Module 1
Setting the Scene: Research for Context and Author Influence
Students will not have learned about history from 1900-1950, so teaching some of the historical context will be necessary for the understanding of the events in Animal Farm. This activity will allow them to better understand the historical context for the novel, and speculate about author influences.
Assign students to read an article about George Orwell, and his writing of Animal Farm. This should be a Close Reading activity where you have directed them how to mark up the text. This article will give the students ideas about Orwell’s perspectives. Next, you will need access to computers. Either individually or in small groups, students will explore general timelines that span approximately 50 years: 1900-1950. Provide them with several sites to browse, in order to identify one event or situation that they feel may have influenced Orwell’s writing of Animal Farm. Students will then research that smaller topic and present (3-5 minutes, informal) that information to the class: 1) explain the event/situation 2) explain why they think this event/situation might have influenced Orwell.
You might have students take notes on the presentations and then give a quiz, or do follow up questions.
Links for timelines:
· https://en.wikipedia.org/wiki/Timeline_of_Russian_history
· http://www.bbc.com/news/world-europe-17840446
· http://www.timeforkids.com/destination/russia/history-timeline
· http://www.datesandevents.org/places-timelines/36-russian-history-timeline.htm
Module 2
Overview of Russian History: 1900-1930
Students will need to have a working knowledge of how Russia went fought in World War I, the Russian Revolution, and the Russian Civil War., and how Communism came to be so strong in Russia. This module will have them examining Russian history more closely in order to be able to identify events and characters in the novel, and connect them to their historical contexts.
Students will take notes from a video or Power Point about Russian history.
Links:
· https://www.youtube.com/watch?v=cmKPLvctdaA&list=PLEjnY14-ix0Jq8yBqOirbif6SOyV5-L5C&index=3
· http://wars.mrdonn.org/powerpoints/russianrevolution.html
Module 3
“Totally Equal”
To start, have students write down answers to the pre-reading questions in the Power Point. Then have students discuss the meaning of “total equality” in a small group. On one sheet of paper for the group, students will write done their definition of ‘total equality”. Next, students will come up with a minimum of five laws that would ensure the ‘total equality’ of their government (imaginary society). Using propaganda posters from the Bolsheviks, students will see how the government used propaganda to make people believe they were living in a ‘totally equal’ society (PPT). Next, have students go back to the laws that they wrote, ask them to add to this by answering the following: Who makes the laws? How is the government structured? Who enforces the laws? What are the consequences for breaking the law? They do not have to go into too much detail, but create a skeleton of this society. Their final assignment will be to come up with a slogan and propaganda poster for their society.
Links:
· http://www.projectlooksharp.org/?action=soviet
Module 4
Rhetoric and Rhetorical Devices
This is an opportunity to bring the students into modern day politics and relate it back to the novel. Using the link to the Obama speech, students will take notes on Rhetorical devices and practice identifying them by going through Barak Obama’s 2004 DNC key note speech. You can determine which devices that should be concentrated on, based on your students abilities and needs.
Links:
· http://www.americanrhetoric.com/speeches/convention2004/barackobama2004dnc.htm
· http://www.speaklikeapro.co.uk/Rhetorical_devices.htm
· http://www.speaklikeapro.co.uk/Barack%20Obama%202004%20Democratic%20Convention%20Speech.htm
Module 5
Close Reading Old Major’s Speech
By looking at Old Major’s speech before reading, gives students a chance to closely examine the novel’s premise. It is best to guide Close Reading: 1) Number each paragraph 2) Chunk the paragraphs if needed 3) Underline claims the Old Major is making 4) Circle emotionally charged words 5) Left Margin: What is he SAYING? (brief summary 10 words or less) 6) Right Margin: What is he DOING? (this where the students would identify rhetorical devices). This activity should be done in an “I do. We do. You do.” Later on the students will Close Read Squealer’s speeches as an assessment.
