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Things Fall Apart

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Alexandria Martin

on 2 May 2017

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Transcript of Things Fall Apart

UNIT FOCUS
Things Fall Apart
Theme: A Fight for Culture
“The White Man’s Burden”
Introduction
“The White Man’s Burden”: Kipling’s Hymn to U.S.
Imperialism

In February 1899, British novelist and poet Rudyard Kipling wrote a poem entitled “The White Man’s Burden: The United States and The Philippine Islands.” In this poem, Kipling urged the U.S. to take up the “burden” of empire, as had Britain and other European nations. Published in the February, 1899 issue of McClure’s Magazine, the poem coincided with the beginning of the Philippine-American War and U.S. Senate ratification of the treaty that placed Puerto Rico, Guam, Cuba, and the Philippines under American control. Theodore Roosevelt, soon to become vice-president and then president, copied the poem and sent it to his friend, Senator Henry Cabot Lodge, commenting that it was “rather poor poetry, but good sense from the expansion point of view.” Not everyone was as favorably impressed as Roosevelt. The racialized notion of the “White Man’s burden” became a euphemism for imperialism, and many anti-imperialists couched their opposition in reaction to the phrase.


“The White Man’s Burden”
Rudyard Kipling
Read “The White Man’s Burden” in pairs and circle words and phrases that reveal the speaker’s attitude or point of view.
Reread the identified words and phrases to determine the tone of the poem. What point of view does this poem convey?
Work in pairs to create a written summary of the context of the poem.
Each pair share their summary with the class.
Things Fall Apart
The History
“The White Man’s Burden” provides opportunities for analyzing a point of view reflected in a work from outside the United States.

Students determine the meaning of words and phrases and analyze their impact on the meaning and the tone of the poem.


UNIT PLAN
Things Fall Apart by Chinua Achebe
You will learn what happens when cultures collide from the perspective of the “other.”

You will come to understand the effects of globalization, cultural diffusion, and the struggle between tradition and change.

You will also learn to discuss the literary merits of various texts by talking about their form, theme, language, and style. This unit connects to geography themes, specifically culture and language.
TEXT FOCUS
What do we believe imperialism means?
Objective:
Take up the White Man’s burden—
Send forth the best ye breed—
Go send your sons to exile
To serve your captives' need
To wait in heavy harness
On fluttered folk and wild—
Your new-caught, sullen peoples,
Half devil and half child

Take up the White Man’s burden
In patience to abide
To veil the threat of terror
And check the show of pride;
By open speech and simple
An hundred times
Take up the White Man’s burden—
And reap his old reward:
The blame of those ye better
The hate of those ye guard—
The cry of hosts ye humour
(Ah slowly) to the light:
"Why brought ye us from bondage,
“Our loved Egyptian night?”

Take up the White Man’s burden-
Have done with childish days-
The lightly proffered laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years,
Cold-edged with dear-bought wisdom,
The judgment of your peers!
Work in pairs to view the maps
Complete the analysis sheet to explain what specific changes in Africa happened prior to and after the colonization that occurred between 1870 and 1910.
http://etc.usf.edu/maps/pages/7400/7481/7481.htm
http://etc.usf.edu/maps/pages/7600/7638/7638.htm
Reread “The White Man’s Burden” independently and determine how the point of view expressed in the poem corroborates the changes seen in the maps.
“What do these texts convey about the relationship between Europeans and Africans?” Cite specific textual evidence from both sources and identify which details are emphasized in the different texts (poem and maps).
EXPRESS UNDERSTANDING:
DAY 2
The first chapter will be read aloud
You will read the remaining chapters in small groups and for homework
Create a graphic organizer with four columns. In each column, summarize key pieces of information and cite the associated text references.

