Name: 1. BEFORE READING THE NOVEL: Topics and Notes

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1 Name: _ 1 BEFORE READING THE NOVEL: Topics and Notes 1. Introduction to the novel. a. Animal Farm is an excellent selection for students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. b. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. c. Animal Farm is short and contains few words that will hamper the reader s understanding. The incidents in the novel allow for interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. d. The novel can be analyzed as an allegory of the Russian Revolution, allowing readers to draw parallels between actual events and people and the imaginary ones created by Orwell. e. The novel can also be analyzed as a beast fable, like those of Aesop and James Thurber. f. Examining the work as a satirical comment on the corrupting influence of power, students should be able to trace the corruption of characters and relate their findings to those in our own government who have succumbed to the lure of power at any cost and by any means. g. Youth are especially influenced by peer pressure. In exploring the skillful use of peer pressure (along with the threats later in the book) used by the pigs to exert control, the students can analyze their own lives and discover how peer pressure controls their actions. 2. Terms: satire, allegory, irony, and fable. (Aesop s, La Fontaine s, and especially Thurber s fables). Animal Farm has attributes of the fable, but there is no stated moral at the end. By the end of the novel, students may suggest some possible morals. 3. Orwell s subtitle is A Fairy Story. Students will decide the elements of the fairy tale. Given a few titles such as Cinderella or Sleeping Beauty, supply characteristics. C.M. Woodhouse s Introduction to the novel is recommended. Special emphasis should be given to pages viii to the top of page xii to understand how Woodhouse fits Animal Farm to the definition of the fairy tale. After the novel has been read, students can debate the comparison Woodhouse makes between the development and dropping of the atomic bomb and the writing and publishing of Animal Farm. 4. At least 2-3 weeks may be allotted for the study of the novel. The following are reading assignments: a. Reading Assignment 1 - Chapters I and II b. Reading Assignment 2 - Chapters III and IV

2 Name: _ 2 c. Reading Assignment 3 - Chapter V d. Reading Assignment 4 - Chapters VI and VII e. Reading Assignment 5 - Chapters VIII and IX f. Reading Assignment 6 - Chapter X 5. Before reading Chapter I, think about the qualities of a good leader. List these attributes in a notebook reserved for notes on this novel. Not only should students jot down interesting incidents from the novel as they read, but they should also answer assigned questions in their notebooks. 6. Think about reasons why a government might be overthrown. Current world events may be brought up, including the rebellions in South Africa, Poland, Panama, or other historical revolts. What made these people dissatisfied with their leaders and their living conditions? Write ideas in your notebooks. WHILE READING THE NOVEL 7. Students should make notes on why the animals rebelled against Mr. Jones and mankind in general. Differences in the lists about actual revolts and those from the novel can be quite revealing. Students will see that there is not much difference in what real people or fictional animals want. The following are other questions and topics students can answer or explore in their notebooks as they read. We will discuss answers to these questions. This will clear up any misunderstandings before we go on to the next assignment. Animal Farm CHAPTER I 1. a) What is significant about how the animals arrange themselves as they gather to hear Major? b) What might this arrangement say about future meetings or events? 2. According to Major, what causes of all the animals problems? b) What motto does he give the animals? 4. a) What commandments does Major give the animals? b) How could each commandment relate to a vice? 5. a) Practice orally presenting Major s speech to a friend or family member of your choice. b) Have them sign your paper to verify that you presented it, and c) explain briefly in writing how they felt when you presented the speech. This speech is meant to stir the animals to the point that they will actually rebel against man. Presenting in various oratorical styles such as that of Jesse Jackson, Martin Luther King, Jr., George W. Bush, Barack Obama, or other noted politicians may be enlightening and fun if entered into with enthusiasm. 6. Examine the song Beasts of England as poetry. a) What imagery is present? b) What is the message? c) Why do the animals like it so much that they memorize it on the spot? d) To what emotions and needs does it appeal? Later, when you reach Chapter VII, be ready to compare this song with the one that replaces it. 7. Research and analyze various rallying hymns/songs and compare them to the song Beasts of England. Google rallying songs or rallying hymns to get a start on this. 7a) What are the titles of two different rallying hymns/songs? b) Choose one of the two songs and copy a few lines from the song on your paper. c) Answer questions to those in the item above (#6) -- a, b, and d. Animal Farm CHAPTER II 1. After Major s death what happens to the idea of rebelling against man?

