stevenson shows the civilizing influence as well the restricting and debilitating effects of
society The benefits of society can be seen in the compassion shown to the little girl trampled by Hyde and the social
outrage and response to the murder of Carew The negative effects of society can be seen in the repressed and restricted
behaviors of Mr Enfield and Mr Utterson and the duplicity shown by Dr Jekyll a member of elite society who is a
reputed social benefactor Students can think about the positive and negative effects of society on the individual by having
them imagine a situation in which they find themselves totally alone on a deserted island Ask them to describe how they
would dress what kinds of things they would do and what they would think about Then have them imagine they are in
a typical social situation such as in school church or with a group of friends and make a parallel list Then in pairs have
them identify the positive aspects of being alone that are lost when in a social group and the positive aspects of being in
a social group that are lost when they are alone
2 Another way to get students thinking about how social expectations shape their behavior is to have them think about
social situations in which they dramatically change how they act For example have them compare their behavior in a
private space at home with the way they act in the public sphere of school sports or work Have them make a chart with
three headings home school and work or sports or any other situation in which they interact with adults outside of
home or school indicating the setting and then listing their behaviors in each situation including the type of language
they use colloquial or formal how they address other persons the body language they use whether they smile or laugh
freely or are more serious how they interact as equals with the other persons or as inferior or superior
Students can share their charts with a partner and discuss what factors affect how a person behaves
Note If your students are comfortable with each other they could shadow each other for a day gathering notes about the
ways people react in different situations
3 Whenever Dr Jekyll wants to change into his darker side he seeks isolation He wants to maintain his respectable role
in the community while he engages in activities not acceptable to society Novels and films explore what happens when
people are freed from the restraints of society and the role of the community to maintain moral behavior Your students
may have read William Golding s Lord of the Flies Joseph Conrad s Heart of Darkness or Mary Shelley s Frankenstein
Show a film clip from one of these classic novels where the theme of isolation vs civilization is dramatically demonstrated
For example in a recent film version of The Lord of the Flies the boys throw off all the restraints of rules and civility when
they attack the child who is most vulnerable because of his size and inability to see without eyeglasses Their personality
changes are shown by the way they dress in native costumes and paint their faces Show a brief film clip and then ask
students to respond in writing What happens to people when they are not restrained by social conventions
4 In Mary Shelley s Frankenstein the main character describes the intense isolation and alienation from family and friends
that preceded his creation of the creature Read a few pages from Volume I Chapter 3 where he describes how he broke
all family ties and immersed himself in his scientific work Ask students to react to this passage What is the author s
attitude about this behavior Does she approve or disapprove and how do you know from clues in the writing
5 Read the first chapter of Dr Jekyll and Mr Hyde in which Mr Utterson and Mr Richard Enfield are described Discuss
What are the ways that Victorian society has shaped their behavior Why does Stevenson emphasize their behaviors their
routine and their philosophy of minding their own business Do you agree with Enfield that it s not good to ask too
many questions Do you think Stevenson is using irony and what is its impact
6 Sigmund Freud explored the role of civilization in helping individuals to control their destructive urges and impulses Read
a section from Civilization and Its Discontents describing the destructive behaviors of humans and how these can be channeled
An appropriate section from this essay can be found on the Internet at http www historyguide org europe freud discontents html
Diagram Freud s ideas and discuss as a class Do humans have a drive towards self destruction Where is destructive
behavior evident today How do individuals society deal with their destructive impulses
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 11
DURING READING ACTIVITIES
These reader response prompts and discussion questions will elicit students initial responses while reading the novel and
lead to more in depth analysis of the themes and ideas explored in the prereading activities There are also activities to
develop vocabulary and to lead students to analyze the art of the novel
I NOTING INITIAL REACTIONS
1 Students can note their responses to the story in a double entry journal for each chapter Direct students to divide their
paper in half with a vertical line On one side they write one or two quotes from the chapter that strike them as most
interesting On the other side they write why they chose the quote What does it mean How does it add to their
understanding of the characters or events
Or you might wish to make this a dialogue journal in which students exchange journals with a classmate After reading
the entry students respond in writing in the margins of the journal Survey responses to the assignment This initial
