Things Fall Apart Teachers Guide PRINT VERSION

TeachingThingsFallApart
InWisconsin
AResourceGuideforEducators
PreparedbyHeatherDuBoisBourenane
CenterfortheHumanities
UniversityWisconsinMadison
UniversityClubBuilding,3rdFloor
432EastCampusMall,MadisonWI53706
6082633412info@humanities.wisc.edu
TeachingThingsFallApartinWisconsin:
AResourceGuideforEducators
Contents
IntroductionandOverview:Athematicapproach
HowtoUsethisGuide
CloseReadingStrategies
LessonPlans Include:Objectives,SuggestionsforLectures,DiscussionQuestions,
ActivitiesandProjectIdeas
Unit1:BackgroundandContextsWhenFictionMeetsHistory
Unit2:SocialIssuesandReligion
2A.IgboCultureandItsRoleintheNovel
2B.ReligionandSociety:TheSecondComing
2C.Socialnorms,caste,andcivicstructures
Unit3:Gender
Unit4:PsychologyandCharacterStudies
Unit5:Power,Knowledge,EducationandReligion
Unit6:Destinyandtheroleofchiinthenovel
Unit7:LiteraryAspectsoftheNovel:FormandStructure,LanguageandStyle
Unit8:ColonialImpacts
Unit9:ThingsFallApartastragedy
ProjectIdeasfortheSpringStudentConference
Resources
OnlineResourcesandStudyGuides
Books
Videos
MapsofAfricaandNigeria+selectedhandoutsandstudentmaterials
(Additionalhandoutsandreadingsavailableonline)

Note:Allofthematerialsfoundinthisguidearealsoavailableonlineat:
http://www.humanities.wisc.edu/programs/greattexts/thingsfallapart/curriculumguides.html

TeachingThingsFallApartinWisconsin
AResourceGuidebyHeatherDuBoisBourenane
IntroductionandOverview
Athematicapproachtoclosereading
First published in 1958, Chinua Achebes Things Fall Apart is easily the most recognizable and
widely taught African novel in the U.S. It has been translated into at least 50 languages, and
soldover10millioncopiesworldwide,andhasappearedonmanygreatestbooksofalltimes
lists around the world. But why? What is it about this classic story of transformation and
tragedythatmakesthisbooksoattractivetostudentsandeducators?Insomeways,thebook
has come to represent Africa as a continent: it serves as a symbol of the injustices of
colonization and the internal forces that helped lead to the complete takeover of Nigeria by
the British colonialists. But is has also become a symbol of postcolonial possibility, and the
importanttasktheAfricanwritertakesupwhenattemptingtoreclaimorrewritethestoriesof
his or her people. Because of this, educators have a double burden in teaching this highly
teachable book: they must both fully contextualize the novel in its own time and place, and
they must keep central to their approach to the text a constant reminder that while we can
learnmuchaboutthetruthsofthecolonialexperiencethroughthistext,itisaworkoffiction,
not a historical or anthropological tool for understanding contemporary Africa in all its
complexityanddiversity.

Todothis,wesuggestthatthebookbetaughtfromathematicframeworkwhichreliesonthe
close reading of key passages, emphasizing the relationship between the form and content of
the novel and helping students navigate the development of key characters and themes to
negotiate how they create meaning in a Wisconsin classroom. When taught from this
perspective, the book opens up worlds of opportunities for students to connect to the text,
appreciate its great literary merit, and gain a greater understanding of the themes and issues
developedinitspages.
HowtoUsethisGuide
Thelessonplansandactivitiesprovidedinthisguidearedesignedtoallowyoutheopportunity
to tailor the way you teach the novel to your own course, interests, and goals. The individual
units could be taught over one or several days, and you can mix and match ideas from the
various sections to put together your own syllabus. Each section includes project ideas,
study/discussionquestions,andsuggestionsforfurtherteachingofthethemeorissuecovered,
as well as recommendations for material and concepts to be covered in lecture. Discussion
questionscanbeusedaspromptsforinclassdiscussion,orforsmallgroupactivitiesorinclass
writingassignments.
Logisticsforteachingthelessonsinthisguide
The lesson plans included in this guide have been sorted into nine units that can be taught in
any sequence, but all of them except the first two generally assume that students have
completedtheentirenovel.Thisguideisdesignedtoaccommodatecurriculaplansthatdevote
anywherefromtwoweekstoanentiresemestertothenovel,andtherearebasicallytwoways
youcouldapproachthenovel:
OptionA: Thematicmodel(readtheentiretext,thendiscuss)
Toensurethatstudentshavetimetoreadthenovel,thefirsttwounitscover
backgroundandprovidehistoricalandculturalcontextforthenovel,andifyou
donthavetimetoassignthereadingearlier,youcouldusethistime(onetotwo
weeks)toassignthereadingoftheentiretext,andthenusetherestofthe
lessonplanstofocusonspecificpassagesofyourchoosing.Thelesson plans
includedinthisguidearedesignedforteachersusingthismodel,butcaneasily
beadaptedforOptionB.
OptionB: Chronological/linearmodel(discusschapterbychapter,orinthreeparts)
Youcouldcustomizetheseunitsbyteachingthebookbyfollowingthenovel
chronologically,andpickingoutthemescoveredinthelessonplanstofocuson
ineachchapterorsection.SincemostofthethemesaddressedinPartOneare
furtherdevelopedinPartTwo,youcouldreturntothesethemesasthestudents
finishthereading.Thisplanlendsitselfwelltoa3or4weekmodel:PartOneof
thenovelChapters113(p.3125)couldeasilybereadinoneweek(twoifyou
havetime),andPartTwoChapters1419(p.129167)couldbereadinweek
two,andPartThreeChapters2025(p.171209)couldbediscussedinweek
three.Evenwithasfewastwoweekstoteachthenovel,youcouldcoverPart
OneinweekoneandPartsTwoandThreeinthesecondweek.
Suggested Preparatory Readings and student materials (handouts) are

all available online at: http://www.humanities.wisc.edu/programs/greattexts/thingsfall
apart/centerresources.html. While these readings are optional (with the exception of the
readingsrecommendedinUnitOne),theyhavebeencarefullyselectedtoprovidebackground,
context and content analysis for each specific unit and teachers should find them enormously
helpfulinpreparingtoteachthebook.
Homework,ProjectsandStudentMaterials(availableonline)
Each unit is accompanied with supplementary materials, study questions and project ideas
which can be used to develop handouts and classroom aids. After surveying the wealth of
information available online for this text, we felt no need to reinvent the wheel in this
department, and point you to handy handouts available online whenever possible. Teachers
should preview these materials carefully however, and make efforts to avoid using materials
which present the text ahistorically or without taking into account the status of the text as
fiction.Therearemanyresourcesoutthereandnavigatingthemcanberatheroverwhelming.
Many of these resources tend to present the novel exclusively from an anthropological
perspectiveasanexampleofauthenticAfricanculture.Andwhilethebookdoesindeed
open up discussions of Ibo life and culture, this is only a small part of the texts value and
probably one of its more superficial ones at that. It does both the novel and our students
disservicetoallowIboculturetostandinforallofAfricanculture,which,itshouldbestressed,
isextraordinarilydiverse,evenwithinNigeriaitself.Wehavemadeeffortstopointyoutoward
the best web resources we could find on the novel, and encourage you to make use of the
recommendedmaterialsfoundinthisguide.
CloseReadingStrategies
Most of the lessons in this guide revolve around or depend upon close reading of specific
passages in the text (of your choice) in order to generate discussion and build meaning as a
class. Close reading here means careful examination of a portion of the text, which
emphasizes the particular over the general and uses textual evidence to support ones
interpretation. Close reading works best when the selected passage is either read aloud or
distributed as a handout, and accompanied by discussion questions. It also lends itself well to
group work and smallgroup discussions, and is an excellent way for students to learn both
critical thinking and analysis skills as they make connections, use evidence to support their
views, and discuss the impact of fiction. For close reading to work successfully, its important
that the teacher always remind the students to point to the passage/line/phrase/word that
supportstheirpositionastheysharetheirideas.Closereadingteachesstudentsthedifference
betweenopinionorpersonalreactionandanalysis.
LecturePoints
Each unit in this guide contains a set of lecture points. These are the ideas and concepts we
recommend you cover in class, but you should feel free to add, adjust and customizes these
ideas to fit your own goals and objectives for the unit. Since every teacher has a different
teaching a preparation style, we just provide some basic tools here the goal was to provide
enough information that teachers who wanted to could construct an entire unit out of the
materials,butleaveroomforflexibilityandadaptationtodifferentcourseandteachingneeds.
Whatever your approach, lecture should always model the sort of close reading you want the
students to perform by using as many examples from the text as possible to support and
reinforceyourpoints.
ANoteofCautiononPlagiarism
As with other great texts, there is a wealth of information readily available on Things Fall
Apart, which can be tempting material to plagiarize from the web or other study guides.
Teachers may consider discussing their policies on academic honesty and the differences
betweenparaphrasing,summarizing,citationandundocumenteduseofothersources.Itsalso
recommended that teachers make plagiarism less likely by customizing their assignments to
their classes and avoiding generic and widelyused prompts for takehome essay assignments
orlongerprojects.
Forfurtherinformation
If you have any questions about this guide, or would like additional information on any of the
materialsincludedhere,pleasefeelfreetocontacttheauthor,HeatherDuBoisBourenane,at
hldubois@wisc.eduor(608)8252518.
LessonPlansandActivities
Unit1:BackgroundandContextsWhenFictionMeetsHistory
While it offers a certain perspective on colonial history, Things Fall Apart is not a strictly
historical novel. Historical novels, by definition, fictionalize historic events and bring them to
life with invented details, characters, dialogue, etc. And while Things Fall Apart does situate
itself within a specific historical context (Nigeria at the moment of colonization), it does not
attempttorecreateactualeventsorrecharacterizerealhistoricalfigures.Inotherwords,while
it is engaged with the historical theme of colonialism in Nigeria and Igbo culture, it is wholly
fiction,andshouldbeunderstoodandtaughtassuch.Inaddition,itisveryimportanttokeepin
mind the historicity of the novel itself: the book is set in the 1890s, but was first published in
1958, 2 years before Nigeria was granted full independence from British rule. This means that
we are bringing a postcolonial sensibility and perspective to the text and should bear in mind
the many ways in which Nigerian politics, culture and attitudes have changed in the last 50
years.Sothenovelisnotwhollyhistorical,norwhollycontemporary,asmuchasitcanhelpus
learnaboutboththepastandunderstandthemesofvaluetothepresent.
Objective:
Introducestudentstotheroleoffictioninunderstandingcolonialhistory,andprovide
backgroundandcontextforthenovelandtheauthor.
"The last four or five hundred years of European contact with