3 Name: _ 3 2. Why don t the pigs like the pet raven Moses stories about Sugarcandy Mountain? 3. What causes the animals to finally rebel against Mr. Jones and his four farmhands? 4. When the humans have been chased from the farm, what do the animals do? 5. What do the animals do about the farmhouse? This would be a good place to notice the similarities between this scene and that of the people exploring the Marcos s property in the Philippines, or the stories of the wealth of Ceausescu in Romania. The reaction of the common people of Russia to the ostentatious wealth of the royal Russian Family connects strongly here. 6. How does the behavior of the pigs foreshadow their eventual leadership positions? Animal Farm CHAPTER III AND IV A. Prereading journal: Before reading the next assignment, write on the following topic in your notebooks: From what you know so far about the pigs and the other animals on the farm, speculate on what the future will be like for the animals. As you continue reading, compare your predictions to what actually happens in the novel. 1. What further examples of the difference between the pigs and the other animals occur in these two chapters? 2. What are Napoleon s ideas about education? 3. How is Squealer able to convince the other animals to accept whatever Napoleon decides? 4. Describe the Battle of the Cowshed. 5. What was Snowball s part in this battle? 6. Where is Napoleon during the battle? 7. What is the significance of the gun s placement at the foot of the flagpole? Animal Farm CHAPTER V A. Reading journal: Make a list of all the changes that occur in this chapter. From this list you will find vivid evidence of the pigs increasing power. 1. Why does Mollie run away from the farm? 2. What changes have been made in the weekly meetings over the last year? 3. Explain the windmill controversy from Snowball s point of view. 4. Explain the windmill controversy from Napoleon s point of view. 5. What changes does Napoleon make after his dogs chase Snowball off the farm? 6. Why don t the other animals protest Napoleon s decisions? 7. Note how the animals now arrange themselves when they enter the barn to receive their orders as compared to the description in Chapter I. 8. What is the importance of the dogs accompanying Squealer when he comes to talk to the animals? Animal Farm CHAPTERS VI AND VII A. Prereading journal: Before going on to the next reading assignment, imagine how Snowball might have run things if he had gotten rid of Napoleon. Would things have been any different? Are there indications that Snowball s ideas for running the farm would have proved more beneficial to the animals? Or would things have turned out the same? Remember, Orwell is writing about the corrupting force of power. LATER: After some discussion, students will take a side on the issue (That Snowball would have been a better leader, or that he would not have been) and write a persuasive composition using details from the