Key Character Interactions
Key Events
Text Section
DIRECTIONS :
Chapters 1-7 of Things Fall Apart, Chinua Achebe
Swap your chart with a partner to provide feedback.
Make revisions to your summaries based on the peer feedback.
In pairs, determine a point of view that is representative of the Igbo culture and examine how Achebe establishes that point of view through his language, story elements (e.g., characters, conflicts, setting, plot details), selecting quotations from the text that support the identified point of view.
Using accountable talk, discuss as a class how the point of view determined compares to points of view in Western cultures.
Create a class list of the Igbo people’s values. Cite evidence to support your interpretations.
UNDERSTAND THE TEXT:
Create a graphic organizer with three columns that (1) identify and describe the major characters of the novel, including labeling them as either a protagonist or antagonist, (2) determine each character’s motivations as revealed through their interactions with each other and their environment, and (3) use words, phrases, and quotations from the text as support.
We will come back to this graphic organizer throughout the reading of the novel. Be sure to keep it in a place that is easily accessible for the remainder of the unit.
DIFFERENTIATED INSTRUCTION ACTIVITY

Work in pairs to write a response to the following questions that cites textual evidence :

How do Okonkwo’s thoughts and actions convey his motivations?

How do Okonkwo’s motivations establish a theme of the novel?
CULMINATING ACTIVITY: EXPRESS UNDERSTANDING:
Review the first two pages of Chapter 8 and the first paragraph of Chapter 9 and summarize and continue completing the graphic organizer.


Consider why Achebe might include the events of these chapters.
DIRECT INSTRUCTION ACTIVITY
CONTINUE DI ACTIVITIES
HOMEWORK: FINISH READING CHAPTERS 1-4
DAY 3
HOMEWORK:
READ CHAPTERS 8-11

Explain the customs of the Ibo people and relate it to a similar or dissimilar custom in our
own culture.
a. Twins (53)
b. Medicine (72-73)
c. Wrestling (Chapter 6)
d. Titles (59)
e. Food (48)
f. Ogbanje Children (66-)
g. Iyi-uwa (68)
h. Funerals (Chapter 13)
Class List of the Igbo people’s values
DIFFERENTIATED INSTRUCTION
ACTIVITY 2
The first mention of Europeans is on page 63. What do they say? What is the connotation and
tone of their discussion about white men? Use text to support your answer.
Starter Activity
What did Okonkwo do whenever he thought of his father’s weakness and failure?

What did Okonkwo tell himself about his part in Ikemefuna’s death?


What did Obierika tell Okonkwo about his part in Ikemefuna’s death?


Describe the meeting to determine Obierika’s daughter’s bride price.


The men began discussing rumors about white men. Who did they think the white men were?


What did Chielo want with Ezinma?

Quiz
HOMEWORK:
READ CHAPTERS 12-13

As a class, lets evaluate Achebe’s intentions, using the class list begun in Lesson 2 and
Achebe’s responses to an interview
.

Summarize Achebe’s responses to question 13, “Can you say something about the germination of a work…” and question 14, “What is the place of plot...” These sections prompts the reader to consider how the character and plot in Things Fall Apart interact to convey a theme or central idea.

Additionally, the short dialogue (questions 22-26 and Achebe’s responses) illustrates the effect of Okonkwo’s character on readers.
READ AND UNDERSTAND THE TEXT:
INTERVIEWER

Can you say something about the germination of a work. What comes first? A general idea, a specific situation, a plot, a character?
ACHEBE

It’s not the same with every book. Generally, I think I can say that the general idea is the first, followed almost immediately by the major characters. We live in a sea of general ideas, so that’s not a novel, since there are so many general ideas. But the moment a particular idea is linked to a character, it’s like an engine moves it. Then you have a novel underway. This is particularly so with novels that have distinct and overbearing characters like Ezeulu in Arrow of God. In novels like A Man of the People, or better still, No Longer at Ease, with characters who are not commanding personalities, there I think the general idea plays a stronger part at the initial stage. But once you pass that initial state, there’s really no difference between the general idea and the character; each has to work.
Achebe’s responses from “ChinuaAchebe: The Art of Fiction No. 139,” Jerome Brooks, The Paris Review, Issue #133,
INTERVIEWER

What is the place of plot? Do you think of a plot as you go along? Does the plot grow out of the character, or out of the idea?
ACHEBE