Africa produced a body of literature that presented Africa in a
very bad light and Africans in very lurid terms. The reason for
this had to do with the need to justify the slave trade and slavery.
This continued until the Africans themselves, in the middle of
the twentieth century, took into their own hands the telling of
their story." (Chinua Achebe, "An African Voice", The Atlantic)
PreparatoryReading:
ThefollowingthreeessaysbyAchebeshouldbeconsideredrequiredreadingbeforeteaching
ThingsFallApart:
TheNovelistasTeacherbyChinuaAchebe
TeachingThingsFallApartbyChinuaAchebe
AnImageofAfrica:RacisminConradsHeartofDarknessbyChinuaAchebe
http://kirbyk.net/hod/image.of.africa.html
(NOTE:anyoftheseshortreadingscouldalsobesuitableforstudents,
particularlyinAPliteratureorhistorycourses)
AdditionalReadingsandResources:
ChinuaAchebesThingsFallApartbyMartinKlein(fromAfricanNovelsinthe
Classroom)
AfricansLiveinTribes,DontThey?byCurtisKeim,MistakingAfrica:Curiositiesand
InventionsoftheAmericanMind(2009)
DiscussionofAchebesresponsetoConrad
http://www.rlwclarke.net/Courses/LITS2306/2008
2009/13CAchebeAnImageofAfricaRacisminConrad%27sHeartofDarkness.pdf
NigerianHistoryonline:
http://news.bbc.co.uk/2/hi/africa/country_profiles/1067695.stm
AfricanHistorytimelines:
http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimelinetoc.htm
TheStoryofAfrica(AfricanHistoryfromanAfricanPerspectiveBBC)
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml
Handout/presentationmaterials
TheTeachingColonialRepresentationfile(online)includesadvertisements,quotes
anddiagramsofcolonialpowerstructuresisincluded
ChinuaAchebebiographyandbibliographyhandout(online)
Lecturepoints:
Usingthepreparatorymaterialsabove,thelectureshouldcontextualizethenovelby
coveringthefollowing:
AbriefhistoryofprecolonialNigeriaandthecolonizationofAfrica
1958,firstpublicationofThingsFallApart
Nigeria:Britishcolonyfromendof19
th
c.until1960
196770BiafranWar(Igbosecession)
Majorethnicgroups(70%ofpopulation):HausaFulani,YorubaandIgbo
Est.2005popofNigeria:128million
Tumultuouspoliticalhistorysinceindependence;manyofAchebesotherbooksconfront
corruptioninpolitics,socialissues
IdentifyNigeriaonthemapofAfrica,andtheapproximatesettingforthefictional
villageofUmuofiainthenovel
Discussthepeople,languagesandreligionsofNigeriatoday,aswellasanypolitical
orpopularnewsyoufeelisrelevanttoyourcourse
Discusswhycontextisimportanttounderstandingthenovel
ProvidebackgroundinformationonAchebeandhislife,otherworks,career,etc
Besuretoremindyourstudentstomakeuseoftheglossaryinthebackofthebook.
LetthemknowtheywillberesponsibleforthetermsandconceptsAchebepresents.
Discussionofthecolonialist,EurocentricrepresentationsofAfricanhistoryandhow
thenoveldirectlyconfrontsthese.Discusshowhistoryisanimperfectrecordof
eventsandissubjecttothebiasesandperspectivesofthosewhorecordit.Discuss
theroleofobjectivityandintegrityincontemporaryhistoriography.
Thisistheperfectopportunitytoalsosetsomegroundrulesasaclassforwhatkind
oflanguageisandisnotappropriate/respectfulwhentalkingaboutAfrica.Using
HowToWriteAboutAfricabyBinyavangaWainainacouldbeagoodwaytobring
uptheissueofstereotypesandmisconceptionsaboutAfrica
Introducetheconceptofunderstandingandanalyzingfictionandusingclose
readingtocreatemeaningintheWisconsinclassroom
Discusstheauthorscontentionthathisworkhas(atleastpartly)adidacticrolein
termsofreteachingthehistoryofAfricainamorepositivelight.
o Usethisideatodiscuss:
WhatthismeanstoAmericanreaders?Areweoutsiders?
Theroleoffiction/literatureinunderstandinghistory
Whetherornotfictioncanrevisehistory.Whatdoesthisreally
mean?
DiscussionQuestions:
Whatisfiction?
Whatishistory?
FindNigeriaonthemapofAfrica.Discussitsfeatures.
Comparecontemporary,colonialandprecolonialmapsofAfrica.Discusstheir
features.
WhatdoesdiversitymeaninNigeriaascomparedtotheUS?
Whatarestereotypes?Howdocertainwordspromoteanegativeimpressionof
AfricaorAfricans?
o Whatisproblematicaboutthefollowingterms:tribe,hut,savage,primitive,
backward,timeless,primordial,(etc)?Whyarethesetermsproblematic?
Whymightsomepeoplefindthemoffensiveordisparaging?
WhoisChinuaAchebe?
WholivesinNigeria?
WhataretheofficiallanguagesofNigeria?Howmanylanguagesarespoken
throughoutthecountry?Howmanyculturalorethnicgroupscanyoufindonthe
map(seesupplementarymaterialsforlinguisticandethnicmapsofNigeria)?
AssignmentandProjectIdeas:
Reading/ResponseJournal.Nowisagoodtimetoaskyourstudentstokeepa
reflectionjournalinwhichtheyrespondtothetextandmaterialcoveredinclass.You
mightdesignthisassignmentthematically(byassigningathemeorissuesayfamily
orpower)andaskthemtoexplorehowtheyseethatthemereflectedinthevarious
unitsyoucover.Oryoucouldaskthemtosimplywrite12pagesofpersonalresponse
tothetext,tofindpointsofidentificationorhighlightconfusingorproblematic
passages.Oryoucouldusethediscussionquestionsintheselessonplanstocreateyour
ownguidedjournalahandoutofpromptstowhichyourequirethestudentsto
respondwhenreadingeachchapter/sectionofthenovel.Thiscouldbeanongoing
project,agroupactivity,oraninclasswritingassignmentattheendofeachclass
period.
Havestudentswriteanessayinwhichtheyreflectontherelationshipbetweenhistory
andfiction,andthinkoftheirownexampleofatruthoffictionandafallacyor
misconceptionofhistory(e.g.ChristopherColumbusdiscoveredAmerica).
Usethehandout/presentationmaterialsintheTeachingColonialRepresentationfile
(online)tocreateanassignmentforyourstudentsthatasksthemtoreflecton
(mis)representationsofAfricainthemediaandpopularculture.Youmightaskthemto
findamovie,tvshow,advertisementorsongthatreproducesanegativestereotypeand
thenrelatethattoAchebesprojectofcombatingmisrepresentationofAfricanhistory.
Askstudentstothinkofwhatstereotypesorgeneralizationsareappliedtotheirown
[ethnic,cultural,religious,family,social]groupandreflectonhow/whythose
generalizationsareproblematicormisleading.
Diversityproject:Nigeriaspopulationisdiverseinmanyways:ethnically,linguistically,
religiously, economically, geographically, etc. To drive home the point that the Ibo
people represented in the book are only one of many cultural groups in Nigeria, and
encouragethemtolearnmoreaboutNigerianculture,havestudentsdosomeinternet
research to learn more about contemporary (and/or colonial) Nigeria. Have them find
videos of artists or musicians from different linguistic groups so they can hear the
differenceinthelanguages.AskthemtofindinformationonYorubacosmologysothey
can see how dramatically it differs from the Ibo belief system Achebe depicts in the
novel. Ask them to find articles on current issues, conflicts, politics and events, or
popular literature and culture (television programs, pop music, cartoons, etc). Bring
these to class and discuss how they compare/contrast to the fictional world of the
novel.
Suggestionsforexpandingthisunit
If you have time, you could spend an infinite amount of it covering colonial history,
postcolonialAfrica,and/orthelargertopicofrepresentationandstereotypes.Thereare
several useful films that could be used in this unit, and you might check out the UW
Madisons African Studies Program film collection, which allows you to borrow (free of
charge). They can even arrange shipping if youre outside of Madison. Browse the
catalogue at: http://africa.wisc.edu/outreach/catalogue.pdf. To expand the history or
background units, you might start with some of the web resources provided in this
guide.

