LSevigny

**Context for using the text set:** This text set is designed to be used with an 11th grade English classroom with a focus on British Literature. The set is to be used in conjunction with George Orwell's Animal Farm. Each text chosen is beneficial to the students, in one way or another, and will provoke deeper understandings of the main text.

**A. Print Resources:** __Citation__: Orwell, G. (1996). //Animal farm//. New York: Signet Classic. __Text Summary__: Animals on a farm take over, eventually creating a totalitarianism __Rationale__: This text is the main text for my lesson plan. It is a novel I read in 11th grade in an English class that focused on British Literature. __Use of text:__ This text is the focus of the text set. All other texts with support this text in some way. __Attachment__: As the text is 141 pages, I have not included it.
 * Text #1: Animal Farm**

**Text #2: Stalinism** __Citation:__ ** Stalinism **. (2009). In //Encyclopædia Britannica//. Retrieved October 20, 2009, from Encyclopædia Britannica Online: http://www.britannica.com/EBchecked/topic/562734/Stalinism __Text Summary __: This text discusses the methods and policies of Joseph Stalin. __Rationale__: This texts gives students some background knowledge on a major aspect of the novel. __Use of text__: Students will read this text to gain background knowledge that will benefit their comprehension of the novel. __Attachment__: See attached

**Text #3: Chart** __ Citation __ : Lamont, G. J. (n.d.). // Animal farm - Comparison of characters to the Russian Revolution //. Retrieved October 20, 2009, from http://barney.gonzaga.edu/~sbennet3/mead/lessonplans/animalfarm.htm __Text Summary:__ This chart compares certain characters from Animal Farm to their counterparts from Soviet history. __Rationale:__ Students will be able to see which characters represent which real life Soviets. It will help them comprehend certain actions and events within the plot. __Use of text:__ At first, I will provide students with a copy of the chart that has the Soviet information missing. This will be provided before reading. Students will work in small groups midway through reading to fill out the chart. A complete chart will be provided after students have finished theirs. Students will keep the charts to refer to during reading. __Attachment:__ See attached

__Citation:__ Brown, A. (2006). // The Story Behind George Orwell's Animal Farm (History in Literature: the Story Behind) //. Chicago: Heinemann. __Text Summary__: A short biography or Orwell that describes several events leading up to his creation of Animal Farm. __Rationale:__ This text will support the students' comprehension of the novel. __Use of Text__: Students will read snippits of text provided to them that will better their understanding of the novel. __Attachment__: At the text is more than 50 pages, it has not been included
 * Text #4: The Story Behind George Orwell's Animal Farm**

Citation: Rodden, J. (1999). //Understanding animal farm : A student casebook to issues, sources, and historical documents (the greenwood press literature in context series)//. New York: Greenwood Press. __Text Summary:__ This text is a compilation of political and historical sources, snippits from personal memoirs, letters to and from Orwell, and passages from Soviet newspapers. __Rationale:__ This book would be a valuable resource for students. Access to primary sources as well as the historical sources would greatly benefit the students' understanding. __Use of Text:__ Students would be provided sections of the text that would relate to the topic of discussion for the day. Students may be asked to read a handout at home in order to be prepared for the next day's discussion/activity. __Attachment:__ As the text is over 200 pages, it has not been included.
 * Text #5:** **Understanding Animal Farm: A Student Casebook to Issues, Sources, and Historical Documents**

**B. Media Resources** __Citation:__ S tephenson, J. (Director). (1999). //Animal farm// [Motion Picture]. USA: Lions Gate. __Text Summary__: Kelsey Grammer, Ian Holm, and Julia Louis-Dreyfus lend their voices to an adaption of George Orwell's classic novel. __Rationale:__ Film is a great way to cater to visual learners, although all students would benefit. __Use of Text:__ I would present the film after students have finished reading the novel. Students would be asked to make note of the differences they see (during the film) and share them with the class (after the film). Students could work together to make a chart listing the differences. __Attachment:__ As this is a film, it has not been included.
 * Text #6: Animal Farm (The movie)**

 **Text #7:** **Lyrics from Animal Farm** __ Citation: __ (n.a.). // Lyrics from animal farm //. (n.d.). Retrieved October 19, 2009, from www.phil.muni.cz/angl/gw/farmww.html __Summary of Text:__ A list of song lyrics from the novel. __Rationale:__ Many of the songs show the progression of the rebellion, or voice opinions of some of the animals. __Use of text:__ Students can keep copies of the lyrics handy so they may refer back to them when asked about certain animal's opinions. Students may also be asked to relate lyrics to Soviet history/events. __Attachment:__ See attached.