Once a novel gets going and I know it is viable, I don’t then worry about plot or themes. These things will come in almost automatically because the characters are now pulling the story. At some point it seems as if you are not as much in command, in control, of events as you thought you were. There are things the story must have or else look incomplete. And these will almost automatically present themselves. When they don’t, you are in trouble and then the novel stops.
Achebe’s responses from “ChinuaAchebe: The Art of Fiction No. 139,” Jerome Brooks, The Paris Review, Issue #133,
How does this prompt you to consider how the character and plot in
Things Fall Apart
interact to convey a theme or central idea?
How does this prompt you to consider how the character and plot in
Things Fall Apart
interact to convey a theme or central idea?
How does this illustrates the effect of Okonkwo’s character on readers?
INTERVIEWER
One of the great women characters you have created, I think, is Beatrice in Anthills of the Savannah. Do you identify with her? Do
you see any part of yourself in that character? She’s sort of a savior, I think.
ACHEBE
Yes, yes, I identify with her. Actually, I identify with all my characters, good and bad. I have to do that in order to make them
genuine. I have to understand them even if I don’t approve of them. Not completely—it’s impossible; complete identification is, in fact,
not desirable. There must be areas in which a particular character does not represent you. At times, though, the characters—like Beatrice
—do contain, I think, elements of my own self and my systems of beliefs and hopes and aspirations. Beatrice is the first major woman
character in my fiction. Those who do not read me as carefully as they ought have suggested that this is the only woman character I have
ever written about and that I probably created her out of pressure from the feminists. Actually, the character of Beatrice has been there in
virtually all my fiction, certainly from No Longer at Ease, A Man of the People, right down to Anthills of the Savannah. There is a
certain increase in the importance I assign to women in getting us out of the mess that we are in, which is a reflection of the role of
women in my traditional culture—that they do not interfere in politics until men really make such a mess that the society is unable to go
backward or forward. Then women will move in . . . this is the way the stories have been constructed, and this is what I have tried to say.
In one of Sembene Ousmane’s films he portrays that same kind of situation where the men struggle, are beaten and cannot defend their
rights against French colonial rule. They surrender their rice harvest, which is an abomination. They dance one last time in the village
arena and leave their spears where they danced and go away—this is the final humiliation. The women then emerge, pick up the spears,
and begin their own dance. So it’s not just in the Igbo culture. It seems to be something that other African peoples also taught us.
Achebe’s responses from “ChinuaAchebe: The Art of Fiction No. 139,” Jerome Brooks, The Paris Review, Issue #133,
INTERVIEWER
You wrote a very passionate piece a year or so ago for The New York Times op-ed page about the present status of life in Nigeria. Are you pessimistic or hopeful about Nigeria’s return to democracy?
ACHEBE
What is going on is extremely sad. It’s appalling. And extremely disappointing to all lovers or friends or citizens of Nigeria. I try as
hard as possible not to be pessimistic because I have never thought or believed that creating a Nigerian nation would be easy; I have
always known that it was going to be a very tough job. But I never really thought that it would be this tough. And what’s going on now,
which is a subjection of this potentially great country to a clique of military adventurers and a political class that they have completely
corrupted—this is really quite appalling. The suffering that they have unleashed on millions of people is quite intolerable. What makes
me so angry is that this was quite avoidable. If a political class—including intellectuals, university professors, and people like that, who
have read all the books and know how the world works—if they had based their actions on principle rather than on opportunity, the
military would not have dared to go as far as they are going. But they looked around and saw that they could buy people. Anybody who
called himself president would immediately find everyone lining up outside his home or his office to be made minister of this or that.
And this is what they have exploited—they have exploited the divisions, the ethnic and religious divisions in the country. These have
always been serious, but they were never insurmountable with good leadership. But over the last ten years these military types have been
so cynical that they didn’t really care what they did as long as they stayed in power. And they watched Nigeria going through the most
intolerable situation of suffering and pain. And I just hope, as nothing goes on forever, that we will find a way to stumble out of this
anarchy.
INTERVIEWER
Do you miss Nigeria?
ACHEBE
Yes, very much. One reason why I am quite angry with what is happening in Nigeria today is that everything has collapsed. If I decide
to go back now, there will be so many problems—where will I find the physical therapy and other things that I now require? Will the
doctors, who are leaving in droves, coming to America, going to everywhere in the world—Saudi Arabia—how many of them will be
there? The universities have almost completely lost their faculties and are hardly ever in session, shut down for one reason or another. So
these are some of the reasons why I have not yet been able to get back. So I miss it. And it doesn’t have to be that way.
INTERVIEWER
I wanted to ask, how are you coming along? Have you been able to resume writing since your accident?
ACHEBE
I am feeling my way back into writing. The problem is that in this condition you spend a lot of time just getting used to your body
again. It does take a lot of energy and time, so that your day does not begin where it used to begin. And the result is that there are very
few hours in the day. That’s a real problem, and what I have been trying to do is reorganize my day so that I can get in as much writing as
possible before the discomfort makes it necessary for me to get up or go out. So, I am beginning . . .
INTERVIEWER
What advice would you give to someone with literary promise? I would assume that you are constantly being asked by budding
novelists to give them advice, to read their manuscripts, and so on.
ACHEBE
I don’t get the deluge of manuscripts that I would be getting in Nigeria. But some do manage to find me. This is something I
understand, because a budding writer wants to be encouraged. But I believe myself that a good writer doesn’t really need to be told
anything except to keep at it. Just think of the work you’ve set yourself to do, and do it as well as you can. Once you have really done all
you can, then you can show it to people. But I find this is increasingly not the case with the younger people. They do a first draft and
want somebody to finish it off for them with good advice. So I just maneuver myself out of this. I say, Keep at it. I grew up recognizing
that there was nobody to give me any advice and that you do your best and if it’s not good enough, someday you will come to terms with
that. I don’t want to be the one to tell somebody, You will not make it, even though I know that the majority of those who come to me
with their manuscripts are not really good enough. But you don’t ever want to say to a young person, You can’t, or, You are no good.
Some people might be able to do it, but I don’t think I am a policeman for literature. So I tell them, Sweat it out, do your best. Don’t
publish it yourself—this is one tendency that is becoming more and more common in Nigeria. You go and find someone—a friend—to
print your book.
INTERVIEWER
We call that a vanity press here.
ACHEBE
Yes, vanity printing, yes. That really has very severe limitations. I think once you have done all you can to a manuscript, let it find its
way in the world.
Achebe’s responses from “ChinuaAchebe: The Art of Fiction No. 139,” Jerome Brooks, The Paris Review, Issue #133,
Prompt
:
How does Okonkwo’s motivations and actions develop the plot and themes of the novel?
Be sure to cite specific textual evidence from the novel and the interview to support your responses.