Unit2:IgboSocietyandCultureinThingsFallApart
2A.IgboCultureandBeliefsandtheirRoleintheNovel
2B.ReligionandSociety:TheSecondComing
2C.Socialnorms,Socialstructures
Titlesandcaste
SocialStructure
2D.Culturalcontactsandcontrasts:WhatdotheIboofthestoryhaveincommon
withtheEuropeansinthestory?Howdotheydiffer?
TherearemanywaysthatonecouldapproachorintroducethetopicofIgbocultureinThings
Fall Apart, but to avoid exoticism or presenting the Igbo characters as cultural others, its
recommended that teachers focus on understanding key cultural concepts that are crucial to
the texts major themes and plot. Many of these cultural elements such as the use of
proverbsandstorytellingbecomethemesinthenovelwhichhelpusmakesenseofthetexts
largermeaning.LookingattherepresentationofIgbocultureaspartofthetextslargerproject
as opposed to being cultural tourists in the fictional landscape of the novel provides a
productive framework for understanding the other themes that emerge in relation to this
central issue (gender and power relations, family, etc). It is also important to stress here that
Achebe is using artistic license to fictionalize his people and emphasize certain characters and
featuresinordertodeveloptheplotandspecificthemesinthenovel.Inthisrespect,thenovel
cannotbeseenasanthropologicalorethnographicsinceitisaworkoffiction.
Objective:HelpstudentsbetterunderstandandengagewithkeyIgboculturalconcepts
developedinthetextsothattheycanbetterrelatetothestoryandappreciatethecomplexity
ofthenovel.
LecturePoints:Referringtoasmanyspecificexamplesinthetextaspossible,lecturemight
coversomeoralloftheIboculturalconceptsdiscussedinthebook:
Proverbs(thepalmoilwithwhichwordsareeaten5)
DefinecosmologyandreligionandusetheIgboCosmologyhandout(online)toteachtheIbgo
systemofgods,intermediariesandhumans
Chipersonalgod;canbecontrolledbyhumans
SocialstructureandhierarchyofIgbosociety
o Titledanduntitledcitizens
o Egwugwu(masquerades)menandtitledmen;masksasprimaryvisualartof Ibo
o Osu(outcasts)
Polygamyandfamilystructure(compoundlivingwithinvillagesystem)
Systemofvillages,sharedgovernance,laws.Communicationmethods(drum,messengers,
envoys)
Matriarchalorpatriarchal?GenderrolesdontnecessarilycorrespondtoWesterncategories.
Eg:MotherisSupreme(133)[seegenderunitformoreonthis]
DrumsandogeneasmetaphorsfortheheartofthepeopleThedrumswerestillbeating,
persistentandunchanging.Theirsoundwasnolongeraseparatethingfromthelivingvillage.It
waslikethepulsationofitsheart(44).
PreparatoryReading:

IgboMetaphysicsinChinuaAchebe'sThingsFallApart"byJudeChudiOkpala
AchebeandDualityinIgboThoughtbyAnthoniaC.Kalu(ModernCritical
Interpretations:ChinuaAchebesThingsFallApart,ed.HaroldBloom2002)
IgboSocietyandtheParametersofIndividualAccomplishmentinThingsFallApartby
ClementOkafor(ModernCriticalInterpretations:ChinuaAchebesThingsFallApart,ed.
HaroldBloom2002)
TalkingAboutTribeAfricaActionhttp://www.africaaction.org/bp/ethall.htm
UniversityofIowasIbgoinformationpage:
http://www.uiowa.edu/~africart/toc/people/Igbo.html
Handout:IboCosmologyChart(online)
WhoaretheIgbopeople?Wheredotheylive?Whatistheirlifelike?Howhavetheir
customsandtraditionschangedsincethe1880s?Sincethe1950s?
Whatdotheybelieve?DescribetheirreligioussystemandthehierarchyofIgbo
cosmology.
Whatistheconceptofogbanje(77)andhowisitimportanttothenovel?
WhatotherculturalconceptsinthebookareuniquetoIgbopeople?Whydoyou
thinkAchebeincludesthese?WhatdotheytellusaboutIgbopeopleandtheir
beliefsinthenovel?
Whatarekolanutsandhowaretheyusedinthenovel?Whatdotheyrepresent
orsymbolize?
Discusstheideaofculturaltourism.Doyoufeellikeanoutsiderorvoyeurwhen
youreadsomeofthesepassages?Explain.
WhatelementsofIgbocultureandsocietyaresimilartoyourown?Whatelements
differ?
Suggestedpassagesforclosereading
TheogbanjescenewithEzinma
P.124125,whichdescribethelegalramificationsforOkonkwoscrime,andObierika
reflectsonthejusticeofsuchlaws.
AnyofthepassagesthatdealwiththethrowingoutoftwinsintotheEvilForest
Makealistofproverbsfoundinthenovel(orhavestudentsmakethelist
themselves,ashomework)andaskstudentstodiscusswhattheymean.Ifpossible,
askthemtothinkofidiomsorproverbsinEnglishthatsumupthesameorsimilar
idea.
MakeuseoftheVillageofUmuofiaonlinesimulationproject(seeOnline
Resourcesinthisguide)ordointernetresearchtofindvisualaidsandillustrations
ofIgbolife.
Vocabquizzes.Youmayconsideraweekly(orsectionbysection)vocabularyquizto
makesureyourstudentsfullyunderstandtheIgboconceptsandtermsusedinthe
novel,aswellastheonesyoureintroducinginlecture.
YoumightalsoaskstudentstokeepalogoftheIgboculturalconceptsand
vocabularywordslikeonefoundhere
http://edsitement.neh.gov/lesson_images/lesson343/Igbo_Voc_Log.pdf
TheLanguageDebate:Achebeisamajorplayerintheongoingdebateonthequestion
oflanguagechoiceinAfricanliterature.WhileAchebeinsistshecanexpresshispointof
viewaswellinEnglishasanyothermedium,othersmaintainthatthelanguageof
formercolonizerisinsufficientforeitherexpressingindependenceorconveyingcultural
concepts.Assignthetwotextsbelow(orsummarizetheminlecture)andexpandthis
unitbydiscussingtherelationshipbetweenlanguage,cultureandidentity.
Requiredtextsonthelanguagedebate:
ChinuaAchebe,TheAfricanWriterandtheEnglishLanguage
NgugiwaThiongo,TheLanguageofAfricanLiterature