sharing of reactions can be used as a review of the assigned reading or lead right into the discussion for the day
2 Until the last two chapters the story of Dr Jekyll comes to the reader through the eyes of Mr Utterson Jekyll s lawyer
and friend Ask students to create a graphic organizer for the character of Utterson Put his name in a circle in the center
of a blank sheet of paper Then as they read students jot down images or bits of description about him Each day begin
discussion with a review of what students have learned about Utterson and how his point of view affects the story Make
a class poster on which you add attributes that the students suggest
3 Descriptions of the setting are important to this story because they often serve as metaphor for the state of being of Jekyll
and Hyde Ask students to read the descriptions carefully underlining phrases or jotting down quotes of description that
are particularly rich and suggestive about what is happening to the characters Convene small groups to compare their
choice of descriptive details As a group prepare a poster that shows the connections between the setting and one character
either Jekyll or Hyde On one side of the poster draw or write a description of the setting of the section of London and
the homes of Jekyll or Hyde On the other side of the poster draw a silhouette of the main character and select quotes
that work as metaphors for Jekyll s or Hyde s state of being
4 Using a standard text on psychology outline the stages of addiction Also a discussion of these stages with reference to
teens can be found on the internet at http collections ic gc ca drug articles drugbook stages html
Ask students to make a bookmark that lists these stages and has some space for page numbers Direct students to keep
this list of stages with them as they read and to note the page number when Stevenson is describing the main character
going through one of these stages Students can write about the stages of Jekyll s addiction as a post
reading activity
II READER RESPONSE
Give students an opportunity to express their initial reactions to the reading by asking open ended questions or letting
them choose a particular element of the story that they wish to explore Here are some of the possible prompts
Choose an event in this section that puzzled you and tell why
Choose a striking quote from the novel and write about your reaction to it
What was the most important word phrase or sentence in this section Why
Which character do you like in this section Why
As you think about the novel describe the image that comes to your mind
Ask questions that require students to express an opinion supported with details from the story Avoid response questions
that can be answered in one word such as Did you like the story When the students say No it s difficult to get them
engaged again However if you get the students to write about their reactions even when they are negative they are
engaged in critical analysis of the novel After students have written their responses they can share them in small groups
or you can begin the discussion of the novel using their responses as initiating ideas
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 12
The following quotations may lead to rich responses
1 I incline to Cain s heresy he Mr Utterson used to say quaintly I let my brother go to the devil in his own way 37
2 I had taken a loathing to my gentleman at first sight But the doctor s case was what struck me He was the usual cut
and dry apothecary of no particular age and color with a strong Edinburgh accent and about as emotional as a bagpipe
he was like the rest of us every time he looked at my prisoner I saw that Sawbones turn sick and white with desire to
kill him 40
3 You start a question and it s like starting a stone You sit quietly on the top of a hill and away the stone goes starting
others and presently some bland old bird the last you would have thought of is knocked on the head in his own back
garden and the family have to change their name 42 43
4 I thought it was madness he Mr Utterson said as he replaced the obnoxious paper the will in the safe and now I
begin to fear it is disgrace 46
5 the man Mr Hyde seems hardly human or is it the mere radiance of a foul soul that thus transpires through and
transfigures its clay continent 52
6 I Jekyll only ask for justice I only ask you to help him Hyde for my sake when I am no longer here 58
7 The old gentleman took a step back with the air of one very much surprised and a trifle hurt and at that Mr Hyde
broke out of all bounds and clubbed him to the earth 60
8 The dismal quarter of Soho seen under these changing glimpses with its muddy ways and slatternly passengers and its
lamps which had never been extinguished or had been kindled afresh to combat this mournful reinvasion of darkness
seemed in the lawyer s eyes like a district of some city in a nightmare 62
9 I Dr Jekyll swear to God I will never set eyes on him again I bind my honour to you that I am done with him in
this world 66
10 when Utterson remarked on his ill looks it was with an air of great firmness that Lanyon declared himself a doomed
man I have had a shock and I shall never recover It is a question of weeks 72
11 If I am the chief of sinners I am the chief of sufferers also 74
12 But the words were hardly uttered before the smile was struck out of his face and succeeded by an expression of such
abject terror and despair as froze the very blood of the two gentlemen below 77
13 Have I been twenty years in this man s house to be deceived about his voice No sir master s made away with he was
made away with eight days ago when we heard him cry out upon the name of God and who s in there instead of him
and why it stays there is a thing that cries to Heaven Mr Utterson 82 83