Write a brief timed analysis of the question above.
EXPRESS UNDERSTANDING:
QUIZ
What names did Okonkwo give to his new children?
What are the limitations imposed on the osu of the village?
What was Okonkwo's reaction to the missionary?
Who killed the royal python?
In the novel what is the rainbow called?
What happened to the one who killed the royal python?
What was Okonkwo popularly called?
Why did Okonkwo feel that he was "cursed with such a son" as Nwoye?
What stories did the villagers hear about the white man?
What did one of the elders say about kinship and the new religion?
In the novel who are the white men?
What did the village decide to do to the new Christians?
The villages are puzzled by the "iron horse." What was it?
QUIZ
What did Okonkwo do when Chielo took Ezinma?


What was the purpose of the uri ceremony?


What was the significance in the amount of wine the family brought?

What happened at the end of the ceremony?


DAY 4-6
DAY 5
DAY 6
Achebe’s responses from “ChinuaAchebe: The Art of Fiction No. 139,” Jerome Brooks, The Paris Review, Issue #133,
Group #1: A chain is only as strong as its weakest link.
Group #2: A friend in need is a friend indeed.
Group #3: A leopard cannot change its spots.
Group #4: A penny saved is a penny earned.
Group #5: A rolling stone gathers no moss.
Group #6: Absence makes the heart grow fonder.
Group #7: Good things come to those who wait.

GROUP ASSIGNMENT
Working with your groups. . . On the back of your poster, explain the “truth” within each proverbs that are given to each group.
What is the lesson that is being given?
What is a familiar proverb from the United States?
What virtue embodies the proverb?
On the Front of your poster, copy the proverb and then create an illustration of it.
A picture that illustrates the proverb.
-OR-
A symbolic representation of the truth within the proverb.

Proverb: a short, popular saying, that expresses a commonplace truth or useful thought
“Among the Ibo the art of conversation is regarded very highly, and proverbs are the palm-oil with which words are eaten” (7).