Unit3:GenderinThingsFallApart
Americanstudentsoftenhaveakneejerkreactiontothewaywomenaredepictedinthis
novel,andseethetextassexist,andOkonkwoastheultimatechauvinist.Anditstrue:Achebe
goestogreatpainstodemonstratehowOkonkwosskewedviewofgenderroleshasanimpact
onbothhisthinkingandhisactions.However,thisthemeismuchmorecomplexand
sophisticatedthanbeingsimplyamatterofmaleandfemaletensions;itprovokesserious
discussionofhowtheseinteract,wheretheyoverlap,howbothIgboandEuropeansocieties
mayhaveproblematicassessmentsofgenderroles,andsoon.Oneimportantthingtokeepin
mindwhenteachinggenderinthenovelisthatOkonkwosviewdoesnotrepresentthenorm
ofIgbothoughtinthistext;therearemanyillustrationsofhowhisdistortedinterpretationof
genderedrolesiswhatleadstotroubleinhislife.Havingyourstudentsfindandidentifythese
momentsinthetextwouldbeagreatassignment.Themesofgenderandengenderedmeaning
playanenormousroleinthenovel,andyoucouldapproachthisthemefromseveral
perspectives:
Bycharacter,withafocusontherelationshipbetweenOkonkwoandNwoyeand
OkonkwoandEzinma
Bylookingatlanguageandhowsomanyeverydaythingsandconceptshave
genderedmeaningfortheIgbopeopleinthenovel.Youcouldlookattraditional
rolesformenandwomenwithinIgbosociety,anddiscusswhatitmeanstobea
man(orawoman)inthenovel.Think,too,abouthowindividualconceptsand
ideasareassociatedwithgender,andwhatthismeanstothenovelasawhole.
Byanalyzingtheroleofkinship,familyandtheroleoftheextendedfamilythatis
centraltoOkonkwosstoryaswellasthedisctinctionbetweenmotherlandand
fatherlandandmatriarchalvspatriarchalperspectivesinthetext.
ByanalyzingOkonkwoandhisdeepestfear:becominglikehisfather,whohefeelsis
feminineandweak.ContrastOkonkwosviewwiththatofother,moremoderate,
charactersinthenovel.
Objective:Todiscussandexplorewhatgendermeansinthenovel,andhelpingstudentssee
howcomplexthisthemereallyis,eventhoughOkonkwosviewseemsverynarrowandclear
cut.Alargerobjectivecouldbetohavethemrelatethisdiscussiontogenderrolesintheirown
cultures,andexplorewhy/howthingsarenotalwaysastheyseemwhenitcomestogender
relationsandassumptions.
PreparatoryReading:
WomeninAchebesWorld:AWomanistCritiquebyRoseUreMezu(inChinua
Achebe:TheManandHisWorks2006)
ProblemsofGenderandHistoryintheTeachingofThingsFallApartbyRhonda
Cobham(ModernCriticalInterpretations:ChinuaAchebesThingsFallApart,ed.
HaroldBloom2002)
OkonkwoandHisMother:ThingsFallApartandIssuesofGenderinthe
ConstitutionofAfricanPostcolonialDiscoursebyBiodunJeyifo(inChinuaAchebes
ThingsFallApart:ACasebook,ed.IsidoreOkpewho2003)
IgboWomenfrom19291960byJohnN.Oriji(WestAfricaReview)
http://westafricareview.com/vol2.1/oriji.html
Ngambika(excerpt)
Lecturepoints:Inadditiontoaddressingtheideaslistedabove,alectureongenderinthetext
mightincludethefollowing:
Explanationofthedifferencebetweensexandgender
Discussionofwhatgendermeanstoculture,howlanguagecanbegendered,and
genderedmeaningaffectsthewayweseetheworld
Areminderthatgenderrolesvarybysocietyandwhatissexistorinappropriatein
oneplacemightbeperfectlynormalsomewhereelse.Genderrolesarenotthesame
inallplaces,andbasedononlythefictionalworldofThingsFallApart,wecant
reallymakeblanketassessmentsaboutallofIgbocultureorpeople
ProvidesomebackgroundandcontextforgenderrolesinIgbosocieties(thenand
nowmightbenice,butataminimumatthetimeofthenovelssetting).
Masculinity/femininity,theroleofamaninsocietycompareandcontrast
Okonkwowithhisfatherusethistodiscusshow(ifatall)studentshaveadifferent
viewofwhatitmeanstobearealman
Genderedmeanings(motherland,fatherland;masc/femwords)
Kinshipandextendedfamily.Definematriarchyandpatriarchyandwhattheymean
toculturalrulesandnorms.Asktheclasstothinkofexamplesofbothpositiveand
negativeeffectsofbothmatriarchalandpatriarchalsystems.Pointoutwaysin
whichourownsocietyisstructuredpatriarchally.Askstudentstothinkofother
examples.
ConsidershowingclipsofeitherthevideoproductionofThingsFallApart(seeVideo
Resourcesinthisguide)orofIgbowomenandmendiscussingtheirrolesinsociety.
Havestudentsdiscusshowthisrelatestothebook,whatitmeans.
ProvidesomehistoryandcontextforwhatitmeanstobefeministinAfricaand
how/whytermslikewomanismarepreferred.Youmayconsiderdiscussingthe
debateoverfeminismasaWesternconcept,andwhetherornotthereisauniversal
standardthatshouldapplytoallwomenwhenitcomestowomensrightsandroles
insociety.
Discussthenuancesofgenderinthetextandhowgenderissuesarenotjustmale
vs.femaleinthetext.Achebedevelopslotsofgreyareacharacterswithdifferent
views,malecharacterswhoactfemaleorfemalecharacterswhoactmale,etc.
HowdoesOkonkwosrelationshipwithmaleandfemalecharactersdiffer?Why?
Whatroletowomenplayinthisnovel?WhatislifelikeforOkonkwoswives?
Somefemalecharactersinthebookdontseemtofitthemoldaccordingto
Okonkwosview?Whoaretheyandwhyaretheyimportanttothetext?(
Whatmaterialthingscanyoufindinthebookthathaveaspecificgender?Does
theirgendereffecttheirmeaningorhowtheyareused?Howorhownot?
WhenOkonkwoissentintoexile,heissenttoMbanta,hismotherland,where
thingsseemverydifferentthanlifeinUmuofia.Howaretheydifferent?Whatdo
thesedifferencestellusaboutgender?Whatdoyoumakeoftheexpression
MotherisSupremethatismentionedinthebook?
Whatdothetermspatriarchyandmatriarchymean?Giveoneexampleofeach
fromthetext.
HowisOkonkwosviewofgenderdifferentfromothercharactersviewofgender
rolesinthenovel?Giveexamples.
ThinkaboutthecharacterEzinma.Of Ezinma, Okonkwo thinks: "She should have
been a boy" (p. 64). Why is it necessary to the story that Okonkwo's most
favored child be a girl? What does it mean that she has all of the characteristics
that her father finds more valuable in a son?
Inthenovel,therearetwokindsofmurdermaleandfemale(124).Whatarethese
andwhatdotheymeantothenovel?DoesitmatterthatOkonkwocommittedthe
femalekindofmurder?
Suggestedpassagesforclosereading
Thefirstparagraphonpage13thatbeginsOkonkworuleshishouseholdwitha
heavyhandInthisparagraph,welearnabouthisfearofweaknessandhowhe
learnsthatagbalameansbothwomanandamanwhohasnotitle.Discusshow
thiseffecthisattitudeandviewsaboutgender.
Nwoyeknewthatitwasrighttobemasculineandtobeviolent,butsomehowhe
stillpreferredthestoriesthathismotherusedtotell,andwhichshenodoubtstill
toldtoheryoungerchildren[]ThatwasthekindofstoryNwoyeloved.Buthe
nowknewthattheywereforfoolishwomenandchildren,andheknewthathis
fatherwantedhimtobeaman.Andsohefeignedthathenolongercaredfor
womensstories(5354)Whatdoesthispassagetellusabouttheconflict
betweenfatherandson?Whatdoesittellusaboutwhatgendermeansinthe
novel?HowdoesitforeshadowNwoyeslaterconversion?
Womenneversawtheinsideofthe[egwugwuhouse].Nowomaneverdid.They
scrubbedandpaintedheoutsidewallsunderthesupervisionofmen.Ifthey
imaginedwhatwasinside,theykepttheirimaginationtothemselves.Nowoman
everaskedquestionsaboutthemostpowerfulandthemostsecretcultintheclan
(89).Thisisagoodexampleofhowwomenandmenhavedifferentsocialrolesin
Igbosociety.Discussthispassageandwhatitmeanstothenovel.
Thediscussionofmotherlandandmotherissupremeonp.133135
TheveryimportantpassageinwhichOkonkwosfriendOfoedudiscussesthe
relationshipofawellknowncouple,NdulueandOzoemena,whohavebothdiedat
thesametime.ObierikasaysItwasalwayssaidthatNdulueandOzoemenahad
onemind...Hecouldnotdoanythingwithouttellingher.TowhichOkonkwo
replied,Ididnotknowthat.Ithoughthewasastrongmaninhisyouth.And
Ofoedusays,Hewasindeed.(68)Thisisakeypassageasitshowsthatother
esteemedeldersinthevillagedonotshareOkonkwosviewthatwarriorscannotbe
lovingorgentleorclosetoothers;itdemonstratesthathisrigidpositiononwhat
constitutesstrongmasculinebehaviorisnotsharedbyallIgbomen.
OkonkwosviewdoesnotrepresentthenormofIgbothoughtinthistext;there
aremanyillustrationsofhowhisdistortedinterpretationofgenderedrolesiswhat
leadstotroubleinhislife.Haveyourstudentsgetingroups(orontheirownas
homework)andfindatleastthreepassagesinthetextwhereOkonkwosviewis
challengedorcontradictedinthenovel.Thenhavethemusetheirlisttodiscussthe
largerrolegenderplaysinthenovel,andwhatitmeanstothestory.Whatisthe
messagethatthesecontradictionsreveal?
CompareandcontrasttherelationshipsOkonkwohaswithhissonNwoyeandhis
daughter,Ezinma.
Chooseonecharacteranwriteanessayonwhygendermatterstothisperson.
Compare/contrasttwocharactersinatwopageessaywhichevaluateshowgender
meaningdiffersforeachofthem.Suggestedpairs(Okonkwo/Nwoye,
Okonkwo/Obierka,Nwoye/Ezinma,Ezinma/Okonkwo).
Findanadvertisementthatusesgenderrolestodescribeorpromoteaproduct.Do
youagreeordisagreewiththewaygenderisrepresentedhere?Why/whynot?
Comparetheadtoanexampleinthebookwheregenderisusedtoexplainor
describeaspecificthingorconcept
Thisunitcouldbeexpandedtodiscussgenderissuesingeneral,ortogodeeperinto
howthethemeplaysoutinthebook.UsethelinksintheOnlineResourcessectionof
thisguidetofinddiscussionquestionsandactivitiesspecificallyrelatedtogender.