Links:
· http://iteachicoachiblog.blogspot.com/2013/05/teaching-animal-farm-common-core-style.html
Module 6
Reading Animal Farm- chapters 1-4
As you read, have students keep track of the characters and events in a graphic organizer of your choosing. This tracking should be done throughout the reading.
Chapters 1-4
Students will catalogue the events of The Battle of the Cowshed and analyze the strategy used by the animals in the battle. This should be done individually, then compare in pairs or small groups. They should write a reflection about similarities and differences in the way that they and their peers perceived the battle. Why is this important to understanding the story so far? This is a point that can be returned to for reference as you get further into the book.
Close Reading Squealer’s speeches with rubric. Students will demonstrate the skills learned by Close Reading Old Major’s speech. This should be an independent activity that can be done using notes taken on rhetoric earlier in the unit. This can be used as a quiz or homework.
Links:
· http://iteachicoachiblog.blogspot.com/2013/05/teaching-animal-farm-common-core-style.html
Module 7
Reading Animal Farm- chapters 5-7
Chapters 5-7
Students will identify, explain, and analyze quotes from chapters 1-6. This may be done in pairs or individually. Additionally, students will answer questions specifically to do with chapter 7 which can be used as a quiz, or homework.
ANIMAL FARM QUOTES FROM CHAPTERS 1-6
QUOTE / WHO SAID IT AND WHEN / MEANING/SIGNIFICANCE IN THE STORY1. Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious and short.
2. Will there still be sugar after the rebellion?
3. Many of us actually dislike milk and apples. I dislike them myself.
4. From now onwards I shall get up a full hour earlier in the mornings.
5. ...there lies Sugar Candy Mountain, that happy country where we poor animals shall rest forever from our labours!
7. Weak or strong, clever or simple, we are all brothers.
QUOTE / WHO SAID IT AND WHEN / MEANING/SIGNIFICANCE IN THE STORY
8. Let us make it a point of honour to get in the harvest more quickly than Jones and his men could do.
9. Donkeys live a long time. None of you has ever seen a dead donkey.
10. War is war. The only good human being is a dead one.
11. I have no wish to take life, not even human life.
12. Have you any record of such a resolution? Is it written down?
13. Comrades, here and now I pronounce the death sentence upon Snowball.
15. Muriel,' she said, 'read me the Fourth Commandment. Does it not say something about never sleeping in a bed?'
Answers: ANIMAL FARM QUOTES FROM CHAPTERS 1-6
QUOTE / WHO SAID IT TO WHOM AND WHEN / MEANING/SIGNIFICANCE IN THE STORY1. Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious and short. / Major in the barn at the meeting where he talks about his dream of a World without humans / He is saying that a animals life is short because of the slave-like labor they do for humans and they must overthrow their human oppressors and make their own society based on Animalism
2. Will there still be sugar after the rebellion? / Molly after Mr. Jones was asleep, the animal were holding secret meetings in the barn. / Molly is worried to lose her comforts one of which is sugar after the rebellion. 'No,' said Snowball firmly. 'We have no means of making sugar on this farm. Besides, you do not need sugar. Molly represents the upper class of Russia many of whom did not like the sacrifices that they had to make after the Communist revolution and later defected to other countries. She does indeed leave the farm
3. Many of us actually dislike milk and apples. I dislike them myself.
/ Squealer When he is trying to explain why the pigs are stealing the apples and milk from the other animals (keeping them for themselves) / Squealer said it to the other animals to explain why the Pigs are taking the milk and apples for themselves. He threatens them with Jones coming back to scare them so they won’t complain about the pigs abusing their power. Of course this is an example of Squealer’s propaganda. They want the apples and milk because they taste good
4. From now onwards I shall get up a full hour earlier in the mornings. / Boxer in the fields and everywhere on the farm / He is loyal and dedicated and hardworking. He is patriotic to his leaders and the cause of Animalism. He represents the loyal hardworking class of workers who the revolution was supposed to help. They remained true even in the face of the truth that their leaders were corrupt and evil.