4 Name: _ 4 first five chapters to support their positions. These compositions will serve as a basis for a debate or panel discussion. 1. How much work are the animals now doing? 2. a) Why does Napoleon decide to engage in trade with neighboring farms? b) How do the animals react? 3. a) How is the windmill destroyed? (b) Why does Napoleon blame Snowball? 4. Why does Napoleon insist the windmill must be rebuilt immediately? 5. a) Why does Napoleon order that the hens eggs be sold? b) How does Napoleon react when the hens rebel against his orders? 6. Why does Napoleon revive the threat of the farm being sabotaged by Snowball? 7. Explain why the animals confessed to being traitors. Or is there any explanation? 10. Which very important commandment has Napoleon broken in this chapter? 11. Why does Napoleon order the animals to stop singing Beasts of England? 12. a) How do the animals react to the murders? b) How do they gain some comfort together? c) What will comfort them now that the song has been banned? Animal Farm CHAPTERS VIII AND IX 1. What purpose is served by the production figures Squealer reads to the animals? b) collect a few advertisements from online or print news and websites or magazines that use statistics or figures to support their pitch. 2. How is Napoleon becoming more and more like a typical dictator? 3. Compare/contrast the poem Comrade Napoleon to Beast of England. Beasts of England, beasts of Ireland Bright will shine the fields of England, Beasts of every land and clime Purer shall its waters be, Hearken to my joyful tidings Sweeter yet shall blow its breezes Of the golden future time On the day that sets us free. Soon or late the day is coming For that day we all must labour, Tyrant Man shall be o'erthrown Though we die before it break; And the fruitful fields of England Cows and horses, geese and turkeys, Shall be trod by beasts alone All must toil for freedom's sake. Rings shall vanish from our noses, Beasts of England, Beasts of Ireland, And the harness from our back, Beasts of every land and clime, Bit and spur shall rust forever, Hearken well, and spread my tidings Cruel whips no more shall crack. Of the Golden future time. [2] Riches more than mind can picture, Wheat and barley, oats and hay, Clover, beans, and mangel-wurzels Shall be ours upon that day. COMRADE NAPOLEON 1. Fountain of happiness! 3. Had I a sucking-pig, Friend of fatherless! Ere he had grown as big Lord of the swill-bucket! Even as a pint bottle or as a rolling-pin, Oh, how my soul is on He should have learned to be Fire when I gaze at thy Faithful and true to thee, Calm and commanding eye, Yes, his first squeak should be Like the sun in the sky, "Comrade Napoleon!" Comrade Napoleon! 2. Thou art the giver of All that thy creatures love, Full belly twice a day, clean straw to roll upon; Every beast big and small Sleeps at peace in his stall, Thou watchest over all, Comrade Napoleon! 4. Describe the sale of the stack of lumber. How does Napoleon outwit himself? 5. What makes the battle against Frederick s men different from the Battle of the Cowshed? 6. Why do the men blow up the windmill?

5 Name: _ 5 7. The animals celebrate a victory, but at what cost? 8. a) Describe the whisky incident. b) Why would Orwell make this scene somewhat humorous? 9. Why are the animals so easily fooled, even when they find Squealer with a ladder and white paint beside the barn at night? 10. What is happening to Boxer? 11. What are living conditions like for all of the animals except the pigs and dogs? 12. a) Why does Napoleon allow Moses to return and to tell his stories about Sugarcandy Mountain? b) Write about what you look forward to, telling how those things will make your life better or more enjoyable. 13. a) What happens to Boxer? b) How do the animals accept it? 14. a) Of what kind of person does Benjamin remind you? Give some examples. b) What is your opinion of such people? c) What makes people behave this way? Animal Farm CHAPTER X 1. What changes have the years brought to the farm? 2. a) Define bureaucracy. b) How does Orwell make fun of bureaucracy? 3. How do the animals now feel about their social order, their farm? 4. What drastic actions do the pigs use to shatter the animals complacency? 5. All seven commandments are erased. a) What is the new commandment and b) how has it been true from the beginning? 6. At the conference with neighboring farmers, what new changes does Napoleon point out? 7. a) What happens to the pigs appearance? b) What does this symbolize? Revisit Opening Topics, Part I: 1. Animal Farm on one level is an allegory of the 1917 Russian Revolution, but the story is just as applicable to the latest rebellion against dictators around the world. Do a little research and make a comparison recognizing a few similarities and differences between the animal leaders in the novel and one of our politicians today. 2. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., explore how language can control thought and behavior. a) Do a little research and find an example of how language is used to influence your age group specifically. Cite the source of your example. b) Describe your example with several concrete details, or maybe a visual aid. c) Explain how your source uses language in its attempt to influence you or others as a teen. 3. Work out an alternative ending of your own to this book. 4. Analyze the novel as an allegory of the Russian Revolution: a) Define allegory. b) Draw 5 parallels between actual events and people and the imaginary ones created by Orwell. 5. The novel can also be analyzed as a beast fable, like those of Aesop and James Thurber. a) Define beast fable. b) Research one fable by Aesop and explain the story and its moral (message). c) Discuss one moral you feel could be drawn from Animal Farm. Explain and support your answer. 6. Examine the work as a satirical comment on the corrupting influence of power: a) Define satire. b) Explain how the novel is a satire by tracing the corruption of characters in the novel (describe