**C. Online interactive resources** __Citation:__ R aven, M. T. (n.d.). // SparkNotes: Animal farm: Quiz //. Retrieved October 16, 2009, from http://www.sparknotes.com/lit/animalfarm/quiz.html __Text Summary:__ An online quiz that asks questions about the novel. __Rationale__ : It will enable students to evaluate their own understanding of the novel. __Use of text:__ Students will be asked to take this quiz at home and print out their results. __Attachment__: The link to the quiz is available via the citation.
 * Text #8: Online Quiz**

**Text #9: Interactive Flash Cards** __ Citation: __ Pwalker26. (2009, April 27). // Animal Farm vocabulary flash cards | Quizlet //. Retrieved October 16, 2009, from http://quizlet.com/901270/animal-farm-vocabulary-flash-cards/ __ Summary of Text: __ A website offers interactive flash cards of tricky words found with in the text of Animal Farm. __ Rationale: __ Students will come across words they do not recognize while reading. This is a great way for them to learn these words. __ Use of Text: __ Students will be asked to utilize these flash cards prior to reading. During reading, students will be asked to keep a list of words they find tricky, and words they think others might find tricky. Then they will use this website to create their own set of flash cards. __ Attachment: __ The link to the website can be located in the citation.

**D. Instructional Resources** __Citation:__ Davis, H. K. (n.d.). // A teacher's guide to teaching the Signet Classic Edition of George Orwell's animal farm //. Retrieved October 14, 2009, from us.penguingroup.com/static/pdf/teachersguides/animalfarm.pdf __Text Summary:__ This teacher's guide includes an overview of the chapters, reading guides for before, during, and after reading, and activities for extended learning. __Rationale:__ This is an extremely valuable resource, especially to a teacher who has just begun teaching. __Use of text:__ I will refer to this text as necessary to supplement my lesson prior to teaching. __Attachment:__ As the text is 15 pages long, I have not included it.
 * Text #10: Teacher's Guide**

**Text #11: Study Guide** __ Citation: __ //The Glencoe Literature Library study guide for animal farm by George Orwell//. (n.d.). Retrieved October 17, 2009, from www.glencoe.com/sec/literature/litlibrary/pdf/animal_farm.pdf __Text Summary:__ This study guide includes a short biography on George Orwell, an introduction to the novel, several before you read highlights, many worksheets to be completed after reading certain chapters, and supplements for related texts. __Rationale:__ This could be a valuable resource for both a teacher and students. If a teacher was looking for an active reading worksheet to supplement his/her lesson he/she could find one here. __Use of Text:__ I would utilize the worksheets as necessary to supplement my lesson. __Attachment:__ As the text is 22 pages long, it has not been attached.

**Using these texts together in the classroom:** The novel, Animal Farm, would be read in full, as would the song lyrics, the chart, and the encyclopedia article. The online interactives would be used before (flashcards) and after (quiz) reading. All other texts would support students' learning be it by visual aid (film), providing background knowledge, or supporting myself in planning my lesson. Most texts will be read in class, although some texts will be read at home. Content: Students should be able to demonstrate an ability to connect Animal Farm to outside knowledge via explanation. <span style="font-family: Times New Roman,Times New Roman,serif;">**W–12–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas, themes, motifs, or archetypes (Local)** Reading: Students should be able to ask questions throughout reading and be able to answer them. <span style="font-family: Times New Roman,Times New Roman,serif;">**R–12–4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information (Local)**
 * Learning Objectives:**

