Animal Farm
English Language Arts
Name: ___________________________________
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ANIMAL FARM READING SCHEDULE
Date
December 2, 2013
December 3, 2013
In Class
Introduction
Part I Vocabulary terms
Chapter 1 (with LC group)
December 4, 2013
Chapter 2 (with class)
December 5, 2013
Chapter 3 (with LC group)
December 6, 2013
Chapter 4 (with class)
December 9, 2013
December 11, 2013
Chapter 5 (with class)
Complete Discussion Questions
Animal Farm Quiz
(Part 1: Ch 1-5)
Part II Vocabulary terms
Chapter 6 (with LC group)
December 12, 2013
Chapter 7 (with LC group)
December 13, 2013
Chapter 8 (with class)
December 16, 2013
Chapter 9 (with class)
December 17, 2013
December 18, 2013
Chapter 10 (with LC group)
Complete Discussion Questions
Animal Farm Puppet Show
December 19, 2013
Animal Farm Quiz
December 10, 2013
Homework
These dates are tentative and may change.
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Introduction
1. In your opinion, what are qualities of an effective leader?
2. Imagine you are creating a new government. What are 7 laws/rules that all citizens
should obey?
3.Who is Karl Marx and what did he believe? What was the name of the new form of
government that he created?
3. What were some pros/cons associated with communism? Why was it good for poor
people? Why was it bad for rich people?
4. What is a fable? What are some examples of fables?
5. What country is Animal Farm actually based upon? Who do the characters represent?
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Animal Farm Literary and Government Terms
Allegory:
A work of literature in which characters and events symbolize abstract qualities, such as
greed, or real people and events. Allegories are written to entertain and teach a lesson.
Satire:
Literary form in which human vice or folly is ridiculed. Usually implies moral judgment and
corrective purpose.
 folly: a foolish action, practice, idea, etc.; absurdity: the folly of performing without a
rehearsal
 vice: an immoral or evil habit or practice; a fault, defect, or shortcoming.
Fable:
Literary form in which animals are used to teach a lesson about humans.
Communism:
A system of government in which the state plans and controls the economy and a single,
often authoritarian party holds power, claiming to make progress toward a higher social
order in which all goods are equally shared by the people.
Socialism:
An economic system in which the production and distribution of goods are controlled substantially by the
government rather than by private enterprise, and in which cooperation rather than competition guides
economic activity.
There are many varieties of socialism. Some socialists tolerate capitalism, as long as the government
maintains the dominant influence over the economy; others insist on an abolition of private enterprise. All
communists are socialists, but not all socialists are communists.
Totalitarianism:
All power is concentrated in the hands of the state, individual liberties are suppressed, and
every aspect of people’s lives is controlled through coercion.
Often used synonymously: Despotism, Dictatorship, Tyranny, or Fascism.
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Literature Circle
What is a Literature Circle?
Literature Circles provides you with an opportunity to reflect upon what you have read, as well as to
contribute to the overall meaning of the text. Furthermore, the literature circle encourages you to narrow
your focus, as each group member is responsible for one specific role.
Literature Circles afford each group member the occasion to “try out a new role,” i.e. one session you
might fulfill the role of summarizer, whereas at another session you would assume the title of motif hunter,
etc. Groups will continue to cycle through the roles indicated below until each has moved full “circle.”
Literature Circle Roles and Descriptions:
Summarizer - As the summarizer, it is your job to identify and subsequently recount the major events that
take place within the designated chapter(s). You’ll want to be certain to lend specific detail and
elaboration where necessary. Please record at least one significant direct quote.
Motif Hunter - As the motif hunter, you are responsible for identifying any motif(s) within the designated
chapter(s). You are to explain how the motif (recurring image, theme or subject) is demonstrated and/or
supported.
Character Sketch/Analysis - Provide a description of any new character(s) introduced within the assigned
chapter(s). Consider the following items when classifying each character: physical description, personality
traits, relation to other characters, role within the story, noticeable change/evolution and any memorable
event in which the character is involved. If no new character is introduced, focus on a character not
previously highlighted. Special attention should be paid to character development (change over time).
Artist - As the artist, you are responsible for bringing to life some aspect of the chapter(s). You are to
determine the means of expression (i.e. drawing, painting, collage, poster, poem, song) by
which to creatively portray a memorable scene from the novel.
Connector / Commentator – As the connector / commentator, it is your job to draw a comparison
between what is happening in the book and something outside the text. This connection may be to a
current or historical event, another story you have read, or movie/TV show you have seen. In addition,
you might personally connect with a scene and/or character, in which case you can describe how you are
like that specific character (i.e. endured a similar hardship, etc.).
Finally, make an evaluative comment on the plot, character(s), motif(s), or theme(s). Other group members
should follow.
Please remember to choose a different role each time your group meets. Ideally, each person will
have had at least one opportunity to try each “job” at least one time.
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Characters
Name
Description
Importance
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Vocabulary (Part I: Chapters 1-5) Define the terms listed below.
apathy (12)
benevolent (3)
cryptic (21)
ignominious (30)
indefatigable (22)
irrepressible (28)
obstinate (21)
procure (35)
restive (36)
tyranny (7)
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Chapter Notes (Part I: Chapters 1-5)
Chapter I
Chapter 2
Chapter 3
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Chapter 4
Chapter 5
Discussion Questions (Part 1: Chapters 1-5)
1. Identify Old Major, Boxer, Clover, Benjamin and Mollie.
2. For what purpose did Major call the meeting of the animals?
3. After they vote and decide rats are comrades, Major summarizes his points for the animals to remember.
What are they?
4. What is "Beasts of England"? For what does it stand?
5. Why did the pigs get the job of teaching and organizing?
6. Identify Snowball, Napoleon, Squealer and Moses.
7. What actually brought about the rebellion?
8. What were the Seven Commandments?
9. Who gained leadership of the animals? Why?
10. Describe the animals' flag.
11. What happened to the milk and apples? How did Squealer rationalize that?
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12. What was the Battle of the Cowshed?
13. What was Snowball's role in the Battle of the Cowshed?
14. Describe the relationship between Napoleon and Snowball.
15. What topic divided the animals? Which pig was for and which was against?
16. How did Napoleon get rid of Snowball and gain full control of the animals?
17. How did Squealer justify Napoleon's take-over to the others?
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Vocabulary (Part 2: Chapters 6-10) Define the terms listed below.
compensate (48)
conciliatory (70)
countenance (58)
indignation (50)
morose (87)
repose (48)
retribution (59)
subversive (95)
taciturn (87)
unscathed (72)
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Chapter Notes (Part 2: Chapters 6-10)
Chapter 6
Chapter 7
Chapter 8
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Chapter 9
Chapter 10
Animal Farm: Paper Bag Puppet Show
 Instructions: This week, your literature circle group will present a scene from Animal Farm using
puppets. You will work in class to create your puppets, prepare a script, and perform a scene in front
of the class on Wednesday December 18th. Remember to use your creativity and stay true to the
original story.
 Schedule of Tasks:
Thursday December 12th: Select scenes, design puppets
Friday December 13th: Begin writing script
Monday December 16th: Work on script
Tuesday December 17th: Finish script, rehearse scene
Wednesday December 18th: Present scene in class
 Scenes: (each group must present a different scene)