Unit4:CharacterStudies:Psychology,RelationshipsandMeaning
7A:Okonkwo:Villain,VictimorTragicHero?
7B:Nwoye
7C:Okonkwoandhisfamily:theroleofhiswivesandchildren
7D:EzinmaFathers,sonsanddaughters:keyrelationshipsinthenovel
7E:Obierika,VoiceofReason
7F:Outsiders:Theroleofmissionariesandcolonialadministrators
Character development is central to the development of a wide range of issues in the novel,
and one could easily teach the entire book in a sixweek session focusing only on characters,
and how they relate to family, friendships and identity as they develop the other themes.
Okonkwo himself is such a complex character, and most of the other themes in the novel are
developedbyexploringtherelationshipsbetweenOkonkwoandothercharacters.
Objective:Toperformclosereadingsofspecificcharacters,assesstheirrelationships,and
determinehowcharacterizationrelatestoothermajorthemesinthenoveltocreatemeaning.
PreparatoryReading:
ForChinuaAchebe:TheResilienceandthePredicamentofObierikafromChinua
Achebe:ACelebrationbyBiodunJeyifo
CharactersinThingsFallApart(thislistisavailableonlineasahandout/referenceguide):
Okonkwo protagonist
Unoka hisshiftless,titlelessfather
Okonkwoswives: (1)Nwoyesmother,theseniorwife
Children:Nwoye[Isaac](m),Obiageli(f),Nneka,Nwofia
(begotteninthewilderness45,shouldvebeenaboy),and
theadoptedsonIkemefuna(m)whoiskilledbyOkonkwo
(2)Ekwefi
Child:Ezinma(f)
(3)Ojiugo
Children:Nkechi(f),Obiageli(f)
*Note:#ofchildrenhereincomplete.Textsayshehas11childrenbefore
theexile;2(?)borninexile;5sons
Ikemefuna youngboycapturedinrevengefordeathofadaughterofUmuofia
Obierka friendofOkonkwo
NdulueandOzoemena coupleknownfortheircloserelationship(68)
Ofoedu FriendofOkonkwoandObierika
Agbala OracleoftheHills&theCaves
Chika PriestessofAgbala
Chielo PriestessofAgbala
Ani Earthgodess
Ezeani PriestofAni
Uchendu OkonkwosmothersbrotherinMbanta(exile)
Mr.Kiaga missionaryinterpreter/teacher
Mr.Brown whitemissionarycompromiseandaccommodationpolicy
Mr.Smith whitemissionary(Brownsreplacement);nocompromisepolicy
Nneka firstconvert;motheroftwins
Okoli manaccused/presumed/rumoredtohavekilledsacredpython(dies114)
Enoch priestofthesnakecult
DistrictCommissioner
UnnamedBritishcolonialadministratorwhofamously
appearstopronounceOkonkwosstoryinterestingreadingfora
paragraphinhismemoir:ThePacificationofthePrimitiveTribesofthe
LowerNiger
Lecturepoints:
Beginwithadiscussionofcharacteranalysiswhatisis,howtodoit,how
charactersworktogethertocreatemeaning,etc.
DiscusstheroleofthePROTAGONISTandminororsupportingcharacters.
DiscussOkonkwosroleasprotagonist.Isheahero?Avictim?Avillain?
Usepassagesfromthetexttoexplorerelationshipsbetweencharacters
o OkonkwoandUnoka
o OkonkwoandObierika
o Okonkwoandhischildren
o Okonkwoswivesandtheirchildren
o etc
Showhowmostofthethemesinthenoveldependoncharacterdevelopmentto
makesense.Usethistodemonstratehownovels/fictionworkshowhowOkonkwo
(andtheothercharacters)actoutthedramatoproducemeaningandallowus
differentpointsofviewtoconsiderasweinterpretthenovel
RemindtheclassthatOkonkwo,thoughesteemedandinapositionofauthorityin
hisvillage,isabitofananomaly.Othersdonotsharehisviewsonmanythings.
Youmightalsoconsiderspendingentiredaysonindividualcharacterstoexplore
howtheyrelatetospecificthemes/issues
Nwoyeandreligion/conversion
Themissionariesvs.therestofthecharacters;howdotheydiffer?
Ezinmaandgenderroles,EzinmaandIgbocustoms/belief
Ikemefunaandhissymbolicdeath;alsowhathispresenceinthenovelteachesus
abouthowthissocietyworks,itsrulesandnorms
Whatischaracterization?Howarecharacterscreatedinatext?
Whatdoesthetermprotagonistmean?Whathappenswhenourprotagonistis
kindofantagonistic?IsOkonkwoasympatheticcharacter?Howcanwerelateto
him?Doesheremindyouofanyoneyouknow?
DoaclosereadingofthedescriptionsofOkonkwoandUnokainchapterone.How
dothesetwocharactersdiffer?Whatkindoflanguageisusedtodescribeeachof
them?Whatproverbsareassociatedwitheach?Whatdoesthiscontrast
foreshadow?
Discussspecificcharacters/pairsofcharactersandwhattheymeantotherestofthe
text.
WhatisthesignificanceofthechildIkemefunatothenovel?WhydoesOkonkwokill
him?Whatcanbelearnedfromthisepisode?
Makealistofcharactersorcharacterpairsforthestudentsandaskthemtowrite
downthemajorthemeorissueassociatedwiththatcharacter/pairofcharacters.
Thenhavethemfindoneexampleofthis,withaquote,topresenttotherestofthe
class.Thiscouldbedoneingroupsorashomework.
Writeaonepagecharacteranalysisofthecharacterofyourchoice.Besureto
include:adescriptionofthecharacter,his/herrelationshiptotheprotagonistand
his/hermainfunctioninthenovel.Supportyourresponsewithquotesfromthe
book.
CompareandcontrastUnokaandOkonkwo.Makeachartorgraphofalloftheir
differences.
Havethestudentsgetincharacterandaskthemtoenactspecificpartsofthebook,
oranswerquestionsincharacter
ThinkaboutthecharacterofNwoye.WhydoesheconverttoChristianity?Writean
essayinwhichyoudiscussthefactorsthatledtohistransformation,andhowthey
relatetohisrelationshipwithhisfather.
Whatisahero?Createaproject(essay,story,poemorartproject)whichanswers
thequestion:IsOkonkwoahero?Bepreparedtoshareyourideaswiththeclass.
Themostobviouswaytoexpandthisunitistofocusononecharacteratatime,anduse
classtimetodoclosereadingsofpassagesrelatedtothatcharacter.Thisactivitylends
welltogroupprojectswhichcouldresultinCharacterAnalysisPresentations(which
couldbeaspedanticorascreativeasthestudentswish).Thisunitcouldalsobe
expandedbyfocusingonadifferentcharacteristicofOkonkwoeachday(hisviewon
women,hisroleinsociety,hisrelationshipswithothercharacters,etc)toreallyexplore
howcomplexhischaracteris,andhowitisusedtodevelopsomanythemesinthetext.

