Chapter One
1. How is Mr. Jones Portrayed in the first chapter?
2. Why do the animals assemble in the barn?
3. The animals that gather to hear Major’s speech each mirror a single human
trait. What trait is revealed in Clover? Boxer? Benjamin? The cat? The
dogs? What is significant about the pigs and the raven?
4. Why is man the enemy of the animals?
5. What is the political statement that emerges from Major’s dream?
6. What is Major’s warning to the animals?
7. What are the evil human habits against which Major particularly warns the
animals?
8. How does Major describe the equality of animals?
9. Describe the kind of world of which Major dreams?
10. Why does Orwell describe “Beasts of England” as a “stirring tune,
something between ‘Clementine and La Cucaracha’”?
11. Which animals learn the song quickly?
12. How do the animals respond to the song?
Vocabulary – scullery, mincing, tyranny, dissentients, enmity
Chapter Two
1. What happens to Major? What is the effect of his speech?
2. How does this mental outlook determine the intelligent animal’s action?
3. How do the other animals respond to the new philosophy?
4. The pigs are recognized as the cleverest of the animals. The three most
important pigs are also given distinguishing human traits. What traits are
given to Snowball? To Napoleon? To Squealer?
5. What is the pigs’ major contribution to the Rebellion at this point?
6. What is the effect of Moses, the tame raven, and his tale of Sugarcandy
Mountain?
7. How does the Rebellion come about?
8. What are the first things the animals do to celebrate their victory?
9. Why does Boxer discard his straw hat?
10. In the morning, the pigs reveal that they have learned to read and write.
How is this announcement typical of their behavior?
11. How are the cows milked the first morning? Where does the milk go?
Vocabulary – preeminent, expounded, spinney, unalterable
Chapter Three
1. As the summer passes, the animals are happier than they could be. What
causes this feeling?
2. Only Benjamin does not share the self-congratulatory atmosphere of the
farm. What is the significance of his cryptic remarks?
3. What is the significance of the flag that Snowball designs?
4. What is Snowball’s attitude toward education? To what extent are the
animals educated?
5. What is Napoleon argue about almost every issue that arises. What is the
only thing they agree on?
6. Snowball and Napoleon argue about almost every issue that arises. What
is the only thing they agree on?
7. What is Squealer’s explanation of why pigs must be given special food?
How do the other animals react?
Vocabulary – grudging, parasitical, obstinate, cryptic
Chapter Four
1. How do neighboring humans react to the situation on Animal Farm?
2. How does Snowball direct the Battle of the Cowshed?
3. Compare Snowball’s and Boxer’s attitudes towards war.
4. What typical organizational steps are taken after the victory in the Battle of
the Cowshed?
Vocabulary – tractable, irrepressible, ignominious, posthumously
Chapter Five
1. What idea did Snowball have to improve conditions on the farm?
2. The animals divided into two factions. What slogans were devised? In
whose opinion would life “go on badly, as it always had”?
3. What was the dispute about the defense of the farm? Which plan seems
the best to you?
4. How did the animals react when they listened to Napoleon and Snowball?
5. What changes are made after Snowball is driven off of the firm?
6. How did Squealer convince the animals that Napoleon was actually
helping them?
7. What phrase always stopped any arguments from the animals?
8. What two phrases does Boxer use frequently?
9. When Squealer explains about the windmill at the end of Chapter 5, what
two things cause the animals to go along with his explanation?
Vocabulary – articulate, disinterred, pretext, publican, manifestly, factions,
eloquence, sordid
Chapter Six
1. What is ironic about the animals working on the windmill on Sundays?
2. Why were the animals willing to work so hard?
3. Without whom would he windmill have been impossible?
4. What did Napoleon tell the hens about giving up their eggs?
5. What other habit have the pigs adopted that bothers the animals, Clover in
particular?
6. Which commandment is changed and how? Is this tactic (scheme)
effective?
