NATION ORIENTATION QUESTIONS 1. How do the cover, blurb and map illustrations suggest genres of: -historical novel -post-apocalyptic fiction -bildungsroman providing examples of each for comparison? 1/2 page 2. What comment can you make about Pratchett’s writing style and tone? To what can you compare it? 1 paragraph 3. Identify and describe the three settings of the first chapter. 1 paragraph 4. How is the anticipation of the reader engaged by the first chapter of events? 1 paragraph Historical fiction is a genre in which the plot is set amidst historical events, or more generally, in which the author uses real events but adds one or more fictional characters or events, or changes the sequence of historical events. Historical fiction may center on historical or on fictional characters, but usually represents an honest attempt based on considerable research (or at least serious reading) to tell a story set in the historical past as understood by the author's contemporaries. Those historical settings may not stand up to the enhanced knowledge of later historians. The historical novel is a literary genre characterized by the attempt to fuse strong dramatic plot lines and credible human psychology, within a setting constituted from specific historical detail (typically based upon diligent research into actual events, locations, and characters, as well as cultural customs, costume, and speech). By common consent, the founder of this genre was Sir Walter Scott (1771-1832), whose numerous novels starting with Waverley in 1814, unleashed a passion for the historical novel among readers and writers that remains strong to this day. Apocalyptic fiction is a sub-genre of science fiction that is concerned with the end of civilization either through nuclear war, plague, or some other general disaster. Post-apocalyptic fiction is set in a world or civilization after such a disaster. The time frame may be immediately after the catastrophe, focusing on the travails or psychology of survivors, or considerably later, often including the theme that the existence of pre-catastrophe civilization has been forgotten (or mythologized). Post-apocalyptic stories often take place in an agrarian, non-technological future world, or a world where only scattered elements of technology remain. There is a considerable degree of blurring between this form of science fiction and that which deals with false utopias or dystopic societies. A Bildungsroman ( German: "novel of education") is a coming-of-age novel. In it, the author presents the psychological, moral, and social shaping of the personality of a character, usually the protagonist. A Bildungsroman tells about the growing up or coming of age of a sensitive person who is looking for answers and experience. The genre evolved from folklore tales of a dunce or youngest son going out in the world to seek his fortune. Usually in the beginning of the story there is an emotional loss which makes the protagonist leave on his journey. In a Bildungsroman, the goal is maturity, and the protagonist achieves it gradually and with difficulty. The genre often features a main conflict between the main character and society. Typically, the values of society are gradually accepted by the protagonist and he is ultimately accepted into society – the protagonist’s mistakes and disappointments are over. In some works, the protagonist is able to reach out and help others after having achieved maturity. To be categorized in the genre Bildungsroman, the plot must follow a certain course. The protagonist grows from child to adult in the novel. At an early stage, a loss or some sort of discontent pushes him or her away from home or the family setting, providing an impetus to embark on a journey. The main character often develops through “self actualization”. The process of maturation is long, strenuous and gradual, involving repeated clashes between the protagonist's needs and desires and the views and judgments enforced by an unbending social order. NATION CHAPTER TWO QUESTIONS 1. Write a brief synopsis of the events of the second chapter (identify events which will establish ideas for the next three questions). 1 paragraph 2. Identify and describe the two inhabitants of “the new world”. 1 paragraph 3. Discuss the irony of the chapter title. 1 paragraph 4. What evidence is there in this chapter that Mau is beginning to question the lessons his society has taught him? (hint: try phrases like “cultural heritage” and “socialisation”? 