Unit5:Power,Knowledge,EducationandReligion:TheCenterCannotHold
Theseimportantminorthemesofthenovelarewhatmanycriticspointtoaswhatcauses
thingstofallapartinUmofia:thecracksinIgbothoughtthatcreatepowerdifferentialsand
makesomemorelikelythanotherstocovertand/orembracethechangestheEuropeansbring
totown;theintroductionofChristianityanditsappealtothoseatthelowestendofthesocial
strata;andthepowerofeducationinthenewsystemofcolonialadministration(particularly
theuseofEnglishandtheroleoftranslators).Thesethemesoverlapandhavevariousother
impactsinthenovel,butmakeagoodunitwhenusedtodiscusssomeoftheimpactsof
colonialisminthenovel,andthepowerrelationsandinequitiesofIgbosocietythatmake
ChristianityseemveryappealingtomanypeopleinUmuofia.
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)
Objective:Toperformclosereadingsofpassagesrelatingtopower,knowledge,educationand
religioninthenovelandexplorethewaysinwhichthesethemeshelpusunderstandwhy
thingsfallapartinUmuofia.Studentsshouldbecomeawareofhowtheseareinterrelated
andhowbothinternalandexternalfactorscancontributetothesuccessorfailureofindividual
aims.Studentsshouldbeabletoanalyzethetitleofthenovel,andtheYeatspoemonwhichit
wasbased.
[T]he 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
PreparatoryReading:
MissionariesandConverts:ReligionandColonialIntrusioninThingsFallApartby
JosephMcLaren(ModernCriticalInterpretations:ChinuaAchebesThingsFallApart,
ed.HaroldBloom2002)
ExcerptfromWalterRodney:HowEuropeUnderdevelopedAfrica:[T]hemain
purposeofcolonialschoolsystemwastotrainAfricanstoparticipateinthe
dominationandexploitationofthecontinentasawhole...Colonialeducationwas
educationforsubordination,exploitation,thecreationofmentalconfusionandthe
developmentofunderdevelopment.[263]
TheSecondComingbyWilliamButlerYeats(online)
Lecturepoints:
YoumightconsiderbeginningthisunitwithandiscussionofthepoemTheSecond
ComingbyW.B.Yeats,fromwhichAchebedrewthetitleofthenovel.Provide
somebackgroundcontextforthetext(asaresponsetoBritishcontrolofIreland)
andsomebackgroundonYeats.Readtheentirepoem,andanalyzeinparticularthe
fourlinesthatprefaceThingsFallApart:
Turningandturninginthewideninggyre
Thefalconcannothearthefalconer;
Thingsfallapart;thecentercannothold;
Mereanarchyisloosedupontheworld.
Asktheclasswhattheythinkthepoemmeans,andwhatitforeshadowsinthe
novel.Whatisthecenterofthisnovel?Whycanitnothold?Whatforcesare
workinginthebookthatpreventthefalconerfromhearingthefalcon?Whatdo
thesesymbolstranslatetointhenovel?
Ideally,thisdiscussionwillgenerateideasaboutthevariouspowerfactorsthat
impactthemajoreventsinthenovel:Igbolawandcustom,outsidepenetrationand
impositionofnewrules,religionandeducationalsystems,andOkonkwosown
powerstruggleandbattlewithhischi.
Discusshowreligionandeducationrelatetopowerinthetext.
DiscussthereligioussignificanceoftheW.B.Yeatspoem,TheSecondComingand
whatitmeanstothenovel
Whatisthecenterofthisnovel?Whycanitnothold?Whatforcesareworkinginthe
bookthatpreventthefalconerfromhearingthefalcon?Whatdothesesymbols
translatetointhenovel?
Howdothemissionariessetthestageforcolonialcontrol?Whoarethefirstconverts,
andwhydothesepeoplefindChristianitysoappealing?
WhatisOkonkwosviewonthemissionaries?Oncolonialeducation?Howdoeshisview
differfromothercharactersviews?
Suggestedpassagesforclosereading:
Conversionoftheosu(156157)andthekillingofroyalpython(157159)
Thepropheticwordsofoneoftheoldestmembersoftheumunna(166167),inwhich
hesays:Ifearforyouyoungpeoplebecauseyoudonotunderstandhowstrongisthe
bondofkinship.Youdonotknowwhatitistospeakwithonevoice.Andwhatisthe
result?Anabominablereligionhassettledamongyou.Amancannowleavehisfather
andhisbrothers.
Obierikasbigspeech:
[Thewhiteman]doesnotevenspeakourtongue[.]Buthesaysthatourcustomsare
bad;andourownbrotherswhohavetakenuphisreligionalsosaythatourcustomsare
bad.Howdoyouthinkwecanfightwhenourownbrothershaveturnedagainstus?The
whitemanisveryclever.Hecamequietlyandpeaceablywithhisreligion.Wewere
amusedathisfoolishnessandallowedhimtostay.Nowhehaswonourbrothers,and
ourclannolongeractlikeone.Hehasputaknifeonthethingsthatheldustogether
andwehavefallenapart.(176)
Chapter21(178183),ashortchapteronMr.Brown,whocametoberespectedeven
bytheclan,becausehetrodsoftlyonitsfaith(178),andhowfromtheverybeginning
educationandreligionwenthandinhand(182).
ContrastthedescriptionofBrownsmethodswiththisdescriptionofhissuccessor,Rev.
Smith:HeopenlycondemnedMr.Brownspolicyofcompromiseandaccommodation.
Hesawthingsasblackandwhite.Andblackwasevil.Hesawtheworldasabattlefield
inwhichthechildrenoflightwerelockedinamortalconflictwiththesonsofdarkness.
Hespokeinhissermonsaboutsheepandgoatsandaboutwheatandtares.Hebelived
inslayingtheprophetsofBaal.Whatdoesthispassagesayabouttherelationship
betweenpower,controlandreligion?
ThescenewhereEnoch,aChristianconvert,unmasksanegwugwuduringapublic
performance(186187)
WriteanessayinwhichyoucompareandcontrastMr.BrownandMr.Smith.
WhydosomepeopleconverttoChristianityinthebookandothersdonot?Use
evidencetosupportyourview,andwriteanessayinwhichyoudemonstratewhichside
ismoreconvincing.
Preparegrouppresentationswhichexplainthemeaningofthebookstitle.
Whatcausesthingstofallapartinthisnovel?Stageadebateinwhichstudentsare
assignedvariouspositionsonthistopic,andanswerincharacter,using
evidence/quotesfromthetexttosupporttheirviews.
Ifyouhavetime,aslightlydatedbutexcellentfilmonthetopicoftherelationship
betweenreligion,educationandcolonialismisBasilDavidsonsTheBibleandthe
Gun,Part5theAfrica:AVoyageofDiscoveryseries.Thisvideoisavailablefor(free)
loanthroughtheUWAfricanStudiesProgram,andisalsoavailableatmanylibraries.
Seeasummaryofthedocumentaryhere:
http://dickinsg.intrasun.tcnj.edu/films/basil/video5.html
Unit6:Destinyandtheroleofchiinthenovel
Destiny,theroleofoneschi,andthestruggleoftheindividualwithinsocietyaremajorissues
throughoutthenovel.OnecouldarguethatOkonkwoscentralconflictliesinhisconstant
struggletounderstandandmakesenseofhisownlotinlifewhichhevariouslyseesas
inevitableorsomethinghecanmanipulate.Bytheendofthenovel,thesignificanceofthis
themebecomesveryclearaswereforcedtoaskifOkonkwowasasuccessorfailure.Didhe
defyhischi?Washepowerlesstocontrolanaturalprogressionofevents?Andistheconceptof
chitobetakenliterally,ormetaphorically?WhatdoesOkonkwosdestinysignifyforthetheme
ofcolonialism?Isitsymbolic?Ifso,ofwhat?
Objective:Toencouragestudentstoreadbeyondthelinearplotofthenoveltoseealarger
themeatwork:amantryingtocometotermswithhislotinlife,andaccepttheways
hispersonalgod,orchi,tocontrolhisdestiny,whileatthesametimestrugglingto
changehisworld.Thisthemecouldalsobeusedtogeneratelargerdiscussionofhow
literaturetacklessuchmetaphysicalconcerns,andhowtheyusuallyhaveelementsof
bothculturalspecificityanduniversality.
PreparatoryReading:
WhenaManFailsAlone:AManandHisChiinChinuaAchebesThingsFallApart
byHaroldScheub(inChinuaAchebesThingsFallApart:ACasebook,ed.Isidore
Okpewho2003)
Lecturepoints:
Definechiasaculturalconcept.
Discusshowchirelatestotheideasofdestinyandfate
Proposeamodelorstrategyfordiscussingthisthemeinthebookbyaskingthe
startingquestion,IsOkonkworesponsibleforhisfateinthistext,orisit
determinedbyoutsideforces?
Besuretoraisethequestionofbelief.Ischiaconceptweshouldacceptatface
valueasamatterofcultural/religiousbelief?Isitametaphor?Aliterarydevice?
Whatdowelearnfromtheexpositionofthisthemethroughoutthenovel?
IsOkonkwoatoddswith,oratpeacewith,hischi?Supportyouranswerwith
examplesfromthenovel.
Thereseemtobeconflictingideasabouthowchiworksinthenovel.Oneproverb
says:Ifamansaysyes,hischisaysyesalso(27,131),indicatingthatpeoplecan
havesomeinfluenceovertheirownfate.Otherpassagessuggestthatonehasno
controloverthedecisionofthechi(79,eg)andthatamancouldnotrisebeyond
thedestinyofhischi(131).Okonkwohimselfseemstostrugglewiththisquestion.
Whichdoyouthinkisthedominant,orcorrectviewinthenovel?
Thinkabouttheendingofthenovel,andOkonkwosdeath.Intheend,afterallhis
effortstobetheoppositeofhisfather,hediesaverysimilarlyshamefuldeath.
Whatdoesthisendingmeantothelargerthemeofdestiny?Wasthistheinevitable
enddeterminedbyOkonkwoschi?
152153:ThescenewhereNwoyejoinsthechuchandOkonkworeflectsonhowhe
wascursedwithsuchasonandseestheanswerinthefingerofhispersonalgod
orchi.Forwhoelsecouldheexplainhisgreatmisfortuneandexileandnowhis
sonsdespicablebehavior?ThispassageendswiththeproverbLivingfirebegets
cold,impotentashandacomparisonoftheeffeminateanddegenerateNwoye
toUnoka.UsethistodiscussanddebateOkonkwostruedestiny.
Thesecondparagraphonpage131ontheroleofthechiandOkonkwosdesireto
becomeacommunityleader.
Determineyourfatecontest.Putstudentsingroupsandawardprizes,meteout
consequencesandotherwisemakethemchoosetheirowndestinybasedonwho
isthefirst(andlast)toanswerquestions,solveproblemsorcomeupwithdiscussion
points.Someideas
Findasmanypassagesasyoucanthatrefertochiinthebook
Proverbinterpretationcontest.Thefirstgrouptocomeupwithan
accuratedescriptionofwhataproverbmeanswins.
WriteanessayinwhichyouanswerthequestionWhoorwhatisresponsiblefor
Okonkwosfate?Supportyouressaywithquotesfromthenovel.
Teachersparticularlyinterestedinthisthememightconsidermakingitaunifyingtheme
fortheircourses,astheylookatothertexts,issuesorunits.Thequestionofthe
relationshipoftheindividualtothecommunity,andtotheuniverseatlarge,iscentral
tomanyworks,soitwouldntbedifficulttomakeconnectionsandusethosetoengage
studentsinongoingthematicprojectsorcomparison/contraststudies.