14 Will you be wise will you be guided will you suffer me to take this glass in my hand and to go forth from your house
without further parley or has the greed of curiosity too much command of you 101
15 It was thus rather the exacting nature of my aspirations than any particular degradation in my fault that made me what
I was and with even a deeper trench than in the majority of men severed in me those provinces of good and ill which
divide and compound man s dual nature 103 104
16 Evil besides which I must still believe to be the lethal side of man had left on that body an imprint of deformity and
decay none could come near to me at first without a visible misgiving of the flesh This as I take it was because all
human beings as we meet them are commingled out of good and evil and Edward Hyde alone in the ranks of mankind
was pure evil 108
17 I was the first that could plod in the public eye with a load of genial respectability and in a moment like a schoolboy
strip off these lendings and spring headlong into the sea of liberty 110
18 I became in my own person a creature eaten up and emptied by fever languidly weak both in body and mind and
solely occupied by one thought the horror of my other self 122
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 13
III MINI LESSONS IN READING LITERATURE
Reading for Setting
Stevenson includes lots of details about the weather or atmosphere to create a mood for the events in the novel starting
with Enfield s description of his encounter with Mr Hyde I was coming home from some place at the end of the world
about three o clock of a black winter morning and my way lay through a part of town where there was literally nothing
to be seen but lamps Street after street and all the folks asleep street after street all lighted up as if for a procession and
all as empty as a church 39 Ask students to mark these passages in their reading and to choose the phrases that are
most vivid or create the clearest picture in their minds Then have students write these phrases in one column of a reading
journal In the other column they should record personal responses to the description thinking about mood the setting
of Victorian London and what they are learning about the characters
Reading for Character
Assign one of the four main characters Utterson Lanyon Jekyll or Hyde to pairs of students making sure each
character is covered by one fourth of the class Have students prepare a graphic organizer on poster paper by putting the
name of the character in the center Then as they read students look for details about the character including physical
descriptions what is said about the character how others respond to the character what the character says and does
Students jot down details on lines coming out from the central circle Post these charts around the classroom for ready
reference during discussion Also point out the details noted by different pairs and discuss with the class how readers
notice different details in a story and how this affects readers responses to the story
Reading for Theme
In prereading activities you may have developed students background information about one or more of the main themes
limits of science dual nature of humans reason vs supernatural and effects of society on the individual Assign groups
of students to be responsible for following one of these themes First in small groups have students prepare a graphic
organizer listing their ideas about the meaning of the theme Ask students to include at least three concrete examples of
this theme from their experience For example the group explaining the limits of science might describe ESP brain
research and holistic medicine Groups will present their graphic organizers to the class
Then as students read the novel each group will keep track of their particular theme by listing quotes or details related
to the theme in a reading log During the class discussion of each chapter these groups will serve as a resource for the
quotes and ideas related to the theme You can also call on group members to start the discussion of a particular theme
by reading a quote they have recorded and explaining why they chose it
Reading for Metaphor or Allegory
Metaphor is a comparison of two unrelated things which leads readers to make associations and connections Allegory is
an extended metaphor in which one thing is compared to another leading to connections at a variety of levels For
example when Stevenson describes the two connected houses of Jekyll and Hyde he is creating an allegory for the
physical psychological and spiritual condition of the man and by extension the human condition Allegory adds depth
to a story Once we become aware that the author is not just describing reality but also suggesting a number of different
ideas the story begins to pulse with meaning
Ask students to use their reading logs to explore allegory Divide the paper in half On one side jot down details that stand
out in the particular chapter In the other column brainstorm what these things could mean on different levels What is
Stevenson saying about human nature society and good vs evil Share these insights in whole class discussions
Reading for Point of View
Stevenson uses a limited third person point of view in order to create a sense of mystery or suspense This effect may be
lost on modern readers because of the common knowledge of the Jekyll Hyde story Still students can analyze why
Stevenson chose this approach to telling the story After students have read the first chapter ask them to imagine how it
would be different if Jekyll was telling it What details would be emphasized How would the story change How would
the effect on the reader be different What does Stevenson gain or lose by using this point of view