<span style="font-family: Times New Roman,serif;">**Attachments:**

<span style="font-family: Times New Roman,serif;">Stalinism

<span style="font-family: Times New Roman,serif;">Main
//political doctrine// the method of rule, or policies, of Joseph Stalin, Soviet Communist Party and state leader from 1929 until his death in 1953. Stalinism is associated with a regime of terror and totalitarian rule. In a party dominated by intellectuals and rhetoricians, Stalin stood for a practical approach to revolution, devoid of ideological sentiment. Once power was in Bolshevik hands, the party leadership gladly left to Stalin tasks involving the dry details of party and state administration. In the power struggle that followed Vladimir Lenin’s death in 1924, the intellectual sophistication and charismatic appeal of Stalin’s rivals proved no match for the actual power he had consolidated from positions of direct control of the party machinery. By 1929 his major opponents were defeated; and Stalinist policies, which had undergone several shifts during the power struggle, became stabilized. Stalin’s doctrine of the monolithic party emerged during the battle for power; he condemned the “rotten liberalism” of those who tolerated discussion on or dissent from party policies. Lenin’s pronouncements, except those uncomplimentary to Stalin, were codified as axioms not open to question. Persons opposed to these new dogmas were accused of treason to the party. What came to be called the “cult of personality” developed as Stalin, presenting himself as Lenin’s heir, came to be recognized as the sole infallible interpreter of party ideology. Basic to Stalinism was the doctrine of “socialism in one country,” which held that, though the socialist goal of world proletarian revolution was not to be abandoned, a viable [|classless society] could be built within Soviet boundaries and despite encirclement by a largely capitalist world. Stalin, appealing both to socialist revolutionary fervour and to Russian nationalism, launched in the late 1920s a program of rapid <span style="font-family: Arial,Arial Unicode MS,Helvetica,sans-serif;"> __ industrial development __    of unprecedented magnitude. A “class war” was declared on the rich farmers in the name of the poor, and Russian agriculture was rapidly collectivized, against considerable rural resistance, to meet the needs of urban industry. The need for expertise and efficiency in industry postponed the egalitarian goals of the Bolshevik Revolution; Stalin denounced “levelers” and instituted systems of reward that established a socioeconomic stratification favouring the technical intelligentsia. Heavy industry was emphasized to ensure Russia’s future economic independence from its capitalist neighbours. While socialist ideology foresaw a “withering away” of the [|state] as the classless society became a reality, Stalin asserted that the state must instead become stronger before it could be eliminated. Stalinism held that the enemies of socialism within and without Russia would try to avert the final victory of the Revolution. To face these efforts and protect the cause, it was argued, the state must be strong. Power became more and more centralized in Stalin, who in the late 1930s launched a bloody [|purge] of all those he regarded as even potentially dangerous to the Soviet state. As part of the struggle against those whom he considered political rivals, Stalin identified political opposition with treason and used this as a weapon in his struggle against [|Leon Trotsky] and Nikolay I. Bukharin and their supporters. By February 1939 most of the “Old Bolsheviks,” those revolutionaries who in 1917 had begun the Revolution, had been exterminated. Millions more (estimated at from 7 million to 15 million) were sent to the [|forced-labour] camps that Stalin made an integral part of the Soviet economy. Three years after Stalin’s death in 1953, Soviet leaders led by Nikita [|Khrushchev] denounced the cult of Stalin and the terrorism perpetrated by his regime; they saw Stalinism as a temporary aberration in Soviet socialist development. Others saw it as a brutal but necessary and inevitable phase of that development. Still others saw in Stalinism an irrevocable Soviet break with the ideals of the Revolution. In 1989 the Soviet historian Roy [|Medvedev] estimated that about 20 million died as a result of the labour camps, forced collectivization, famine, and executions. Another 20 million were victims of imprisonment, exile, and forced relocation.

<span style="font-family: Times New Roman,serif;">Chart

<span style="font-family: Times New Roman,serif;">**Animal Farm - Comparison of characters to the Russian Revolution**

by George J. Lamont

**Animal Farm** //Comparison of characters 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 || **Czar Nicholas II**
 * a poor leader at best, compared to western kings
 * cruel - sometimes brutal with opponents
 * Sometimes kind - hired students as spies to make $ ||
 * **Old Major**
 * taught Animalism
 * workers do the work, rich keep the $, animals revolt
 * dies before revolution || **Karl Marx**
 * invented Communism
 * "workers of the world unite", take over gov't
 * dies before Russian Revolution ||
 * **Animalism**
 * no owners, no rich, but no poor
 * workers get a better life, all animals equal
 * everyone owns the farm || **Communism**
 * same
 * all people equal
 * gov't owns everything, people own gov't ||
 * **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 || **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 (Lenin's secret police) ||
 * **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 Squealor to control animals || **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 ||
 * **Squealer**
 * big mouth, talks a lot
 * convinces animals to believe and follow Napoleon
 * Changes and manipulates the commandments || **Propaganda department of Lenin's government**
 * worked for Stalin to support his image
 * used any lie to convince the people to follow Stalin
 * benefited from the fact that education was controlled ||
 * **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 || **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 ||
 * **Moses the Raven**
 * tells animals about SugarCandy 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 || **Religion**
 * Marx said "Opiate of the people" a lie
 * used to make people not complain and do their work
 * Religion was tolerared because people would work
 * Stalin knew religion would stop violent revolutions ||
 * **Mollie**
 * was vain - loved her beauty and self
 * didn't think about the animal farm
 * went with anyone who gave her what she wanted || **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 ||
 * **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 || **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 ||
 * **Benjamin**
 * old, wise donkey who is suspicious of revolution
 * thinks "nothing ever changes", is right
 * his suspicions are true, about Boxer and sign changes || **Skeptical people in Russia and outside Russia**
 * weren't sure revolution would change anything
 * realized that a crazy leader can call himself communist
 * knew that communism wouldn't work with power
 * hungry leaders ||
 * **Overall details about revolution**
 * it was supposed to make life better for all
 * life was worse at the end
 * The leaders became the same as, or worse than,
 * the other farmers (humans) they rebelled against || **Overall details of Russian Revolution**
 * supposed to fix problems from Czar
 * life was even worse long after revolution
 * Stalin made Czar look like a nice guy ||