Vocabulary – laborious, arable, repose, perpendicularity, flagstaff,
malignity
Chapter Seven
1. What was one of the strongest motivations for completing the rebuilding of
the windmill?
2. How were the humans tricked into thinking conditions on Animal Farm
were better than they really were?
3. Why did it finally become necessary for the hens to surrender all their
eggs?
4. How did the hens react?
5. What “deal” is Napoleon contemplating in this chapter?
6. What additional information is revealed about Snowball?
7. Even Boxer does not believe that Snowball was always a traitor. Why is
his saying so a dangerous move? What clues are given in the text to support
this?
8. What do the confessions and executions of the pigs, hens, goose, and sheep
symbolize? Which of the seven commandments does this violate?
9. To what did Boxer attribute the frightening slaughter of fellow animals?
10. What is Squealer’s explanation for forbidding the singing of “Beasts of
England”?
Vocabulary – chaff, mangels, infanticide, capitulated, coccidiosis, stupefied,
categorically, countenance
Chapter Eight
1. How does Squealer distract attention from the changes in the
Commandments?
2. What is the significance of the cockerel who marches in front of
Napoleon?
3. What is the quality of life for the animals?
4. What is important about Napoleon’s duplicity in the sale of the timber?
5. What turns the Battle of the Windmill in the animals’ favor?
6. How is the victory celebrated?
7. What new vice do the pigs acquire?
8. What is the animals’ reaction when Squealer falls from a ladder with a
bucket of paint while “clarifying” another of the commandments?
Chapter Nine
1. What is the quality of the animals’ lives after another year passes?
2. What is Squealer’s new explanation of unequal rations?
3. What is the significance of the new ruling on ribbons?
4. What is to “compensate” for the hardships in the animals’ lives?
5. What is the significance of Moses’ return?
6. What are Boxer’s expectations of his future after he injures himself
through overwork?
7. How do the animals react to Boxer’s removal?
8. How does Squealer calm the unrest over Boxer’s fate?
9. How does Napoleon capitalize on Boxer’s death?
Vocabulary – superannuated, complicity, knackers
Chapter Ten
1. How has the farm grown after several more years?
2. What is the quality of the animals’ lives?
3. Even though the animals exist in a stupor of work and hunger, they are
greatly shocked by a new development. What is it?
4. What is the final interpretation of the word “equal”?
5. What is the animals’ reaction to the tour the pigs conduct for human
visitors?
6. What does Pilkington praise the pigs for?
7. What is the significance of the change in the flag’s design? What other
changes are announced?
8. What do the animals see when they look in the farmhouse window?
Reflection Questions
1. Why does Napoleon choose the pups as the starting place in his plan to
educate the young?
2. Why does Napoleon let Snowball complete the plans for the windmill
before driving him away?
3. Why do the animals submit to Napoleon’s domination?
4. What political function does Snowball eventually serve for Napoleon?
5. Why do the geese and sheep come forward to confess “crimes” when they
know that the other “criminals” have been executed?
NAME:_______________________________________CLASS:______DATE:_________________________
Animal Farm by George Orwell
Independent Guided Reading Questions, Vocabulary and Assignment Calendar
Assignment Calendar
Students will read George Orwell’s Animal Farm with an independent guided reading novel study. Students should complete
the reading and assignment activities according to the schedule outlined below. Be prepared to take a quiz over the assigned
reading every 2 or so chapters.
Homework Key (P/H/R)
P=Preview the Guided Reading Questions before reading.
R=Read assigned pages. ALL assigned reading is due the following day.
H=Highlight answers to all Guided Reading Questions in the text while reading. If you are borrowing a
school copy of the novel, write your answers on your own paper.