1 paragraph Socialisation is the term used for the process by which individuals learn and perform behaviour expected of them by society. In order to survive and work together, people have to agree on certain common values, and conduct themselves accordingly. They learn most of this from other people. As people interact with each other, all involved are affected and in varying degrees change their attitudes and behaviour accordingly. Habits, ideas, attitudes, and values are developed through this socialisation process. Socialisation begins at birth and continues throughout life. Socialisation is deliberate when individuals are told what to do or how to act. Much socialisation is indirect and simply learned by being with other people. The family is a principal agent in socialising a child. From their family, most children learn speech, basic health and hygiene, eating habits, beliefs, and a prescribed set of values. They usually learn concepts of God, what it is to be male or female, how they came to exist, why life is the way it is, the difference between truth and falsehood, and what things are important in life. Behavioural scientists regard socialisation as one of the principal ways by which societies, and we would add religious communities, perpetuate themselves. Through the process of socialisation, culture and religious values are transmitted from one generation to the next. Cultural heritage ("national heritage" or just "heritage") is the legacy of physical artefacts and intangible attributes of a group or society that are inherited from past generations, maintained in the present and bestowed for the benefit of future generations. Often though, what is considered cultural heritage by one generation may be rejected by the next generation, only to be revived by a succeeding generation. Physical or "tangible cultural heritage" includes buildings and historic places, monuments, artifacts, etc., that are considered worthy of preservation for the future. These include objects significant to the archaeology, architecture, science or technology of a specific culture. Heritage can also include cultural landscapes (natural features that may have cultural attributes) Recently heritage practitioners have moved from classifying heritage as natural as man has intervened in the shaping of nature in the past four million years. A broader definition includes intangible aspects of a particular culture, often maintained by social customs during a specific period in history. The ways and means of behavior in a society, and the often formal rules for operating in a particular cultural climate. These include social values and traditions, customs and practices, aesthetic and spiritual beliefs, artistic expression, language and other aspects of human activity. NATION CHAPTER THREE QUESTIONS 1. This poster was used by the government of the colony of Van Dieman’s Land (later Tasmania) to communicate a message to the aboriginal people. What might the message have been and how might Pratchett demonstrate that it could be mistaken? (Hint; Pratchett parodies this act of COLONIALISM in chapter three) 1/2 page 2. What shortcomings does Daphne/Ermintrude identify with her own upbringing? 1 paragraph 3. Why are rituals important to Mau and Daphne? 1 paragraph 4. Explain how Pratchett uses the different perspective of each character to highlight the strangeness of acts we consider normal. 1 paragraph NATION CHAPTER FOUR QUESTIONS 1. Identify and define the bargains, covenants and promises referred to in the chapter title. 1/2 page 2. Like a detective building a profile of the identity of a killer, it is time for you to “profile” the main characters. The information in this chapter should provide most of the specific evidence, as it best reflects the characters’ states of mind. 1/2 page each for Daphne and Mau 3. What significant complication occurs in the narrative in the second half of Chapter Four? 1 paragraph A covenant, in its most general sense, is a solemn promise to engage in or refrain from a specified action. A covenant is a type of contract in which the covenantor makes a promise to a covenantee to do or not do some action. In certain religions, a covenant is a formal alliance or agreement made by God with that religious community or with humanity in general. This sort of covenant is an important concept in Judaism and Christianity, derived in the first instance from the biblical covenant tradition. An example of a covenant relationship in Judaism and Christianity is that between Abraham and God, in which God made a covenant with Abram that He would bless Abram's descendants making them more numerous than the stars. Also Job made a covenant with his eyes (Job 31:1). Christianity asserts that God made an additional covenant through Jesus Christ, called the "new covenant", in which Jesus' sacrifice on the cross would atone for the sins of all who put their faith in him (Matthew 26:28). In Islam God reminds all humanity of their covenants with him. Synonyms for COVENANT; promise, contract, agreement, commitment, arrangement, treaty, pledge, bargain, convention, pact, compact, concordat, trust NATION CHAPTER FIVE QUESTIONS 1. Discuss the notion of masculinity as it applies to Mau’s actions in ‘The Milk That Happens’? 1 paragraph 2. What exactly are “the Grandfathers”? 