Old Major’s Idea (chapter 1)


The Rebellion (chapter 2)


Snowball and Napoleon never agree; the windmill, defending the farm, the work week…
Snowball’s Exit (chapter 5)


Mollie never seems to be around when there is work to do…
Two Enemies (chapter 5)


The humans try to take back the farm. Do they succeed?
What Happened to Mollie? (chapter 5)


The animals realize that the milk and the apples have gone missing. Then, they discover
the truth.
The Battle of the Cowshed (chapter 4)


The animals finally overthrow Mr. Jones.
The Milk and the Apples (chapter 3)


Old Major calls a meeting and tells the animals about his ideas and a dream that he had.
Snowball disagrees with Napoleon for the last time.
Napoleon, the Tyrant (chapter 6)

First, all animals were equal. Now Napoleon has changed that.
 Suggestions:
Print out one copy for each group member + 1 copy for Miss Goldberg
Focus on public speaking skills (speak loudly, slowly, and clearly!)
Work together and include everyone (remember: all animals are equal)
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Discussion Questions (Part 2: Chapters 6 – 10)
1. What changes did Napoleon make first?
2. What two maxims did Boxer adopt?
3. Why did Napoleon in fact change his mind and decide to have the animals build the windmill?
4. For what purpose did Napoleon begin trading?
5. Why did the pigs say they had to move into the house?
6. Who did Napoleon blame for the windmill disaster? Why?
7. Why did the hens have to give up their eggs?
8. How has Snowball's role been changed by the end of Chapter 6?
9. Why did Napoleon begin executing animals?
10. Whom did Boxer blame for the executions? What was his solution?
11. Why did the animals sing the "Beasts of England" song slowly and mournfully as they were gathered
on the knoll?
12. Why was the singing of "Beasts of England" banned?
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13. In what ways has Napoleon set himself apart from the other animals?
14. How did Frederick cheat Napoleon?
15. What moved the animals to attack Frederick and his men at the Battle of the Windmill?
16. Why was Comrade Napoleon "dying"?
17. What special treatment did pigs and piglets get?
18. What happened to Boxer?
19. The animals on the farm worked hard. What was their consolation?
20. What was Clover startled to discover?
21. What commandment took the place of the Seven Commandments?
22. What did the other animals see when they looked in to the farmhouse?
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Historical Connection
In 1917, as George Orwell was preparing to attend Eton School, two major world events
were taking place. Europe was embroiled in a major conflict that later would be called
World War I, and Russia was on the brink of a revolution that would have an impact on
the planet for the next 75 years.
Both events stemmed from a long history of complex political entanglements, secret
agreements, and economic considerations. World War I began with the assassination of
Archduke Ferdinand in Sarajevo in 1914. In Russia, the decade leading to the
Revolution of 1917 began with a series of Russian defeats in the war with Japan.
Military mutinies and workers’ strikes culminated in a march on the Czar’s Winter
Palace at Petersburg. When workers attempted to present a petition calling for factory
reforms and civil and political rights, Czarist troops opened fire. Ninety-six workers were
killed and over 300 were wounded. Another 34 died later. The seeds were sown.
In March 1917, the Revolution began, and Russia, economically drained by the cost of
the world war and demoralized by defeats in that war, rose against Czar Nicholas II. In
October, the Bolsheviks (Communists) staged a second revolution and seized power.
Among their leaders was Vladimir Ilyich Ulianov (Lenin), a committed revolutionary, who
was inspired by the teachings of Karl Marx (1818-1883). Marx, a German economist,
called for a struggle of the working class against the aristocracy (upper class). The
ensuing years of political struggle and civil war brought about the rise to power of Leon
Trotsky and Josef Stalin, as well as the arrest and the murder of the Czar and his entire
family.