PROVERBS DEFINED
QUIZ
Step 1
: independently determine a point of view of the Igbo culture.

Step 2
: In a group of 3 identify important interactions between the Igbo people and Europeans from Chapters 14-19.

Step 3
: Summarize each interaction by explaining what happened and detail the European and Igbo experience during the interaction. Note the associated pages as a citation.

Step 4
: Class discussion: Students will share the point of view identified and the various interactions they noted in these chapters.

AFTER READING STRATEGY
ANNOTATED TIMELINE
ANNOTATED TIMELINE TEMPLATE
Read Chapters 14-19 of Things Fall Apart independently and summarize the plot and character interactions
HOMEWORK
ACTIVE READING STRATEGY
Step 5
: Work in groups of 3 to create an annotated timeline of the most critical interactions between the Igbo people and the Europeans in Part 2.
For each identified interaction, students should
(1) write a narrative summary of each event,
(2) evaluate its significance to the plot of the novel, and (3) explain how the event contributes to the development of Okonkwo’s character.
You must maintain an objective point of view (not favoring the Igbo or the Europeans).

Step 6:
Swap timelines with another group to provide feedback on the writing, focusing on ensuring that the summaries remain objective.

Step 7:
Groups of 6 determine how the interactions between the Igbo and the Europeans reveal and develop a theme of Things Fall Apart.

AFTER READING STRATEGY
ANNOTATED TIMELINE

Independently write a brief timed analysis based on the following:
Examine how the cultural collisions in Chapters 14-19 develop a theme of Things Fall Apart.
EXPRESS UNDERSTANDING:
Read Chapters 20-25 of Things Fall Apart independently and summarize the characters’ interaction and plot of the novel.
Homework
Class Discussion:
Examining how Achebe establishes a point of view of the Igbo culture and contrasts it with European culture. Continue adding evidence to the class list
Group Activity:
Locate and mark the places in Part 3 where the European point of view is revealed.

Then, review the class list from Lesson 2 as a class. Divide up into pairs and create a draft of a written response in which you all identify the contrasting points of view of the Igbo and European cultures and then explain how the alternating points of view in the novel affect the development of the themes of the novel.
READ AND UNDERSTAND THE TEXTS:
Read “The Second Coming” in pairs
Analyze “The Second Coming” using TP-CASTT to:
What do the falcon and the falconer represent?
What do you think the poet is responding to when he says that “things fall apart”?
determine the meaning of key words and phrases, repeated allusions to Revelations, and how the language of the poem reveals a theme.
EXPRESS UNDERSTANDING:
Socratic Seminar
The Process:
Step 1:
You have 20 minutes to work in pairs to devise answers to the questions and locate specific evidence, texts from the unit.
Step 2:
Form two circles, one partner from each pair on the inner circle and the other partner from each pair on the outer circle.
Step 3:
The inner circle will discuss their answers to the questions for eight minutes, using accountable talk and providing evidence for their ideas. While the inner circle discusses, students in the outer circle evaluate the point of view, reasoning, and use of evidence of a student in the inner circle. Students in the outer circle record their thoughts and werite down what they would want to elaborate on when they get in the inner circle.
Step 4:
After the eight-minute discussion, swap the inner and outer circles and repeat the process.
Step 5:
Following the discussion, review the recorded thoughts and indicate how their thoughts were justified or qualified based on the reasoning or evidence of others in the discussion.
Step 6:
Explain how you all can improve future discussions (e.g., incorporating others into the discussion, asking more questions, making more connections between ideas).
READ AND UNDERSTAND THE TEXTS:
Step 1:
We are going to Read aloud “Languages”
Step 2
: Reread “Languages” independently and then paraphrase the poem, line by line.
Step 3:
Analyze “Languages” using TP-CASTT to determine how Sandburg uses words and phrases to develop meaning and convey a theme.
Step 4:
Complete a two-column graphic organizer as a class.
Column 1 should ask “What does the poet compare languages to?”
Column 2 should ask “What is the purpose or significance of the comparison?”
Step 5

