Introduction
A literature webquest designed for gifted and talented 6th graders at HCES.
Step into the *paws* of certain key figures in the book Animal Farm by George Orwell and see just how an animal revolution against the dreaded human being will play out. As we read the book, you will be become experts as to what the book represents in context to Russia and the Soviet Union!
Task
As we read through the assigned chapters per reading week, be sure to keep track of the events that go on in the story and answer the questions that go along with the assigned chapters to help you better understand the conflict and parts of the story.
At the end, we're going to put the events of Animal Farm into context of the Soviet Union and Russian Revolution so that we can understand the events that occur with real events that have gone down in history!
Remember: "No History, No Self. Know History, Know Self."
Process
Task One:
Find your predetermined groups to research about some of the topics and important figures below that are related to the Russian Revlution. You will be placed into one of the following groups below:
Leon Trotsky
Josef Stalin
February Revolution 1917
October Revolution 1917
Russian Civil War
KGB
You will have approximately 3 Reading periods to conduct research on your topic and create a poster to present to the class your findings.
Task Two:
As you read "Animal Farm" by George Orwell, follow the reading guide below that has been divided into six sections. Be sure to read and answer the questions carefully as they will keep you on track with the content you are reading in the book. It is highly recommended that you use post-its as you read as well.
For each section of the book there will be a rubric to assess your work. Each section is out of six points (equal to 2 regular homeworks each).
SESSION ONE – Read chapters I & II (1 & 2).
1. What is significant about how the animals physically arrange themselves as they gather to hear Major? What might this arrangement say about future meetings or events and positions of power?
2. Fill in the blanks: “Whatever goes upon two legs is an _____________. Whatever goes upon four legs, or has wings, is a ______________.” (p. 11)
3. After Major’s death what happens to the idea of rebelling against man?
4. How does the behavior of the pigs foreshadow their eventual leadership positions?
5. Complete a Word Map for one unknown or significant word from these chapters.
SESSION TWO – Read chapters III & IV (3 & 4).
1. What further examples of the difference between the pigs and the other animals occur in these two chapters?
2. How is Squealer able to convince the other animals to accept whatever Napoleon decides?
3. What is the significance of the gun’s placement at the foot of the flagpole? What is it a symbol of?
4. Complete a Word Map for one unknown or significant word from these chapters.
SESSION THREE – Read chapter V (5).
1. What changes have been made in the weekly meetings over the last year? Why were these changes made and what impact do you think they will have on the animals?
2. Compare and contrast the windmill controversy from Snowball and Napoleon’s points of view. Note: You may make a chart for this if you want.
3. What changes does Napoleon make after his dogs chase Snowball off the farm? Why were these changes made and what impact do you think they will have on the animals?
4. Explain how the animals now arrange themselves when they enter the barn to receive their orders as compared to the description in Chapter I. What does this new arrangement show in terms of power?
5. Complete a Word Map for one unknown or significant word from these chapters.
SESSION FOUR – Read chapters VI & VII (6 & 7).
1. Why does Napoleon insist the windmill must be rebuilt immediately? Think about your answer in terms of the conditions on the farm (cold, winter, lack of food).
2. How does Napoleon react when the hens rebel against his orders to sell their eggs?
3. Explain why the animals confessed to being traitors. What happens to them? How does this contradict one of the commandments and show Napoleon’s true nature?
4. Complete a Word Map for one unknown or significant word from these chapters.
SESSION FIVE – Read chapters VIII & IX (8 & 9).
1. How is Napoleon becoming more and more like a typical dictator?
2. Compare/contrast the poem “Comrade Napoleon” to “Beast of England.” Note: You may make a chart for this.
3. The animals celebrate a victory over Frederick’s men, but at what cost?
4. What are living conditions like for all of the animals except the pigs and dogs?
5. Why does Napoleon allow Moses to return and to tell his stories about Sugarcandy Mountain? What does Sugarcandy Mountain really represent?
6. Complete a Word Map for one unknown or significant word from these chapters.
SESSION SIX – Read chapter X (10).
1. What changes have the years brought to the farm? Discuss the original vs. new animals, the state of the farm financially, the purpose of the windmill, etc.
2. The sheep have been taught a new motto, “Four legs good, two legs better.” What does this show about how the pigs have changed? How have the pigs specifically changed by the end of the novel?
3. All seven commandments are erased. What is the new commandment and how has it been true from the beginning of the story?
4. Complete a Word Map for one unknown or significant word from these chapters.
After each section, there will be a class discussion to share our thoughts.
Evaluation
Task One is graded for completion (out of 6 points).
Task Two for each section is graded using the rubric below.
Name: Session #:
Discussion Responses & Word Map Rubric
For each set of discussion questions and Word Map, you will be graded using the rubric below. Make sure to compare your responses against the rubric before you submit them to ensure they've met the requirements (accuracy, analysis, and detail/examples). Each set of responses is worth 6 points.
|
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3 |
2 |
1 |
0 |
|
Accuracy & Requirements
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-All responses are accurate. -All parts of a question are answered. -A Word Map was completed and is accurate. |
-Most responses are accurate. -Most parts of a question are answered. -A Word Map was completed and is mostly accurate. |
-Some responses are accurate. -Many parts of a question are not answered. -A Word Map was completed but is not accurate and/or is incomplete. |
No discussion responses or Word Map were completed. |
|
Analysis & Supporting Text Evidence |
All responses, when necessary, contain strong analysis and specific supporting details/examples |
Most responses, when necessary, contain strong analysis and specific supporting details/examples (in the form of a direct quote or paraphrase, including the page number). |
Some responses, when necessary, do not contain sufficient analysis and specific supporting details/examples (in the form of a direct quote or paraphrase, including the page number). |
No discussion responses or Word Map were completed. |
Score:
Conclusion
After we have finished the book, we will have a culminating discussion on our final thoughts of the book and also work together to combine what we learned in tasks one and two by filling out the Animal Farm allegory chart shown below.
You have now completed this Webquest! I hope that you enjoyed reading "Animal Farm" and also understanding it in terms of the larger historical context it had behind the writing of the book!
Credits
Google for the Animal Farm Cover used in the Introduction page of the WebQuest.
Animal Farm Allegory Chart designed and created by me.
Teacher Page
Students:
This WebQuest was designed for 6th Grade Reading
New York State Standards:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.