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 14
Reading for Mood
In Chapter 2 Search for Mr Hyde Utterson s imagination tortures his dreams as he ponders the mystery of Hyde s
relationship to Jekyll The description of the imagined happenings is so vivid that the reader can almost see them and feel
the malignant presence of Hyde As a form of guided imagery have students close their eyes and try to picture the images
as you read aloud the section describing Utterson s imaginings 48 49 Have students share what they saw and how they
felt toward the girl and the figure of Mr Hyde Ask students whether Stevenson has been successful in conjuring an
atmosphere of fear or horror and why
IV DISCUSSION QUESTIONS
Students personal responses to the novel can be deepened through small group and class discussion The goal of
discussion is to go beyond literal recall of the events of the plot to make connections between what characters say and do
and what it means in terms of larger ideas
CHAPTER 1 STORY OF THE DOOR
1 What is Mr Utterson s relationship to Mr Enfield How are the two men alike different
2 Compare and contrast the description of the building and door used by Mr Hyde and Enfield s description of him 43
44 How does Stevenson seem to be using setting to convey a sense of the man
3 What is the story of Cain and Abel What does it mean that Mr Utterson says he inclines to Cain s heresy in his dealings
with others Explain why you agree or disagree with this way of dealing with your acquaintances Do you feel you would
want to ignore or confront them with their failings or foolishness so they would improve their lives
4 Although both Utterson and Enfield protest that they prefer to mind their own business both men actively seek to help
others Describe Enfield s reaction to Hyde s collision with the little girl Do you think a citizen today would respond
similarly to a wrong doer Why or why not What does this say about basic assumptions of how a gentleman should act
in Victorian London
CHAPTER 2 SEARCH FOR MR HYDE
1 Describe the reason that Dr Lanyon became estranged from Dr Jekyll What does this indicate about Lanyon s character
2 Why is Utterson so obsessed with images from Enfield s story about Hyde that he cannot sleep
3 Once Utterson confronts Hyde how does he feel toward him What reasons does Utterson give for his feelings about
Hyde In Utterson s response to Hyde what does Stevenson tell us about Hyde
4 Why doesn t Stevenson ever tell us what Hyde s face looks like
5 Describe the appearance of the street and house in which Dr Jekyll lives What can we infer about Dr Jekyll from this setting
6 Utterson s speculation on Jekyll s connection to Hyde makes him reflect on his own vices and failings What could
Stevenson be implying about human nature in Utterson s reflection
CHAPTER 3 DR JEKYLL WAS QUITE AT EASE
1 How does Jekyll describe Lanyon What does this suggest about Jekyll s feelings about his own abilities
2 What does Jekyll ask of Utterson at the end of the chapter Why does Utterson have strong misgivings about this request
CHAPTER 4 THE CAREW MURDER CASE
1 What is revealed about the levels of Victorian society in the first page of this chapter
2 How is Hyde described as he kills Sir Danvers Carew How does this image fit with the other physical descriptions
Stevenson has given of Hyde
A Teacher s Guide to the Signet Classic Edition of Robert Louis Stevenson s Dr Jekyll and Mr Hyde 15
3 As Utterson takes the police officer to arrest Hyde Stevenson gives a vivid description of the dismal quarter of Soho
62 where Hyde lives What is the effect of this description on our mood What is the effect of this description on our
understanding of Hyde
4 Why do you think that Utterson feels a terror of the law and the law s officers 62
5 Is there any significance in the fact that although Hyde s specific facial features cannot be recognized everyone remembers
the sense of deformity he conveyed
CHAPTER 5 INCIDENT OF THE LETTER
1 Dr Jekyll is a changed man when Utterson greets him in this chapter compared to the last time Utterson saw him What
accounts for this change
2 What lesson do you think Jekyll has learned
CHAPTER 6 REMARKABLE INCIDENT OF DR LANYON
What happens to Dr Lanyon Is there any suggestion about what has caused his illness
CHAPTER 7 INCIDENT AT THE WINDOW
Why does Utterson mutter God forgive us after the incident at the window
CHAPTER 8 THE LAST NIGHT
1 Why does Poole believe that his master has been murdered
2 What is the evidence that a troubled person had lived in the room where Hyde was found dead
CHAPTER 9 DR LANYON S NARRATIVE
1 What caused Lanyon to become mortally ill How do we know that Lanyon was so vulnerable to shock Has Stevenson
sufficiently prepared us for the disastrous effect of Jekyll s revelations Why did Stevenson need to kill Lanyon off for
purposes of plot
2 Why did Jekyll want to reveal his transformation to Dr Lanyon
CHAPTER 10 HENRY JEKYLL S FULL STATEMENT OF THE CASE
1 What led to Dr Jekyll s profound duplicity of life 103
2 What does Jekyll mean when he says that man is truly two 104 and that in the agonized womb of consciousness
these polar twins should be continuously struggling 105
3 Why did Jekyll enjoy being Hyde In other words what aspects of Hyde s persona were attractive to Jekyll
4 Was Jekyll ever able not to feel guilty for the sins of Hyde Why or why not
5 Jekyll describes his descent from the undignified to the monstrous What caused this descent
6 What are the main reasons that Jekyll tries to cast off his Hyde nature forever
7 Why does Jekyll s lower nature come to dominate him
8 Why does Hyde commit suicide
9 What morals or lessons can we draw from the strange case of Dr Jekyll and Mr Hyde


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