Class Discussion:
The following questions will be used:
Why choose a river? What is the significance of that comparison and imagery?
How do the comparisons contribute to an understanding of the central idea?
Why do languages evolve?
Step 6:
Return to your graphic organizer to update it with new information and citations given in the discussion.
Step 7:
Read “The Tower of Babel” independently and summarize the text.
As you read consider the following questions:
According to “The Tower of Babel,” why was a single language problematic?
Why do languages evolve?
Step 8:
Work in pairs to evaluate both texts based on the following questions:
“What ideas about language are implied through each text?”
“How are these ideas developed through the words and phrases in the text?”
Extension Activities
CULMINATING WRITING TASK
In a series of interviews with Jerome Brooks, Chinua Achebe says the following about Things Fall Apart:

“[It]is a kind of fundamental story of my condition that demanded to be heard….I believe in the complexity of the human story and that there’s no way you can tell that story in one way and say, this is it. Always there will be someone who can tell it differently depending on where they are standing….This is the way I think the world’s stories should be told—from many different perspectives.”


How is the human story told from a different perspective in Things Fall Apart? Determine a theme of Things Fall Apart based on the complex characters and their different cultural experiences and perspectives.

Write a multi-paragraph essay that identifies a theme and analyzes how that theme is shaped and refined over the course of the novel.

Use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of textual evidence to support the analysis, including direct quotations with page numbers.
Starter Activity
What burdens, if any, do you think are placed on different races?

10 minutes
10 sentences
Learning Target
Determine an author’s
point of view
or
purpose
in a text in which the rhetoric is particularly effective, analyzing how style and
content
contribute to the power,
persuasiveness
or beauty of the text.
How did Okonkwo feel about his return to the clan?

Okonkwo asked Obierika why the people had lost their power to fight. What was Obierika's reply?

Okonkwo asked Obierika why the people had lost their power to fight. What was Obierika's reply?

Describe the conflict started by Enoch.

What was the Commissioner's reaction to the incident?

HOMEWORK
READ CHAPTERS
5-7

QUIZ
CONTINUE DURING READING ACTIVITY
Achebe Judgement of the Elders
Cultural Values:
Old age gives one respect in their community -- and that the elders would be all male
Instructions:
In this activity, you'll role-play as the Elders of the village.
We will divide into 4 groups, two for each position.
You will have 30 minutes to decide your punishment, plan out your arguments for the debate and to fill in the worksheet.
We will have our debate next class, therefore you will have 15 minutes at the start of class to add to your worksheet
NEW DAY
DEBATE DAY
The oldest male student in class will come to the front, "break the [imaginary] Kola nut" and choose a number between 1-10 in his head.
Then, the winning group will pick 1 person to read their sentencing and explain their 1st reason.
The other side will have to refute their argument either with one of their reasons or with a rational argument.
The judge (me) will determine the strongest argument and then give the other team from the winning side a chance to read their sentencing and explain their 1st reason.
We will continue in this manner until a clear winner has been determined.
The winning side will then determine a compromise bertween their individual sentences and come up with one that all parties can agree with.
DI ACTIVITIES
Chapter 2 QUIZ


1. When is the Festival of the New Yam held? Explain Okonkwo’s reaction to the festival?

2. What causes Okonkwo to shoot at Ekwefi? What does this say about Okonkwo?

3. What is an ilo? How is it used during the Festival?

4. How do the Ibo treat the winner of the final wresting match? Why are the winners so revered?

5. When Obiageli broke the pot, how did Okonkwo react and how did you expect him to react? How do you account for any discrepancies?

6. How long has Ikemefuna been with the family? Who decides his fate? What does Ezeudu tell Okonkwo about this decision?

7. Did Ikemefuna know what was about to happen? What do Okonkwo’s actions reveal about him?

Who interrupted Okonkwo's sleep
What was the message?
Waht were the people fearful of in the beginning of Chapter 2?
What was a snake called?
How was Okonkwo unlike his father?
How many human heads did he bring home from war
Wht did he bring home from war?
What did he do with the head?
What is the problem that caused the meeting?
Describe what happend the caused the meeting?
What is the normal coures of action when faced with a problem with a neighboring village?
What do we know about Umuofia?
Who has supreme decision making power of Umuofia?
What decision did Mbaino make?
What did the elders decide to do with Mbaino's piece offering?
Who came to live with Okonkwo?
for how long?
what type of relationship did Okonkwo hve with his family?
What iddi Okonkwo truly fear?
What did a playmate call okonkwo's father?
What is an agbala?
Waht was Okonkwo's issue with Nwoye?
Who is Nwoye?
How many wives does Okonkwo have?
How do we know Okonkwo is succesful?