Monday (1/4)
Tuesday (1/5)
Wednesday (1/6)
 Unit Introduction
 Distribute work
packages,
 Discuss Chapter
Portfolio
 Read Meet George
Orwell
 Complete PreReading Activity
Monday (1/11)
Tuesday (1/12)
Wednesday (1/13)
 Computer lab to
work on portfolio
 Class discussion
 Work on character
essay
HW:
PRH Chapter 2
HW:
PRH Chapter 3
HW:
PRH Chapter 4
Monday (1/18)
Tuesday (1/19)
 Computer lab to
work on portfolio
Thursday (1/7)
Friday (1/8)
HW: Before You Read
Ch. 1-4
 Discuss Before You
Read Ch 1-4
 Draw animal and
discuss essay
 Begin reading ch 1
HW:
PRH Chapter 1
Thursday (1/14)
Friday (1/15)
 Active Reading
Worksheet ch. 1-4
 Work on character
essay
HW:
Work on portfolio
 Quiz- Vocab ch 1-5
 Discuss Before You
Read Ch 5-7
worksheet
 Read chapter 5
HW:
PRH Chapter 5
Wednesday (1/20)
Thursday (1/21)
Friday (1/22)
 Quiz – Ch. 3-4
 Class discussion
 Work on character
essay
HW:
Work on essay
Discuss propaganda
Find and discuss
examples
HW:
Work on portfolio
 Begin Active
Reading Ch. 5-7
 Class discussion
 Silent reading
HW:
Work on portfolio
Monday (1/25)
Tuesday (1/26)
Wednesday (1/27)
Thursday (1/28)
Friday (1/29)
 Discuss chapter 6
 Work on Active
Reading Ch 5-7,
essay or portfolio
 QUIZ – Ch 5-6
 Class discussion
 Complete Active
Reading Ch 5-7
 Silent Reading 
Chapter 8

Quiz – Ch. 7 - 8
Class discussion
chapter 8
HW: Study vocabulary
chapters 6-10
 Quiz – Vocab
chapters 6-10
 Work on Active
Reading Ch 5-7,
essay, or portfolio
HW:
PRH Chapter 7
HW: Complete PRH
Chapter 8
HW: Rough draft of
essay
Monday (2/1)
Tuesday (2/2)
Thursday (2/4)
Friday (2/5)
HW:
Work on portfolio
HW:
PRH Chapter 9
 Discuss chapter 9
 Work on Active
Reading Ch 8-10,
essay, or portfolio
HW: Study Vocabulary
HW: PRH Chapter 10
HW: Rough draft essay
Monday (2/8)
Tuesday (2/9)
Wednesday (2/10)
Thursday (2/11)
Friday (2/12)
NO SCHOOL
NO SCHOOL
 Computer lab to
work on portfolio
 Peer edit character
essay
 Begin turning in
Portfolios
HW: Final essay
 Discuss Before You
Read Ch. 8-10
Final Essay Due
 Work on portfolio
 QUIZ –Ch 1&2
 Discuss chapter 3
 Work on portfolio
or character essay
HW: Before You Read
Ch. 8-10
Wednesday (2/3)
Portfolio Due
 Joseph Stalin video
 Character Parallel
handout
VOCABULARY
TEST
Chapter 1-10 Words
HW: PRH Chapter 6
 QUIZ – Ch. 9 - 10
 Discuss ch. 10
Pre-Reading Activity
Directions: Circle true or false for each of the following statements. Then,
write a paragraph answer for each of the two questions at the bottom.
1. All humans are equal.
True
False
2. Usually the best and brightest people are leaders.
True
False
3. Some people are smarter than others.
True
False
4. A dictator can control everything in a country.
True
False
5. The government usually does what’s best for most people.
True
False
6. You should always believe everything you’re told.
True
False
7. People who cannot read are easily controlled.
True
False
8. People always have the ability to make their own choices.
True
False
1. What freedoms do we take for granted in the United States? Do you think we have too much freedom?
2. What freedom do you think we don’t need in the U.S.? Which ones would you be willing to give up if you
had to?