Unit7:LanguageandStyle
7A:Formandcontent
7B:Thesignificanceofproverbsandotherformsoforalityinthenovel
7C:SymbolismandImageryintheNovel
Objective:Studentswilllearntodiscuss,understandandappreciatetheliterarymeritsofthe
textbytalkingaboutitsform,languageandstyle,andanalyzingspecificusesofimagery,
intertextuality,symbolsandmetaphors.
PreparatoryReading:
Realism,Criticism,andtheDisguisesofBoth:AReadingofChinuaAchebe'sThingsFallApar
withanEvaluationoftheCriticismRelatingtoItbyAtoQuayson(ResearchinAfrican
Literatures,Vol.25,No.4(Winter,1994),pp.117136)
ThePalmOilwithwhichAchebesWordsareEatenbyBernthLindfors
ChinuaAchebe:TheArtofFiction(interview)
http://www.theparisreview.com/media/1720_ACHEBE.pdf
YoumightmakeuseofthislistofproverbsfoundinThingsFallApart,whichincludes
discussionquestions:http://www.unc.edu/~hhalpin/ThingsFallApart/Proverbs.html
Lecturepoints:
Defineanyliterarytermsunfamiliartoyourstudents
Discussrealistfictionandhowitdiffersfromstrictlyhistoricalfiction
Discussthedifferencebetweenfictionandnonfiction
Explainthedifferencebetweenform(howthetextisputtogether)andcontent
(whatthetextsays,thestory)
LanguageuseandOralityelementsoforalcultureinthetext
InternalGlossing(hispersonalgodorchi)andtheglossaryatthebackofthebook
Intertextuality:define,anddemonstratehowAchebeincorporateslotsofother
textsintohiswork(Conrad,Yeats,oralstories,proverbs,etc).Discusshowthis
worksandwhatitmeans
Symbolismandimagery:usingexamplesofyourchoice,discusshowtoidentifya
symbolormotif(recurringimage),andhowtodeterminewhattheymean
Literaryinterpretationvsopinionorpersonalreaction
Usingtextualevidencetosupportintepretations
Thinkaboutlanguageandtranslation.WhydoesAchebeincludesomanyIgbo
words?Whydoesheprovidetranslationsforthem?Whatdoesthissayabouthis
intendedorassumedaudience?
WhydoyouthinkAchebeusestheoldfashioned,outdatedspellingIboinsteadof
themorecommonandcontemporaryspellingIgbo?
Fireanddrummingaretwoimportantsymbolsinthenovel.Chooseoneofthese
andfind3examplesofwhereitisdiscussedinthebook.Usetheseexamplesto
interpretthemeaningofthatsymbol.
ThefollowingquestionsonStructure,TechniqueandPlotaretakenfromthe
RandomHouseteachersguideforThingsFallApart
http://www.randomhouse.com/acmart/catalog/display.pperl?isbn=9780385474542
&view=tg
1.Thenovelisstructuredinthreeparts.Whatdothedivisionsreflectaboutthestages
oflifeoftheprotagonist?Howdothedivisionsmovetowardandillustratethecollapse
ofIgbosociety?
2.Whatisthepointofviewofthenarrator?Howdoesthepointofviewcontributeto
ourunderstandingoftheconflictingcultures?Whattechniquesdoesthenarratoruseto
evokeaparticipatoryroleforthereader?
3.Inthenovel'sopening,Okonkwoiswrestling.Howdoesthiscontrastwiththeending,
whenOkonkwoisdeliberatingaboutanadequateresponsetotheBritishhumiliationof
theIgboeldersinjail?
4.AchebeusesstorytellingflashbackstodescribetherelationshipofOkonkwoand
Unoka.Whatdotheflashbacksrevealabouttheirrelationship?Whatistheeffectofthe
useofstorytellingtoillustratetheflashbacks?
5.InChapterOne,howdoesAchebeforeshadowthepresence(andultimatefate)of
Ikemefuna?
6.Describethejudicialfunctionoftheegwugwuanditsrelationshiptotheliving,
particularlytoIgbowomen.Whyisitalsorelatedtothespiritualworld?Howdoes
Achebeillustratetheblendingofthespiritualandrealworlds?
7.HowdoesthekillingofIkemefunaforeshadowthefallofOkonkwo?
8.WhyisOkonkwoexiled?Whyistheexileironic?ComparetoOkonkwo'sparticipation
inthekillingofIkemefunaanditslackofconsequences.
9.Whenandhowisthewhitemanintroduced?TracethechronologyoftheIgbo
people'sresponsestothearrivalandsettlementofthewhiteman.Whatattitudes
towardtheIgbopeopledothewhitemenbringandhowdotheirattitudesdetermine
theirtreatmentoftheIgbopeople?
10.HowdoesAchebeuseincidentstopaintthegeneralcharacterofthewhite
colonizers?
Selectaproverbfromthenovelandwriteaonepagepaperexplainingwhatit
means,andwhyitisimportanttothetext.
MakeaposterwhichprovidesWordMapofIgboterms,withreferencesto
andquotesfromthetext.Giveapresentationinwhichyoudescribewhyeach
termissignificanttothetext.
WritealettertoChinuaAchebelistingatleast3specificthingsyouenjoyed
aboutthestyleorformofhisbook,explainingwhytheyappealedtoyou.
Foreshadowingisanimportantfeatureinthebook,andonethatsusedoften.In
groups,find23instancesofforeshadowinganddiscusshowtheycommenton
theeventstheyforeshadow.
Thinkabouttheoralityofthenovel.ListthreeexamplesofhowAchebebrings
featuresoforaltraditionsintohisnovel,andwriteaparagraphforeach
example,explainingwhyitisevidenceoforality.
Ifyouhaventalreadydiscussedit,thelanguagedebatewouldbeagoodadditiontothis
unit(seeSuggestionsforexpandingthisunitinUnit2fordetails).Youcouldusethis
debatetocontinueyourdiscussionsoftherolelanguageplaysinthenovel,andthe
interrelationshipbetweenEnglishandIgboterms.

Anotheroptionforexpandingthisunit,particularlyinEnglishcourses,wouldbetolook
closelyattheformandstructureofthenovel.Howareeachofthethreeparts
composed?HowdoesAchebemanagetobothputforwardalinearstorylinewhile
makinguseofarelativelynonlinearmodeofexpression?

Unit8:ColonialImpactsandPostcolonialConsiderations
"Here then is an adequate revolution for me to espouse--to help my society regain