The Nigerian writer Chinua Achebe wrote a book titled “Things Fall Apart” about how life in a very traditional Nigerian tribe changed when it became a British colony.




How might the poem’s meaning fit the subject of this book?
Tying It All Together . . .
As a class, read and discuss “Chinua Achebe: A Storyteller Far From Home,” focusing on the following questions:
a. Why had Chinua Achebe not been able to return to his homeland of Nigeria since 1990?
b. What does Achebe mean when he says, “I have chosen a particular story, or maybe that story has chosen me”?
c. How did Achebe’s visit to Nigeria in August affect his views of his homeland? What conflicts does he say exist in the country now, and how do they affect the country?
d. Why might Achebe have said, “That’s a terrible thing for an artist – to be trying to work, trying to scratch around for work, when at home work is all over”? To what might he be referring?
e. How is Achebe’s connection with Nigeria evident when he says that when people from Nigeria call or write him, “it’s almost like, ‘Come and help!’… But for (him) it begins to sound like, ‘Am I running away?'”
f. Why is “Things Fall Apart” considered “a seminal test of postcolonial literature”? What is the subject matter of the book, and how does it relate to Achebe’s life?
g. What images from his recent trip to Nigeria does Achebe recall, and how might those images relate to what has happened to Nigeria after colonial rule was defeated?
h. What are Achebe’s views of Nigeria’s future?
i. What does the concept of “home” mean to Achebe?
Meet the Author. . .
Each group will be assigned one of the following African countries for the focus of research:
Nigeria,
Ghana,
Zimbabwe,
South Africa,
Kenya.

Using all available classroom resources, each group will research answers to the following questions about their assigned country.

Prior to colonialism in this country, what was life like there? Who lived there? What were the government, economy and social systems like?
Who colonized this country, and when?
What effects did colonialism have on this country? (Site specific political, economic and social examples.)
In what ways did the country react to colonization? (Site specific examples.)
How did this country attempt to gain independence from colonial rule, and were they successful?
What evidence of colonialism still exists in the country today?
Nation Study
What does the concept of “home” mean to you?

What ties a person to his or her homeland?
Starter Activity
What is Colonization?
Colonization is the act of setting up a colony away from one's place of origin.
Examples:
Remember when the Pilgrims landed at Plymouth Rock? That was the beginning of a period of colonization.
You may have heard of an ant colony, which is a community of ants that decided to set up shop in a particular place; this is an example of ant colonization. With humans, colonization is sometimes seen as a negative act because it tends to involve an invading culture establishing political control over an indigenous population (the people living there before the arrival of the settlers).
Chapter 1: the characterization of Unoka, Okonkwo’s father
Chapter 2: the last part of the chapter, beginning with “Okonkwo ruled his house with a heavy hand”
Chapter 4: the first two paragraphs
Chapter 5: Okonkwo’s outburst with his gun
Chapter 7: Ikemefuna
The first two pages of Chapter 8 (Okonkwo’s reaction to Ikemefuna’s death) and the first paragraph of Chapter 9 you will continue completing the graphic organizer begun in Lesson 2.
Consider why Achebe might include the events of these chapters.
Analyze in writing how Okonkwo’s complex reactions to Ikemefuna’s death enhance their understanding of his character:
How does Okonkwo’s reaction reveal his internal conflicts and develop a theme established in Chapters 1-7?
Analyze the events surrounding Ezinma’s illness.
Consider what Okonkwo’s relationship with Ezinma reveals about Okonkwo’s character and the Igbo culture.
In addition, explain how Okonkwo’s reaction to Ekwefi’s concern develops a theme established in Chapters 1-7.
Use this information to add to the class list (the Igbo people’s values) begun in Lesson 2.
Text Analysis
CULMINATING ESSAY



Starter Activity
In a country like America, where there is so much diversity and a "melting pot" culture, why is race and culture so important? Is it important to you?