<span style="font-family: Times New Roman,serif;">Song Lyrics

<span style="font-family: Times New Roman,serif;">**Beasts of England** Beasts of England! Beasts of Ireland! Beasts of land and sea and skies! Hear the hoofbeats of tomorrow! See the golden future rise! How does the life of an animal pass? In endless drudgery. What's the first lesson an animal learns? To endure its slavery. How does the life of an animal end? In cruel butchery. Beasts of England! Beasts of Ireland! Beasts of land and sea and skies! Hear the hoofbeats of tomorrow! See the golden future rise! Now the day of beasts is coming, Tyrant man shall lose his throne And the shining fields of England Shall be trod by beasts alone. Pull the rings from out your noses Tear the saddle from your back! Bit and spur must rust forever, Cruel whips no more shall crack. Beasts of England, seize the prizes, Wheat and barley, oats and hay, Clover, beans and mangel wurzel Shall be ours upon that day.  code SNOWBALL                                   ALL THE ANIMALS
 * Seven Commandments**

One. One. Two-legged animals are our enemies. Our enemies. Two. Two. Four-legged beings are allies and friends. Allies and friends. Three. Three. Animals shall never wear clothes. Never wear clothes. Four. Four. Animals shall never sleep in beds. Never sleep in beds. Five. Five. Animals shall never drink alcohol. No alcohol. Six. Six. Animals shall never kill animals. Never kill animals. Seven. Seven. All animals are equal. All animals are equal.

code SNOWBALL: These are the Seven Commandments. These are the unalterable laws of Animal Farm. ANIMALS: Hooray!  HENS: We can't spare the eggs. SQUEALER: You must do your duty! HENS: We can't spare the eggs. Can't you see we're broody? SQUEALER: We must have the eggs We must pay our way now. HENS: It's murder, yes murder To take our eggs away now. SQUEALER: Consider economics- The eggs have got to go. HENS: Consider our unborn chicks. SQUEALER: We must have the eggs. HENS: No! No! Till each egg has the right To become a hen There'll be no more eggs To be sold to men, Therell be no eggs at all. Let the eggs rain down From the henhouse sky. //The HENS drop their eggs onto the ANIMALS below them// Let the egg yolks dry. Till each egg has the right To become a hen There'll be no more eggs To be sold to men. There'll be no eggs at all. NAPOLEON //(entering)//: Our feathered comrades, it appears, Have lost all sense of reason And their reactionary acts Are tantamount to treason To turn them back to sanity And save them from self slaughter I order that the hens shall be Deprived of food and water BOY: For five days the hens held out. HENS //(weakening)//: Till each egg has the right To become a hen There'll be no eggs at all. Let the eggs rain down From the henhouse sky. Let the eggshells smash Let the good yolks dry.  Say what you think But the best thing to think Is nothing - That's excellent thinking. Eat what you like But the best food to like Is nothing - It's not on the ration. Do what you want But the best thing to do Is nothing - And mind how you do it. Go where you want But the place to go Is nowhere - You might get permission. Obey them. When they tell you what to do. You are nothing. Nothing. Believe them When they tell you what is true. You're nothing. Nothing. Keep your nose to the grindstone And your shoulder to the wheel. Listen When they tell you what to feel And - Feel what you like But the best thing to feel Is nothing //(Whispering:)// Nothing.  SQUEALER: Animalism is a complicated business Inflexible equality is unrealistic Our system's successful, though with Certain contradictions The proof is in the pudding Let me quote you statistics. The production of every class of foodstuff has increased. Some by two hundred percent, some by three hundred precent...  MINIMUS //(entering in great excitement)//: Comrades, comrades, comrades! I have a new poem. It is an ode to our father, Comrade Napoleon. It is entitled **This isn't what we wanted...** CLOVER: This isn't what we wanted This isn't what we meant When our great rebellion began. We hoped to make a farm where All animals were free Of hunger, whips and man. MURIEL //(contradicting her)//: You must be strong to grow Animalism Rake out the stones Rip out the weeds. We'll reap the harvest of Animalism Marching wherever Napoleon leads.  PILKINGTON: I see the future Shine on me And pictures Of the times to be - Where chickens hatch Ten thousand eggs And never need To stretch their legs NAPOLEON: And sheep in crates May spend their days And grow us wool But never graze. FIRST FARMER: I see the future Shine on me And pictures Of the times to be - The silky mink The fiery fox Shall grow us fur Inside a box SQUEALER: And calves be born Grow up, give birth, And die but never Walk on earth. ALL: I see the future Shine on me And pictures Of the times to be. Where day and night And heat and cold And birth and death Are all controlled And profit rules And all is calm On England's grey And modern farm.
 * Rebellion**
 * Nothing**
 * Animalism**
 * I see the future shine on me...**