6 Name: _ 6 and analyze a few textual examples of characters being corrupted by power). c) How is the humor aspect of satire used in this development of corruption by power? d) Relate your findings to those in our own government who have succumbed to the lure of power at any cost and by any means: Research and find one example from contemporary politics or anytime in American history of the corrupting influence of power, and describe several details of your example. e) Cite your main source. 7. Theme : Youth are especially influenced by peer pressure. Explore the skillful use of peer pressure used by the pigs to exert control: a) Provide several examples of when the pigs used peer pressure. b) Provide several examples of when the pigs used threats later in the book. c) Analyze your own life and discuss how peer pressure may control or influence your own thoughts and actions. Revisit Opening Topics, Part II: 8. Literary Terms: a) Define Irony. b) Provide two examples of irony from the novel. a) Provide a different example of Satire than that of the corruption of power from #6 above. 9. Orwell s subtitle is A Fairy Story. We brainstormed the elements of a fairy tale at the start of the book: a) Decide upon and list your five key elements/characteristics of the fairy tale (such as Cinderella or Sleeping Beauty ) b) Read/Skim/Peruse C.M. Woodhouse s Introduction to the novel, pages xvii to the top of page xxi, and explain a few ways Woodhouse fits Animal Farm to the definition of the fairy tale. 10. Novel Impact : a) Research 1 reason why the atomic bomb was dropped and what 1-2 of its effects were. b) Cite your source. c) Write down at least 5 key facts/ideas/points from the Woodhouse introduction, pages xiii-xvi and xxii, in order to debate the comparison Woodhouse makes between the development and dropping of the atomic bomb and the writing and publishing of Animal Farm. 11. Theme : Before reading Chapter I, you wrote about the qualities of a good leader. a) List a few of these attributes you originally wrote down. b) Compare your list to the leader characters in the novel. How do they match up? c) Would you add or change any qualities of a leader from your original list? 12. Theme : We also listed reasons why a government might be overthrown. a) Research a current world event, such as the rebellions in South Africa, Poland, Panama, or other historical revolts, like Tiananmen Square in China, recent Iranian revolts, Romania, Philippines, etc. Cite your source. b) What made these people dissatisfied with their leaders and their living conditions? 13. Students should have noted why the animals rebelled against Mr. Jones and mankind in general. a) List at least 3 reasons why the animals rebelled. b) List several differences/similarities of actual revolts (#11) and those from the novel (or make a Venn Diagram or other chart). Socratic Seminar Preparation: Write 7 higher level questions about the novel Animal Farm. Try to write questions about a wide variety of characters and chapters. Key words you can use: LEVEL 2: WHY, HOW, EXPLAIN, COMPARE/CONTRAST, WHAT EVIDENCE IS THERE TO SUPPORT AND HOW, WHAT IS IMPLIED/ WHAT DO YOU INFER, HOW IS DIFFERENT/SIMILAR, BREAK DOWN THE PARTS OF _ (ANALYZE), WHAT CATEGORY DOES FIT AND WHY, HOW DOES RELATE OR CONNECT TO LEVEL 3: WHAT IF, PREDICT, DO YOU AGREE/DISAGREE, WHAT IS THE VALUE, IS X RIGHT/ WRONG, IMAGINE, WHAT IS MOST/LEAST/BEST/WORST, WHAT IS SIGNIFICANT/ IMPORTANT, WHAT CONCLUSIONS CAN BE DRAWN, WHAT IS THE REAL WORLD APPLICATION OF, WHAT LESSON(S) CAN BE LEARNED, SPECULATE, HOW TO APPLY, SHOULD

7 Name: _