Starter Activity
In your opinion, do you think months celebrating individual cultures are important? Explain in detail your opinion.


10 minutes
10 sentences
Key Vocabulary
Identify (Protagonist/Antagonist)/Describe Major Characters Character Motivation Support (Words/Phrases and Quotations)
Chapter 3 Analysis
How does Anasi show us the power of the first wife?
What is the significance of Okonkwo borrowing?
Chapter 4 Analysis
Okonkwo beating Ojiiugo tell us not only a great deal about Okonkwo it also tell us a great deal about the tribe? What does it tell us?
What are the similarities between Okonkwo relationship with Nwoye and Ikemefuna and his relationship with Unoka ?
Chapter 5 Analysis
What is the real reason Okonkwo beat his 2nd wife?
What do you think Ekwefi meant by "guns that don't shoot"?
When and with whom do we see gender roles reflected in the chapters read thus far?
How is Obiageli coniving?
Chapter 6 Analysis
Why do you think everyone attends the wrestling match? What true purpose does it serve?
What is significant about the conversation between the Agbala and Ekwefi?

What does the locust represent? What does it symbolize?
Did Ikemefuna know what was going to happen to him? Give proof.
What is considered masculine and effiminate ?
Wht is the connection between the feeling Nwoye had now and during the last harvest?
Chapter 7 Analysis
Chapter 8 Analysis
How has Okonkwo become more like his father?
What is the omen that Obierka tells Okonkwo?
"Okonkwo was not a man of thought but of action", what is significant about this quotes?
What is unique about Obierika?
What is the discussion of white men?
Chapter 9 Analysis
What did Ezinma do when they asked her to find her iyi-uwa? Why did she do this?
What was the significance of all of the digging done by the medicine man?
Today,what do you think Ezinma would be diagnosed with?
Chapter 10
Were you surprised of the outcome of the trial?
What indications were there that she would return to her husband?
Chapter 11-14
Why do you think Ezinma was taken?
In chapter 13, what does the old man who announces that Ezeudu is dead remind Okonkwo of?
What is the significance of Okonkwo being responsible for the boys death?
How is this accident related to the infiltration of Western technology into a traditional culture?
What was the incidednt with twins and Obierka? How had the incident changed his life?
What is the signficance of the story of the mother?
Chapter 15
The oracle calls the first white man a "harbinger; and the other white men "locusts"? What is significant about this comment?
Who were the white men who ambushed the Abame Tribe?
It says, "they must have used a powerful medicine to make themselves invsible." What do you think this powerful medicine was?
What is the kite lesson?
The stories that people heard of ". . . powerful guns. . . strong drinks. . . took slaves across the seas." What is beginning to occur?

Chapter 16
How do the missionaries describe the religion of the African people in comparison to their own religion? Do you think thisan effective way to convert others?
What made Nwoye someone who would leave his religion and join the missionaries?
Chapter 17
Why is the location that they give the missionaries to make their church important? How is this decision pivotal to the missionaries succcess or failure?
What is significant about Okonkwo saying "living fire begets cold, impotent ash."
Chapter 18
What is significant about them taking inthe osu?
Chapter 20
What is signisficant about Okonkwo consistently wishing Ezinma was a boy despite having 6 sons? How does this connect to Okonkwo's cold impotent ash statement?
Chapter 19
Having read the whole novel what is significant about the oldest members speech?
chapter 21
Do oyu think Okonkwo's actions in this chapter are selfless or selfish?
Chapter 22
In the beginning of the chapter it states Mr. Smith "saw things in black and white. And black was evil." Why is this a problematic perspective for a missioner to have?
How did Mr. Smith inadverently birng the violence?
Chapter 23
The violence towards the imprisoned men was far mor egregicious because it was being commited by the messengers. Why is this?
Chapter 24
Okonkwo's lack ofappetite was remiscient of what other time in his life? why is this significant?
Who was the only child with him in the end?
Chapter 25
What is significant about the way that okonkw dies?
obierka blames the "white men" for his death. Do you agree?
Thematic Comparison
Explain how the poem,
The Second Coming
by William Butler Yeats and the novel, T
hings Fall Apart
by Chinua Achebe have a similar theme. Use textual evidence from both works to prove your point.
Full transcript