Before You Read
Animal Farm Chapters 1–4
FOCUS ACTIVITY
Why do you think revolutions occur? What circumstances would lead people to overthrow the daily
political and economical structure of their lives?
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Setting a Purpose
Read to find out about farm animals who decide that revolution is the necessary course.
BACKGROUND
Did You Know?
Many of the ideals behind the Soviet revolution were based on the writings and teachings of Karl Marx. A
German intellectual who lived in the mid-1800s, Marx believed that societies are divided into two segments, a working
class and an owner class. The working class creates all the products, while the owner class enjoys all the benefits of these
products. This class division leads to inequality and oppression of the working class. Marx’s objective was to create a
classless society in which the work is shared by all for the benefit of all, and he believed revolution was the way to
achieve this goal.
In leading workers toward revolution, Marx used slogans like “From each according to his abilities, to each
according to his needs.” He also urged people to give up their religion, which he believed gave them false hope for a
better life in heaven. The character of Old Major in Animal Farm is sometimes interpreted as a representation of Karl
Marx. Major’s speech in the novel’s opening chapter reflects many Marxist ideas, from the opening “Comrades,” a typical
form of address in the former Soviet Union, to the revolutionary song he teaches the other animals.
Character Types
A fable is a narration intended to enforce a useful truth. Fables have two important characteristics. First, they teach a
moral or lesson. In Animal Farm, the moral involves Orwell’s views about Soviet politics. Second, the characters are most
frequently animals. These animal characters often function as a satiric device to point out the follies of humankind.
Though Old Major, Snowball, and Napoleon may represent Karl Marx, Leon Trotsky, and Joseph Stalin, many of the
story characters are much more general. Some animals are grouped together as a single character—“the sheep,” “the
hens,” and “the dogs.” Orwell also capitalizes on the traits generally associated with particular animals, such as sheep as
followers and dogs as loyal.
Name ____________________________________________Date __________________ Class ___________
Active Reading
Animal Farm Chapters 1–4
The major characters in Animal Farm are introduced in the first four chapters. As you read, think about
the purpose of each of Orwell’s characters. Complete the chart by noting details that describe each character
or by listing key actions.
Character
Characteristics / Actions / Purpose
Old Major
gets the revolution started; inspires hope for real change
Before You Read
Animal Farm Chapters 5–7
FOCUS ACTIVITY
How would you feel if the rules for correct behavior kept changing?
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Setting a Purpose
Read to find out how Napoleon persuades the other animals to follow his rules.
BACKGROUND
Did You Know?
One of Orwell’s concerns about the Soviet state was that it used language to distort historical events. After Stalin bullied
Leon Trotsky out of the country, he systematically removed any trace of Trotsky from Soviet history—took him out of
photographs, censored his papers, and so on. He also used Pravda, his news agency, to control the information people
received. In Chapters 5 through 7, Orwell repeatedly calls readers’ attention to both Napoleon’s manipulation of
information and the animals’ willingness to believe him.
Power Struggle
In Chapters 5 through 7, the battle for power between Snowball and Napoleon comes to its climax. In Soviet history, a
similar battle raged between two very different men, Leon Trotsky and Joseph Stalin. Stalin exercised power through
regulations and rules. As its leader, he controlled the Communist Party bureaucracy. Trotsky had proven himself a
masterful military strategist and inspirational leader during the Russian Civil War. He wanted to limit government power.
The two also disagreed about how to industrialize and whether to focus on Soviet or worldwide socialism. Stalin took
control in 1925—control he kept largely through tactics of terror.
Name ________________________________________Date ___________________Class ______________
Active Reading
Animal Farm Chapters 5–7
Orwell’s characters and narrator use language to communicate hidden agendas. Sometimes Orwell hints that language
should be carefully questioned, other times it’s up to the reader to notice. As you read Chapters 5 through 7, complete the
chart below by filling in some examples of manipulative communication. Then state what you think the language really
means. Use as many boxes as you need. You may paraphrase the passages from the text.