1 paragraph Metaphor * The comparison of two UNLIKE things. Simile, personification and anthropomorphism are metaphors. Metaphors are used to help us understand the unknown, because we use what we know in comparison with something we don't know to get a better understanding of the unknown. Anthropomorphism is the act of attributing human forms or qualities to an entity or entities that are not human. Often, anthropomorphism is the describing of gods or goddesses in human forms and possessing human characteristics such as jealousy, hatred, or love. Motif *A recurrent thematic element in an artistic or literary work. *A dominant theme or central idea. Symbol is using an object or action that means something more than its literal meaning. *The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships. *A symbolic meaning or representation. 3. How have language differences been used for humorous purposes up to this stage in the novel? 1 paragraph 4. Despite the humour to be derived, which was discussed in question 3, how will the new TEAM ESSAY - GROUPS OF FOUR OR FIVE Brainstorm - Develop topic sentences as a flowchart plan - write two paragraphs each - ensure connection between paragraphs and regular links to the question. 3. To what extent do the gender roles forming in the new nation conform to or divert from the ones established in Western society? arrivals aid the story to progress? 1 paragraph NATION CHAPTER SIX QUESTIONS 1. Identify the imagery, and its effect, used to describe the beer on the bottom of page 155. 1 paragraph Metaphor is the comparison of two UNLIKE things. Example: He is a pig. Thou art sunshine. Simile is the comparison of two unlike things using like or as. Example: He eats like a pig. Vines like golden prisons. 2. Discuss the notion of femininity in relation to the events of Chapter 6. 1 paragraph NATION CHAPTER SEVEN QUESTIONS 1. How is the tension between science and religion in human history parodied in this chapter? (REMEMBER; “How” is two questions - identify AND explain) 1 page 2. Who are the Captain, Mr Red and Mr Black avoiding in this chapter, and why? 1 paragraph 3. What decision do the above three gentlemen make, and why? 1 paragraph. NATION CHAPTER EIGHT QUESTIONS A consistent focus of Pratchett’s writing is investigation of “how humans use stories to explain the world around them”. 1. If Pilu is a representative for Pratchett, what might the character’s storytelling in Chapter Eight suggest about the author? 1 paragraph 2. What role do stories play in forming our identity? How is this displayed in the novel? 1 page 3. What connection can you recognise between what Dylan Thomas calls not going “gentle into that good night” and Daphne and Mau’s experiences in the “shadow world”? Discussion DO NOT GO GENTLE INTO THAT GOOD NIGHT Do not go gentle into that good night, Old age should burn and rage at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night. Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Rage, rage against the dying of the light. Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way, Do not go gentle into that good night. Grave men, near death, who see with blinding sight Blind eyes could blaze like meteors and be gay, Rage, rage against the dying of the light. And you, my father, there on the sad height, Curse, bless me now with your fierce tears, I pray. Do not go gentle into that good night. Rage, rage against the dying of the light. NATION CHAPTER NINE QUESTIONS 1. What does Mau’s disappointment on ps 248-249 suggest about colonialism? 1 paragraph 2. Discuss the symbolism involved in the chapter title and the event it describes. 1 paragraph NATION CHAPTER TEN QUESTIONS 1. Discuss the symbolism involved in the chapter title and the event it describes. 1 paragraph Colonialism a political-economic phenomenon whereby various European nations explored, conquered, settled, and exploited large areas of the world. The purposes of colonialism included economic exploitation of the colony’s natural resources, creation of new markets for the colonizer, and extension of the colonizer’s way of life beyond its national borders. In the years 1500–1900, Europe colonized all of North and South America and Australia, most of Africa, and much of Asia by sending settlers to populate the land or by taking control of governments. The first colonies were established in the Western Hemisphere by the Spanish and Portuguese in the 15th–16th century. The Dutch colonized Indonesia in the 16th century, and Britain colonized North America and India in the 17th–18th century. Later British settlers colonized Australia and New Zealand. Colonization of Africa only began in earnest in the 1880s, but by 1900 virtually the entire continent was controlled by Europe. The colonial era ended gradually after World War II; the only territories still governed as colonies today are small islands. Debate about the perceived negative and positive aspects (spread of virulent diseases, unequal social relations, exploitation, enslavement, infrastructures, medical advances, new institutions, technological advancements etc.) of colonialism has occurred for centuries, amongst both colonizer and colonized, and continues to the present day. 2. Identify the new complication, and its almost immediate cliffhanger, and the mini-climax that precedes them. In light of the quote below, why might Pratchett have chosen this plot course at this stage of the novel? 