The Destructors

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. After the end of WWII in 1945, decimated countries sought to both rebuild as well as protect themselves from future threats. What were some of the challenges in rebuilding Europe’s economy? What were some of the looming threats of the future, and how did many countries adapt?

Teaching Suggestion: This Short Answer question orients students to the historical context of the story. After the end of WWII, European countries experienced numerous obstacles in their reconstruction processes. Countries that were a part of the European theater (i.e., where many of the physical battles were fought) were forced to rebuild their cities, many of which were destroyed in battles and bombings. However, in order to rebuild public amenities on a large scale, restore their economies to pre-war levels, and continue providing basic public services, these countries needed an injection of financial support. The United States’s Marshall Plan was a strategic political and economic initiative to protect “First World” industries and free market economies against the specter of “Second World” communism and the future Dangers of Populism. Although the United Kingdom (UK) was not a part of the European theater, the story’s setting of London was affected significantly by Nazi German air raids, commonly referred to as the “Blitz.” To extend discussion after this prompt, information from these or similar resources can help students develop additional context on the topic.

• The International Monetary Fund examines global financial cooperation in rebuilding Europe’s economy after WWII.
• The Center for Economic Policy Research explores the important factors in “Recovery and Reconstruction: Europe after WWII.”

2. Between 1940 and 1941, the city of London was devastated by a series of bombs, a time period referred to as the “Blitz.” Summarize the circumstances surrounding the “Blitz.” What were some of the challenges arising from this devastation? How was the city able to rebuild? In which ways does the “Blitz” still live in the city’s history?

Teaching Suggestion: The “Blitz” (i.e., the “blitzkrieg,” the German word for “lightning war”) was the name given to air raids conducted on London during WWII. The nine-month period of bombings had a profound impact on the city, including massive physical destruction of historical and residential buildings, significant loss of life, and a reduction of freedoms and liberties that many people experienced prior to WWII. Graham Greene uses a post-Blitz London as the setting for his story, where the city’s landscape had become a haphazard collection of rubble, ruins, and relics that managed to survive the war. In this context, Greene’s gang of boys is a product of the mid-20th century war and post-war destitution in which destruction and chaos are the norm. Information from these or similar resources can help students develop additional context on the topic.

• The UK’s Imperial War Museum shares an overview of the historical events surrounding the Blitz.

Short Activity

Graham Greene is widely considered to be one of the UK’s greatest writers of the 20th century. Working in small groups, select one of Greene’s works to share with your class in a brief presentation. Be sure to provide an overview of the plot, as well as historical context, relevant information about Greene’s writing process, the work’s impact or legacy on society, and any film or TV adaptations. After your presentation, discuss with your classmates the similarities of themes between Greene’s works, including The Dangers of Populism, The Illusion of Order, and The End of Innocence.

Teaching Suggestion: This Short Activity provides context to Greene’s work as an author. Prior to dividing the class into small groups, use the links below to share a brief overview of Greene’s background and prominence in UK literature. Although he does not specifically mention religion in “The Destructors,” Greene interweaves commentary on religious institutions, in particular Catholicism, into his works. Be sure students are aware of this theme during this Short Activity, as it will help broaden their analysis of “The Destructors.”

• Britannica provides a summary of Greene’s life and works.
• Greene’s obituary from The New York Times summarizes his works and his evolving relationship with religion.

Differentiation Suggestion: For classes that are studying the impact of literature on film, this Short Activity may be amended to include the following prompt: Has this piece been adapted to film or TV? If applicable, share a film preview of the adaptation with the class, discussing the similarities and differences between Greene’s original work and cinematic adaptation.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the story.

Breaking things is often a response that people have to intense emotion. There are even businesses known as “break rooms” that allow customers to pay to break things. Why do you think this idea appeals to people? Do you think it would be cathartic to break something? Why? What would you break?

Teaching Suggestion: This Personal Connection Prompt invites students to consider the different ways in which The End of Innocence may apply to the children’s maturation and expression of their emotions. In Greene’s story, the young gang members are able to act as adults; this is related to the idea that the traumatic experience of growing up during WWII has ultimately forced many children to mature much quicker than prior generations. In addition to war, trauma is one of the main reasons that children are forced to become adults, as they lose control of their environment and must adapt to circumstances. In addition to war, this forced maturation and the loss of innocence are present in many children who experience trauma such as refugee journeys, abuse, or the loss of a loved one. This motif is also present in the second Recommended Read, Lord of the Flies. As this is a sensitive topic, you may want to factor in reflection time or allow students to complete their responses privately.