The Words
What They Really Mean
In future all questions relating to the
working of the farm would be settled by a
special committee of pigs presided over by
himself.
Napoleon is going to make all the decisions
from now on.
Before You Read
Animal Farm Chapters 8–10
FOCUS ACTIVITY
Do you think revolution is worth the upheaval and damage it inevitably causes? Can it bring about real
and lasting change? Why or why not?
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Setting a Purpose
Read to find out the ultimate consequences of the animals’ revolution.
BACKGROUND
Did You Know?
Orwell pokes fun at the animals’ revolution throughout the novel by revealing to readers information that the
characters do not know or acknowledge. This is called using irony. Though Animal Farm is narrated from the point of
view of the lower animals, who appear to grasp very little of the power struggles and political jostling, readers can clearly
sense Orwell’s commentary on the events. In the final chapters, Orwell’s heightened use of irony brings the story to a
dramatic and unsettling conclusion that clearly spells out the author’s concerns about Soviet socialism.
Allies and Enemies
Napoleon wants the farm to have greater contact with the outside world. Joseph Stalin had similar visions
for the Soviet Union. During the 1930s, he was torn between allying himself with Western capitalist nations or with Adolf
Hitler’s fascist German government. The Soviet propaganda machine defiled each “enemy” in turn as Stalin shifted
allegiances. In 1939 Stalin pledged himself to Hitler by signing a “nonaggression pact.” Hitler broke his promise and
invaded the Soviet Union in 1941. The Soviets then became allies with the West. At first, Hitler had great success against
Stalin’s less modern armies. Ultimately, the Soviet army turned the tide with the Battle of Stalingrad, though the city was
nearly destroyed and thousands of Soviets killed.
Name ______________________________________________ Date ______________ Class ____________
Active Reading
Animal Farm Chapters 8–10
As Napoleon takes over leadership of the farm, a new social and political structure emerges. This restructuring
leads to many changes in power and privilege among the animals. As you read, use the diagram below to
record and compare the living conditions of the pigs with the living conditions of the other animals.
Under Napoleon’s
Leadership
Life for the Pigs
Life for Other Animals
Animal Farm by George Orwell
CHAPTER PORTFOLIO INSTRUCTIONS
As we read the novel Animal Farm, students will create and maintain a Portfolio. Portfolios should be placed in a
three-ring binder or report cover with pages secured in prongs or fasteners (not in pockets OR sheet protectors).
Place ONLY the grading rubric in the front pocket of the binder. If you do not have a front pocket, three-hole punch
the rubric, and place it at the front of the binder. Create and include a Table of Contents.
CONTENTS OF PORTFOLIO
Grading Rubric: Place in pocket or first page of binder
Table of Contents: must include all “Chapter” numbers and titles (see below) of the 5 you choose to complete.
Your name, class period, due date, novel title, and author’s name must appear at the TOP of the “Table of Contents”
page.
Chapter #1: Political Leader Speech: Include actual speech and summary.
Chapter #2: Country Map: Include map with labeling
Chapter #3: World Leader Summary: Include a picture of the leader with your summary.
Chapter #4: Monuments and National Anthems: Include pictures and a copy of the anthem.
Chapter #5: Windmill Research: Include a picture of a windmill.
Chapter #6: Fictional Company: Include work schedule and pay scale.
Chapter #7: 1900’s Strike: Include a picture of this strike.
Chapter #8: History of the Still: Include labeled picture.
Chapter #9 & #10: Handbook Rules
As you Read Pages: Include completed As You Read Pages.
Animal Farm… The Complete Project
Chapter Portfolio
Chapter 1 ~
Find a speech by a famous political leader (from any country) and summarize the theme of his/her speech. Include in your
analysis:
· What was the political leader's message?
· Under what circumstances did this leader give the speech (was it wartime, was it during a depression, was it in relation to
human rights?).
· Please attach the copy of the speech you found.