1 paragraph NATION CHAPTER ELEVEN QUESTIONS Crime and Punishment is a novel by Russian author Fyodor Dostoevsky that was first published in the literary journal The Russian Messenger in twelve monthly installments in 1866. It was later published in a single volume. It is the second of Dostoevsky's full-length novels after he returned from his exile in Siberia, and the first great novel of his mature period. "Discworld books (a best-selling series written by Pratchett) don't have chapters because, well, I just never got into the habit of chapters. I'm not sure why they should exist (except maybe in children's books, to allow the parent to say "I'll read to the end of the chapter and then you must go to sleep."). Films don't have chapters. Besides, I think they interfere with the shape of the story. Use a bookmark is my advice." "I have to shove them in the putative YA books because my editor screams until I do." Terry Pratchett - http://www.au.lspace.org/books/apf/words-from-the-master.html Crime and Punishment focuses on the mental anguish and moral dilemmas of Rodion Romanovich Raskolnikov, an impoverished St. Petersburg ex-student who formulates and executes a plan to kill a hated, unscrupulous pawnbroker for her money, thereby solving his financial problems and at the same time, he argues, ridding the world of an evil, worthless parasite. Several times throughout the novel, Raskolnikov justifies his actions by relating himself to Napoleon, believing that murder is permissible in pursuit of a higher purpose. 1. Discuss how the intertextuality of the chapter title works to characterise First Mate Cox for the discerning reader. How is Cox made out to be worse than Raskolnikov, Foxslip and Polgrave put together? 1 Paragraph 2. Accuse someone in your class of something (not too serious). Conduct a trial, make up the rules as you go along. Discuss the process. Reflect upon the trial in the novel NATION CHAPTER TWELVE to FOURTEEN QUESTIONS 1. Write a paragraph summary for each of chapter 12, 13 and 14. fusion Fusion is the art genre that best mirrors our 21 century with its constant chaos, multi-sensory bombardment, and ever-advancing technology. No other art form has captured the vicissitudes and capriciousness of life like fusion does. It is an attempt to break the conventions by refusing to be linearly creative. It is the seamless interdisciplinary integration of all artistic mediums, a merging of painting, sculpture, light, sound, video projection, photography, performance and the written word. It is art that melds or fuses the various genres into a genre of its very own. The concept behind fusion art is to explore an alternative to the common artistic process of simply following a linear sequence in creating art. It is the understanding that art is limitless and therefore a multiple of all multiples. Fusion art, by definition, is limited only by its creator. It is art that needs to be revisited over and over again because one visit is never quite enough. adventure alternate history alternate universe blidungsroman castaway comedy coming of age culture fantasy fiction humour identity formation intertextuality island post-apocalyptic religion science fiction shipwrecks survival tsunami young adult fiction 2. Which are themes, genres or other (define)? For each one, provide a brief textual, AND a contextual OR intertextual, example. 1 Poster 3. How might Nation be considered an example of fusion art? 1 Paragraph NATION CHAPTER FIFTEEN QUESTIONS 1. Discuss the ending of the novel as a proposal for post-colonial societies? 3 paragraphs Consider -the actions of the British as symbolic of colonisers -the extent to which the identity of the Nation influences the decision -how all parties needs and wants are satisfied SCIENCE-FICTION QUESTIONS 1. What do a tree-climbing octopus, Nawi’s ability to tell finches apart and Charles Darwin have in common? What is the effect of Pratchett including all three in this world? 1 Paragraph 2. Below is some of the science behind the Nation’s ancestors’ travels. Do you accept the possibility of PRE-HISTORICAL global travel as it raised in the story? Compare details from the passage below to those in the novel. 