ANIMAL FARMGRADED DISCUSSION QUESTIONS

DUE DATES:

Questions 1-5: Monday, March 7

Questions 6-10: Tuesday, March 8

DIRECTIONS: You will be participating in a graded discussion of the novel. All students must participate, and your grade will be based on the quality of your contributions. You should be prepared to discuss each of the questions with textual support, and you should mark these passages in your book and make note of the page numbers in your answer. Advance preparation is necessary to avoid simply “parroting” comments made by other students. Your answers should demonstrate depth of thought and analysis, and go beyond the basic elements of plot.

  1. Explain how the songs “Beasts of England” in Chapter I and “Comrade Napoleon” in Chapter VIII are both poetic and instruments of propaganda. What imagery/symbolism is present in each? What is each one’s message? How do they affect the animal and human population?
  2. Trace the defamation of Snowball’s character from the planning of the windmill to the end of the book. Give specific examples. Explain why an “enemy” or scapegoat is necessary for the animals. Why does the “enemy” have to change at times? If there were no “enemy,” what would that mean for any society, including that of Animal Farm?
  3. How does Orwell compare Animal Farm under Napoleon’s leadership to its exploited state under Farmer Jones’s rule? What attitude about totalitarian government do you think Orwell conveys?
  4. Discuss the importance of education as it evolves during the course of the novel. At the same time, address the distinctions that may be made between education and indoctrination.
  5. Although Napoleon is considered the absolute Leader of Animal Farm, it is Squealer who is most adept at conveying the "party line" to the animals, often convincing them to disbelieve their own eyes. What methods does Squealer employ to deceive and/or placate the other animals? How does the concept of memory (or lack thereof) figure in Squealer's pronouncements and dealings with them?
  6. What beliefs were important to most of the animals when they first formed Animal Farm? Evaluate the condition of the animals in the final chapters of Animal Farm. What values does the government consider important now?
  7. Analyze the purpose of each animal (be prepared to discuss any of the characters on the list you downloaded) in the novel. Consider how the author uses the character’s attributes to comment on human nature—our strengths and weaknesses.
  8. Initially, the seven commandments issued by the animals were deemed unalterable, and symbolized a code by which the animals could live peacefully and equally among themselves. Discuss the evolution of these commandments and the irony of the final, single commandment.
  9. The novel ends with a chilling passage, wherein Clover notices something odd about the humans and pigs meeting in the farmhouse: "Twelve voices were shouting in anger, and they were all alike. No question, now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which” (139). What is Orwell saying here? How do you interpret this final scene? Has Napoleon compromised the integrity of the farm?
  10. Explain how Animal Farm can been seen as a fable even though it does not have a moral stated at the end. Provide a moral of your own and explain it in terms of the novel.

Socratic Seminar Frequently Asked Questions

Question #1 – What is my job during the discussion?

Facilitator’s (teacher) Role: / Participant’s (student) Role:
1. Ask the opening question
2. Keep discussion moving
3. Track participant’s contributions / 1. Listen with an open mind
2. Respond thoughtfully
3. Give everyone a chance to speak

Question #2 – How do I contribute to the discussion?

The Facilitator will read aloud the current discussion question. The first responder will start the discussion with his/her response. As a new person begins to speak, they should acknowledge having heard the speaker before them by

using a transitional phrase such as:

1. I agree with _____ because _____ but I want to add another reason why _____.

2. I disagree with _____ because _____.

3. I’m not sure why _____ said _____. Can you explain what you mean?

4. I understand your point, _____, but I want to add/disagree/give another side:_____.

5. This is what I think _____ is saying.

**Notice that all responses prompt you to add original thoughts.

Question #3 – How will I be graded? What qualifies as an ‘A’?

You will be graded on your types of responses:

Type of Response / Correlating grade
OR – Repeated Opinion / ‘D’ – ‘piggybacks’ on another’s thoughts
O – Personal Opinion / ‘C’ –Offers a one-sided argument that does not enrich overall quality of discussion
C – General Comment / ‘C’ – comment is something re-iterated from class discussions and lacks originality
O+ - Unique Insight / ‘B’ – while opinion may not be fully sound or cohesive, student works to contribute a new thought
T – Opinion with Text Reference / ‘B’ – Student supports opinion with a quote or an example
E – Expanded on another’s opinion / ‘A’ – improves an opinion with new, original insight that furthers the quality of the discussion
A – Applies to Real Situation / ‘A’ – shows ability to synthesize information
P – Prediction / ‘A’ – offers perspective for what society can learn from text