Chapter 2 ~
Imagine that you were given a piece of land the size of Texas. You have plenty of farming land, plenty of water resources,
plenty of oil reserves, and enough forest land to cover over half of your country. You also inherited a population of about one
million people.
· View a world atlas. Notice how countries are drawn and labeled.
· Create a map of your country and include the capital, rivers, lakes, forestland, and any mountain ranges you would like to
have. This should be colored and drawn large enough that we could read the names of any towns, cities, or parks that you
label.
· Name this country that you inherited. Place the name at the top of the drawing. Why did you choose this name? What does it
stand for?
Chapter 3 ~
All world leaders have been through a journey to their political office.
· Research a world leader (past or present, but not fictional) and write a two page summary of this person's journey through
political life. When did they become interested in politics? What are their policies?
· Include a picture of this world leader in your paper.
Chapter 4 ~
Almost all countries dedicate monuments to their heroes or leaders. All countries all have a national anthem (a song that
unites the people of that country).
· Find 3 monuments and 3 national anthems from 3 different countries that exist in our world today.
· Place these pictures and a copy of the anthem in your portfolio with a short description of what they are and the country
name.
Chapter 5 ~
Windmills are used to generate power for a farm or community.
· Find a picture of a windmill that currently exists.
· Research how a windmill operates and explain its operation in a one-page paper.
· Attach the paper to the picture of the windmill you found.
Chapter 6 ~
Managing employees is a difficult job. You have to organize work hours and scheduling.
· Create a fictional company of your choice and decide what you are going to manufacture or do.
· Imagine that you have 5 employees working for you. Design a work schedule (for one week's time) and a pay scale for your
employees.
Chapter 7 ~
Over the centuries, many people have gone on strike against companies and industries. These strikes (especially during the
early 1900's in America) were often brutal and long.
· Find pictures from a strike in the early 1900's in America.
· Research why this strike started and how it was resolved. Did anyone die? Was anyone hurt?
Chapter 8 ~
Liquor production is a large and profitable industry in the world, especially in Russia, America, and Germany.
· Find a picture of a still (used to manufacture whiskey).
· Explain how a still works and label the picture you found (its parts, its construction).
· Write a one page summary that explains the history of the still and its illegal uses in the 1920's in America.
Chapters 9 and 10 ~
Laws and rules are a part of everyone's life. Some are obeyed, some are not, and some are just outright ignored. Some rules are
"bent" to help an individual or a group when they are caught disobeying them.
· View the rules on pages 7 – 9 of the Union Grove High School student handbook (the gold insert pages) and the “Section 1
Offenses” on page 23.
· Select 3 rules from the "Rules for Classroom Behavior" to “Food and Drink” section (p. 7-9) and 3 rules from the "Section 1
Offenses" section (p. 23) that you think are frequently changed to benefit one student or a group of students.
· Rewrite these rules (just as Squealer did) to make exceptions for certain people or groups.