5. ...there lies Sugarcandy Mountain, that happy country where we poor animals shall rest forever from our labours! / Moses the tame Raven to the animals as they work in the fields / Moses represents religion. He talks endlessly of Sugar Candy Mountain (heaven), a better place where all animals go when they die. He knowing or unknowingly helps the Pigs because the animals keep working and putting up with the hardships of their life to be able to go to Sugar Candy Mountain. So the pigs tolerate him.
7. . . .”He didn't! I wasn't! It isn't true!” cried ______, beginning to prance about and paw the ground. / Molly to Clover in the barn when she confronts her about letting a man stroke her nose / Molly denies the truth that a man was in deed stroking her nose. She later defects to a neighboring farm and is seen pulling a horse cart wearing ribbons. She missed the pre-revolution good life and luxuries
QUOTE / WHO SAID IT AND WHEN / MEANING/SIGNIFICANCE IN THE STORY
8. Let us make it a point of honour to get in the harvest more quickly than Jones and his men could do. / Snowball after the Battle of Cowshed. / Now that they have defeated man, they need to prove that they can do the work better. They don’t need man to do the work of the farm. They are free!
9. Donkeys live a long time. None of you has ever seen a dead donkey. / Benjamin when asked is his life is better now than before the revolution / He is a sceptic and a pessimist- we'd almost say a cynic, if it weren't for his loyal devotion to Boxer. He's so unlike Boxer in that he does not believe in the Revolution, or in anything else, except that life is hard. Whatever political question he is asked, he replies only that "Donkeys live a long time" and "None of you has ever seen a dead donkey." He survives.
10. War is war. The only good human being is a dead one. / Snowball at the battle of Cowshed after Boxer thinks he has killed a human stable boy / Snowball is trying to comfort boxer who is sad because he thinks he has killed the boy. This is the lament of many leaders to their soldiers in war. The only good enemy is a dead enemy
11. I have no wish to take life, not even human life. / Boxer at the battle of Cowshed after he thinks he has killed a human stable boy / This shows that Boxer is a good animal. He believes in Animalism, but and does not wish to hurt anyone.
12. Have you any record of such a resolution? Is it written down? / Squealer / Squealer said it to the other animals to explain that the commandment was never altered. The animals had a faulty memory. His job is to brainwash the animals so they believe and do anything that Napoleon wants
13. Comrades, here and now I pronounce the death sentence upon Snowball. / Napoleon to the animals after the Wind mill has been destroyed / The windmill was actually destroyed by a storm. However, he blames Snowball and says there are footprints near the hedge that are his. He says I pronounce the death sentence upon Snowball. 'Animal Hero, Second Class,' and half a bushel of apples to any animal who brings him to justice. A full bushel to anyone who captures him alive!' Snowball is being used as a scapegoat for all of the bad things happening on Animal Farm.
14. I do not believe that. Snowball fought bravely at the Battle of the Cowshed. I saw him myself.
/ Boxer when Squealer says that Snowball was not a hero, but a traitor / Boxer is finally doubting his leaders.
However, when he is told that Napoleon said this
However, when he is told that Napoleon said this
“Ah that is different! Napoleon is always right Snowball’s part is rewritten in the history of the farm – his heroic deeds are ignored and lies constructed about his past. Snowball is increasingly used as a scapegoat on whom to blame the failures of the farm. He is reported to be in league with the humans and sabotaging the farm under cover of darkness.
15. Muriel,' she said, 'read me the Fourth Commandment. Does it not say something about never sleeping in a bed?' / Muriel the goat reads better than Clover and often reads things (such as Commandments) out loud to her. She reads that the commandment now says. Now animal shall sleep in a bed with sheets. The commandment has been changed by the pigs after they move into the farm house
Animal Farm Chapter 7