CHINUA ACHEBE’S THINGS FALL APART

1. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CHINUA ACHEBE’S THINGS FALL APART LQ: Can I analyse how Achebe presents the Religious struggle through his language choice, structure and form?

2. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CHINUA ACHEBE’S THINGS FALL APART LQ: Can I analyse how Achebe presents the Religious struggle through his language choice, structure and form? Use the blog: Justuslearning.com > blog > + search “Achebe”

3. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form of the novel present Okonkwo’s struggle for autonomy in the novel, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form of the novel present Okonkwo’sstruggle for autonomy in the novel, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the novel present Okonkwo’sstruggle for autonomy in the novel

4. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion “When the missionaries came, the Africans had the land and the Christians had the Bible. They taught us to pray with our eyes closed. When we opened them they had the land and we had the Bible” - Jomo Kenyatta (in Mazrui 149-150) “The main purpose of colonial school system was to train Africans to participate in the domination and exploitation of the continent as a whole . . . Colonial education was education for subordination, exploitation, the creation of mental confusion and the development of underdevelopment.” [263] - Walter Rodney, How Europe Underdeveloped Africa

5. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion WATCH THIS CLIP AND CONSIDER HOW CONOLIAL INFLUENCES MAY HAVE CONTRIBUTED TO CURRENT UNREST IN NIGERIA Read the “critical essay on the presentation of Missionaries in TFA”.

6. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Read the “critical essay on the presentation of Missionaries in TFA”. OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form of the novel present the gender struggle in the novel, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form of the novel present the gender struggle in the novel, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the novel present the gender struggle in the novel

7. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion • Use the 8 extracts from Religious extracts to analyse the struggle for identity caused by the religious upheaval triggered by missionary conversions • Consider: • How are the two religions presented through language? • How does the structure of the novel or each chapter add to the presentation of the religions? • How is the form relevant to the impact of how the religious struggle is presented? • EXT: How does this religious struggle fit with our wider reading? OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form of the novel present the gender struggle in the novel, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form of the novel present the gender struggle in the novel, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the novel present the gender struggle in the novel

8. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion William Butler Yeats (1865-1939) Read the Yeats poem from which Achebe took the novel’s title. What relevance does it have to our understanding of the religious struggle? EXT: is there a quotation worth adding to our quotation banks? THE SECOND COMING Turning and turning in the widening gyre The falcon cannot hear the falconer; Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. Surely some revelation is at hand; Surely the Second Coming is at hand. The Second Coming! Hardly are those words out When a vast image out of SpiritusMundi Troubles my sight: a waste of desert sand; A shape with lion body and the head of a man, A gaze blank and pitiless as the sun, Is moving its slow thighs, while all about it Wind shadows of the indignant desert birds. The darkness drops again but now I know That twenty centuries of stony sleep Were vexed to nightmare by a rocking cradle, And what rough beast, its hour come round at last, Slouches towards Bethlehem to be born?

9. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Drawing it together Decide 5 most useful quotations to use in wider reading section of the exam. These should be added to a quotation bank set up by your teacher on the blog EXT: can any of the quotations be used for other struggles as well? OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form of the novel present the gender struggle in the novel, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form of the novel present the gender struggle in the novel, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the novel present the gender struggle in the novel

10. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form of the novel present Okonkwo’s struggle for autonomy in the novel, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form of the novel present Okonkwo’sstruggle for autonomy in the novel, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the novel present Okonkwo’sstruggle for autonomy in the novel