Animal Farm Assignment Menu Rubric
_____
√ if completed
Chapter 1
Political Leader
Speech
_____
Exceeds Standards
8-10 Points
Name___________________________
Meets Standards
4-7 Points
Does Not Meet
0-3 Points
Exceptional understanding and analysis
of speech
Summarized speech that tell the
circumstances in which it was
given – speech included
Summary is too short with little
analysis, speech not included
10 9 8
7 6 5 4
3
2 1 0
Extreme effort with concentration to
detail was implemented with insightful
country name with explanation
Land formations labeled, neat and
colorful with name
Lacking land formations, lack of
effort with little thought in name
10 9 8
More than 2 page summary with
detailed recount of leader’s political
efforts with picture
7 6 5 4
2 page summary describing
political life with picture
3 2 1 0
Less than 2 pages with vague
recount of leader’s life, no picture
10 9 8
7 6 5 4
3 2 1 0
Chapter 4
Monuments and
Anthems
_____
More than required information with
pictures
3 monuments and 3 anthems with
brief description with pictures
Less than required information
with/without pictures
10 9 8
7 6 5 4
3
Chapter 5
Windmill
_____
Exceptional research was done, very
informative, with picture
All required elements are present
including picture
Little or no research was done
10 9 8
7 6 5 4
3 2
Chapter 6
Company
_____
Additional information was given
about your company
Employee work schedule and pay
scale included for one week
Little or no effort was put into
creating your company
10 9 8
Informative research with factual
information including pictures
7 6 5 4
All required information is present
3 2 1 0
Little or no effort was put into the
exercise
10 9 8
7 6 5 4
3
Informative research with factual
information including pictures
All required information is present
Little comparison/contrast is
shown with little or no effort
10 9 8
7 6 5 4
3 2
More than 3 rules were rewritten with
insightful reason
All required information is present
Little or no effort was put into the
exercise
10 9 8
7 6 5 4
3 2 1 0
Chapter 2
Map of Country
_____
Chapter 3
World Leader
_____
Chapter 7
Strike
_____
Chapter 8
Still
_____
Chapter 9 & 10
Rules
_____
2 1 0
1 0
2 1 0
1 0
Totals
Grade _____/50 = _______
Meet George Orwell
Liberty is telling people what
they do not want to hear.
—George Orwell
I
n the years since the publication of Animal
Farm and 1984, both of which conjure visions
of modern government’s dangerous power, critics
have studied and analyzed George Orwell’s personal
life. Orwell was a man who had a reputation
for standing apart and even making a virtue of his
detachment. This “outsider” position often led
him to oppose the crowd.
Orwell began life as Eric Arthur Blair
(George Orwell was a pen name he adopted later
for its “manly, English, country-sounding ring.”)
He spent his early years in India as a lonely boy
who liked to make up stories and talk with imaginary
companions. He began to “write” before he
even knew how, dictating poems to his mother,
and perhaps saw this outlet as an alternative to
the human relationships he found so difficult.
Refuge in words and ideas became increasingly
important when Orwell’s parents sent him, at age
eight, to boarding school in England.
Later, instead of going on to university, he
decided to take a job in Burma with the Indian
Imperial Police. Orwell wrote about this experience
in Burmese Days (1934) and in the essay
“Shooting an Elephant.” At odds with British colonial rule, Orwell said he “theoretically—and
secretly, of course . . . was all for the Burmese and
all against their oppressors, the British.”
Returning to England to recover from a bout
of the chronic lung illness that plagued him all
his life, Orwell began his writing career in
earnest. Over the next two decades, he wrote
newspaper columns, novels, essays, and radio
broadcasts, most of which grew out of his own
personal experience.
Orwell’s beliefs about politics were affected by
his experiences fighting in the Spanish Civil War. He viewed socialists, communists, and fascists as
repressive and self-serving. Orwell patriotically
supported England during World War II, but
remained skeptical of governments and their willingness
to forsake ideals in favor of power.
With each book or essay, Orwell solidified his
role as the outsider willing to question any group’s
ideology. Orwell spoke his mind with Animal
Farm, in which he criticized the Soviet Union
despite its role as a World War II ally of Great
Britain. At first, no one would publish the novel,
but when Animal Farm finally appeared in 1945 it
was a success. It was later adapted both as an animated
film and as a play.
In explaining how he came to write Animal
Farm, Orwell says he once saw a little boy whipping
a horse:
It struck me that if only such animals became
aware of their strength we should have no
power over them, and that men exploit animals
in much the same way as the rich exploit
the [worker].
Orwell said it was the first book in which he
consciously tried to blend artistic and political
goals. Orwell’s final novel, 1984, continued that
effort with a grim portrayal of a world totally
under government control.
Orwell pursued his writing career faithfully,
although it was not always easy. In his final days
he made the statement, “Writing . . . is a horrible,
exhausting struggle . . . One would never undertake
such a thing if one were not driven . . .”