The next two decades brought the death of Lenin in January 1924. A power struggle
between Trotsky and Stalin ensued. It ended with Trotsky’s deportation from the Soviet
Union in 1929, and his assassination in Mexico City in 1940. Under the new Communist
regime, the people suffered through famine and civil war. Stalin’s taking despotic control
of the country after a series of public trials in the 1930s to “purge” the government of his
political enemies furthered that suffering.
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Comparison to Russian Revolution
Animal Farm
Russian Revolution
Mr. Jones
 irresponsible to his animals (lets them starve)
 sometimes cruel - beats them with whip
 sometimes kind - mixes milk in animal mash
Old Major
 taught Animalism
 workers do the work, rich keep the $, animals revolt
 dies before revolution
Animalism
 no owners, no rich, but no poor
 workers get a better life, all animals equal
 everyone owns the farm
Snowball
 young, smart, good speaker, idealistic
 really wants to make life better for all
 one of leaders of revolution
 chased away into exile by Napoleon's dogs
Napoleon
 not a good speaker, not as clever like Snowball
 cruel, brutal, selfish, devious, corrupt
 his ambition is for power, killed opponents
 used dogs, Moses, and Squealer to control animals
Squealer
 big mouth, talks a lot
 convinces animals to believe and follow Napoleon
 Changes and manipulates the commandments
The Dogs
 a private army that used fear to force animals to work
 killed or intimidated any opponent of Napoleon
 another part of Napoleon's strategy to control animals
Moses the Raven
 tells animals about Sugar Candy mountain - Heaven
 animals can go there if they work hard
 Snowball and Major were against him
 they though Heaven was a lie to make animals work
 Napoleon let him stay because he taught animals to
work and not complain
Mollie
 was vain - loved her beauty and self
 didn't think about the animal farm
 went with anyone who gave her what she wanted
Boxer
 strong, hard working horse, believes in Animal Farm
 "Napoleon is always right", "I must work harder"
 gives his all, is betrayed by Napoleon, who sells him
Benjamin
 old, wise donkey who is suspicious of revolution
 thinks "nothing ever changes", is right
 his suspicions are true, about Boxer and sign changes
Czar Nicholas II
 a poor leader at best, compared to western kings
 cruel - sometimes brutal with opponents
 Sometimes kind - hired students as spies
Karl Marx
 invented Communism
 "workers of the world unite", take over gov't
 dies before Russian Revolution
Communism
 same
 all people equal
 gov't owns everything, people own gov't
Leon Trotsky
 other leader of "October Revolution"
 pure communist, followed Marx
 wanted to improve life for all in Russia
 chased away by Lenin's KGB (secret police)
Joseph Stalin
 not a good speaker, not educated like Trotsky
 same as Napoleon, didn't follow Marx's ideas
 cared for power, killed all that opposed him
 used KGB, allowed church, and propagandized
Propaganda department of Lenin's government
 worked for Stalin to support his image
 used lies to convince the people to follow Stalin
 benefited from the fact that education was controlled
KGB - Secret Police
 not really police, but forced support for Stalin
 used force, often killed entire families for disobedience
 totally loyal, part of Lenin's power, even over army
Religion
 Marx said "Opiate of the people" a lie
 used to make people not complain and work
 Religion was tolerated because people would work
 Stalin knew religion would stop violent revolutions
Vain, selfish people in Russia and world
 some people didn't care about revolution
 only though about themselves
 went to other countries that offered more for them
Dedicated, but tricked communist supporters
 people believed Stalin because he was "Communist"
 many stayed loyal after it was obvious Stalin a tyrant
 betrayed by Stalin who ignored and killed them
Skeptical people in Russia and outside Russia
 weren't sure revolution would change anything
 realized that a crazy leader can call himself communist
 knew communism wouldn't work - power hungry leaders
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