1 Paragraph Trans-Pacific Voyages Background Back in the mid-20th century, the idea that pre-Columbian voyages across the Pacific took place was promulgated by a small group of scientists and enthusiasts. Best known was the Norwegian adventurer Thor Heyerdahl, who built the raft KonTiki and sailed it across the Pacific in 1947, proving that it was possible. On the scientific side, American archaeologist Betty Meggers looked at the ceramic pots recovered from the 2500 BC site of Valdivia and saw body form and ceramic decoration similarities to the Middle Jomon period of Japan. But neither of these ideas really made it into the mainstream, partly because, at least in Heyerdahl's case, they were couched in terms of population origins--that is to say, they were part of a discussion about whether the Polynesians originated from the Americas or vice versa. Further, crossing the Pacific with limited technology is not an easy journey by a long shot, as Heyerdahl showed; and for substantial cultural contact you need lots of people--basically, a colonization force that is not warranted by any substantial data anywhere to day. While the ideas of massive colonization of either side of the Pacific have faded, the notion of contact of some sort between the South American coast and Polynesia is beginning to take on serious scholarship. Two recent areas of research have produced information concerning the transpacific crossings: sweet potatoes and chickens. Sweet Potatoes and Trans-Pacific Voyages Sweet potatoes (Ipomomea batatas) are a New World domesticate root crop, that originated in northern South America or Central America about 2500 years ago. Most of the world uses this very tasty and nutritious crop, and most of the world got the sweet potato due to the efforts of the Spanish and Portuguese explorers who found the sweet potato in Peru and Mexico and exported it to Europe and Africa. However, there is secure evidence that several of the Polynesian islands got the sweet potato long before Columbus and Magellan set sail. In a 2008 article called Modeling the prehistoric arrival of the sweet potato in Polynesia, Alvaro Montenegro, Chris Avis, and Andrew Weaver describe a series of computer simulations of accidental drift voyages from different points in the Americas. Basically, researchers used ECCO data of hypothetical wind and tide currents for the Pacific and then hypothesized rafts setting off from the Pacific coastlines of North and South America. Their hypothetical movements were recorded, and, if a drifting vessel hit one of the target areas within 180 days--target areas being various islands or island groups in the Pacific--then the trip was recorded as successful. And, of the 23 targets established in the Pacific, indeed 19 were hit, 16% with at least 1% probability, and eight with 2% or better. The most probable (11.45%) was from Central American and Mexico to the Marshall Islands. An interesting paper, and well worth a look. Polynesian Chickens in Chile Chickens, on the other hand, likely originated in southeast Asia, although Northern and Southern China, India, Burma and Thailand have all been proposed. The latest scoop on chickens is that they were domesticated from the red junglefowl, probably in Thailand, and probably about 8,000 years ago. They are believed to have reached the Polynesian islands about 3,000 years ago, brought by the Lapita expansion. A 2007 paper written by Alice Storey and colleagues reports on excavations at the site of El Arenal1. El Arenal-1 is located in south central Chile, and is part of the El Vergel Cultural Complex of horticulturalists, dated between AD 1000 and 1500. Fifty chicken bones were recovered from the site, representing a minimum of five birds. The bones themselves were radiocarbon dated, and returned a calibrated age range of AD 1304-1424. Most interestingly, DNA studies indicate that these chickens were identical to chicken bones from two prehistoric sites in the Pacific: Mele Havea in Tonga (2000-1550 years old), and Fatu-ma-Futi in American Samoa, which dates to about the same period as El Arenal. Coconuts and Bottle Gourds New (and not so new) evidence supporting these trans-pacific crossings has been examined concerning the presence of both coconuts and bottle gourds. DNA studies of coconuts (Cocos nucifera) growing today in Ecuador and reported by the Spanish conquistadors indicates that they originated in the Philippines, and were brought to Ecuador by seafarers ~2250 years BP (Baudouin and Lebrun 2009). The earliest bottle gourds (Lagenaria siceraria) have been discovered in southwest Ecuador dated to 9300 BP and they are believed to have originated there. The bottle gourd appears in Polynesia by ca. AD 1000. Molecular data suggests, but doesn't yet prove, that the Polynesian bottle gourds are hybrids of the South American and Indonesia forms. Trans-Pacific Crossings It would seem that there is solid evidence for precolumbian connections between Polynesia and the Americas by approximately AD 1300, and perhaps earlier still. What kind of connection seems at presently likely to be accidental and fleeting, and at this point it is wise to remain cautious--but developments such as these should be watched for in the months and years to come. Sources This glossary entry is part of the About.com Guide to the Population of America and the Dictionary of Archaeology.