belief in itself and put away the complexes of the years of denigration and self-
abasement"
- Chinua Achebe, The Novelist as Teacher, Hopes and Impediments
Objective:Toexploreandunderstandthethemeofcolonialimpactsinthenovel,theroleof
theBritishinfluencesinthetext,andhowtheseareunderstoodinrelationtotheothermajor
themesinthenovel.Studentsshouldbeabletoidentifypassageswhichdirectlyconfrontor
attempttodisprove/undothenegativestereotypesofAfricanrealityassociatedwithcolonial
misrepresentationofAfrica.Thisunitshouldexpandonthehistoricalsectioncoveredearlier,
andlookatcolonialismasathemeinthenovel,aswellasthewayAchebeuseshisnovelto
addressandrespondtoEurocentricversionsofAfricanhistory.
PreparatoryReading:
ReviewMaterialsforUnit1onhistoryandcolonialism
ReadingChinuaAchebe:NationFormationandtheNovelbySimonGikandi
Writing,CultureandDominationbySimonGikandiinReadingChinuaAchebe
KiplingsImperialism(onVictorianweb):
http://www.victorianweb.org/authors/kipling/rkimperialism.html
ColonialNarrativeshandout:RudyardKipling,TheWhiteMansBurdenand/or
GungaDinwithPearsSoapadvertisement
Lecturepoints:
DefineEurocentrismanditsrelationtocolonial/imperialdepictionsofthecolonies
inthe19
th
century
ProvidebackgroundforRudyardKipling,BritainsImperialpoet,andanalyzethe
poemsTheWhiteMansBurdenand/orGungaDin
Youmaywishtoprovideotherexamplesofcolonialart,advertisingorliterature
whichdepictsAfricainsimilarlystereotypical,unrealisticandahistoricalways
DiscussJosephConradsHeartofDarknessandtheimpactithadonAchebeswork,
andEuropeanviewsaboutAfrica.
ThesunneversetsontheBritishEmpire:stressthatthemainpurposeof
colonizationiseconomic
Discusshowthebookrespondsto,negates,debatesorchallengesEurocentric
assumptions.
Posethequestion:whoistheintendedaudienceofthisbook?DoyouseeAchebeas
areviserofhistoryorasanativeinformant?
CompareandcontrastMr.BrownandMr.Smith.Whatdothesecharacters
represent?Whatdoyoumakeoftheirnames?
Whatistheroleofthemissionariesinthenovel?
Whataretheadvantagesanddisadvantagesofcolonialeducation?
WhoistheDistrictCommissioner?Whatishisrole?Whatdoesherepresentinthis
novel?
Achebewrotehisnovelin1958,justbeforeNigeriasindependence.Whydoyou
thinkhesetthenovelinthe1890s?Whatdoesthisallowhimtosayabout
colonialismthathemightnothavesaidhadhistextbeensetinthepresent?
WhydoesOkonkwokillthecourtmessenger?
WhataretheconsequencesofOkonkwosmurder?
HowdoyouinterpretOkonkwossuicide?Whydidhedoit?
Chapter23(192197)describesthefutileattemptoftheleadersofUmuofiato
negotiatewiththeDistrictCommissionerathisheadquarters,andthearrestof
Okonkwoand5others.TheDistrictCommissionersays:Weshallnotdoyouany
harmifonlyyouagreetocooperatewithus.Wehavebroughtapeaceful
administrationtoyouandyourpeoplesothatyoumaybehappythendescribesthe
newjusticewhichistobemetedoutundertheauthorityofhisgreatqueenthe
mostpowerfulrulerintheworld.Doaclosereadingofthispassage,consideringwhat
assumptionstheDistrictCommissionerismaking,andhowthemenmighttakeoffense
athissuggestionthattheydonothavejusticeundertheirownauthority,etc.Pointout
linesinthespeechthatseemcondescendingorinsultinganddiscuss.
Analyzetheclimacticpointofthenovel:Okonkwosmurderofthecourtmessenger
(204205).ThelasttwoparagraphsofthischapterreflectOkonkwosthoughtsand
actionsimmediateafterkillingtheman;interpretthoseparagraphs.
Readanddiscussthenovelsclosing,Chapter25(206209).
CreateatimelineofEuropeancontactwithAfrica.WheredoesThingsFallApart
fallintothistimeline?
ThinkabouttheexpressionThesunneversetsontheBritishempire.Writea
lettertoQueenVictoriafromtheperspectiveofOkonkwo,tellingherhowyou
feelaboutherempire.OR:WritealettertoOkonkwofromQueenVictorias
perspective,tryingtopersuadehimoftheadvantagesofcolonialism.
DoacharacteranalysisoftheDistrictCommissioner.Whatdoeshesymbolizein
thenovel?
MakealistofallthethingstheDistrictCommissionerandOkonkwohavein
common.Howdotheydiffer?
Thefilm,Keita:HeritageofaGriot,alsoexplorestheimpactofcolonialismon
traditioninAfrica.SetinGuinea,itlooksatFrenchcolonialeducationandgovernment
intermsofitslastingimpactonmodernlife.LikeThingsFallApart,itisacontemporary
filmthatissetinthepast,butalsoincludesamodernelementasweseethegriot,
Djeliba,tellingthestoryoftheepicheroofancientMali,Sundiata,toMabo,ayoung
schoolboy.Thiswouldbeagoodcompanionfilmforthisunit,andbroadenyour
discussionoftheimpactofcolonialisminAfrica,aswellasallowyoutodiscussthe
differencesbetweenBritishandFrenchcolonialpolicies,governance,etc.The94
minutefilm,whichissubtitled,canbeborrowedfromtheAfricanStudiesProgram.
http://newsreel.org/nav/title.asp?tc=CN0050

Unit9:ThingsFallApartastragedy
Subthemes: Conformityvs.individuality
Traditionvs.Modernity
Actionvs.Inaction
Theres no doubt that Things Fall Apart has a tragic ending: our brave protagonist is dead,
humiliated and ultimately unsuccessful. His community has ignored his warnings. His deeds, which
he hoped would cause action and generate resistance, were futile. He becomes a joke: laughable
fodderforaparagraphofmaterialintheDistrictCommissionersmemoir.However,therearemany
ways to interpret his death ranging from the fatalistic (its a symbol of impending loss of cultural
andpoliticalautonomy)toliberating(itsasymboloftheundyingspiritofindependenceinherentin
theIgboworldview).Inthisunit,youcantalkabouttheliteraryaspectsofthenovelthatmakeita
tragedy,andwhatthetragicdeathofOkonkwomeanstotheotherthemesyouvecoveredinclass.
Did Okonkwo die in vain? What can we learn from his death? What does his death signify for the
futureofUmofia?Isitasymbol?Ofwhat?
Youmayfindithelpfultodiscussthistragedyintermsoftwoofthebasicsetsofconflictsthatare
developed throughout the novel: conformity vs. individuality and tradition vs. modernity (or
preserving the status quo/going with the flow vs. change and transformation) and action vs.
inaction.
Objective:Tolearnwhatconstitutesatragedy,anddeliberateonthemeaningoftheendofthe
novel,andwhatOkonkwosdeathmeanstothelargerthemesandissues.
PreparatoryReading:
TheTragicConflictintheNovelsofChinuaAchebebyAbiolaIrele(Critical
PerspectivesonChinuaAchebe,ed.C.L.InnesandB.Lindfors1978)
ChinuaAchebeandthePossibilityofModernTragedybyAlastairNiven(Chinua
Achebe:ACelebration,ed.PetersonandRutherford)
FeaturesofTragedy(online)
Lecturepoints:
Definetragedy
Discusstheliteraryindicatorsoftragedyinthenovel
InitiateadiscussiononthemeaningofOkonkwosdeathandwhatitsymbolizes.
Allowthestudentsroomtodeveloptheirowninterpretationsofhisdeath:dothey
seeitaspositiveornegative?Why?
Sincethisislikelythefinalunitonthetext,youmightconsiderusingittoletthe
studentsshowcasetheirclosereadingskillsbyaskingthemtodoaninclassproject
whichusestextualevidencetosupportaninterpretation.Lettheclassdecide
togetheronafocusquestion(WhatdoesOkonkwosdeathmean?Whydothingsfall
apart?Who/whatistoblameforOkonkwosdeath?DoesOkonkwodieaheroora
victim?Etc)andthengetintogroupstocreateapresentation,projectoressaythat
answersthequestion.
WhyisOkonkwosdeathtragic?
Whatisthegeneralfeelingyougetattheendofthenovel?Havethingsfallen
completelyapart?IstherehopeforUmuofia?Doyoufeelsadorrelivedthat
Okonkwohasdied?
Doyouthinkthisbookisapositiveornegativeassessmentofthecolonial
encounter?Defendyouranswerwithquotesfromthetext.
WhydoesAchebelettheDistrictCommissionerhavethelastwordinhisnovel?
Whatdoesthistellus?
ReflectonthenatureofOkonkwosdeathandtheironyofhisbeingburiedlikea
dog.Whatdoyoumakeofthissadending?
CompareThingsFallAparttoothertragicstories(perhapsafilm).Prepareanoral
presentationtosummarizeyourcomparison.
WriteanessayinwhichyouexplainwhyOkonkwoisatragichero.
DoyouthinkOkonkwodiesinvain?Whyorwhynot?Discussingroupsorasatake
homeessay.
Thisunitcouldeasilybedevelopedbyspendingmoretimeonthesubthemesoutlined
above,andaskingstudentstoworkeitherindividuallyoringroupstofindevidenceof,
andanalyzehowtheyworkinthetext.

ThingsFallApartinWisconsin
ProjectIdeasfortheSpringStudentConference
Our Great Texts series closes with a Student Conference, to be held in Spring 2010 at the
University of WisconsinMadison, in which students present projects which demonstrate their
engagementwithandunderstandingofthetextbyproducingprojectsofeverysort.Productive
projects combine imagination and intellect and are multifaceted and multilayers. They are
serious and academic as well as creative and inventive, and should be viewed as a chance to
demonstratepublicallythefinalproductofallyourclassroomandindividualefforts.
Thegridbelowfeaturessomesuggestionstogetyouthinkingaboutpossibilitiesforthespring
projects,eitherwithagrouporindividually.Thesearejustideastogetyouthinkingyoumight
considercombiningsuggestionsfromdifferentboxes,orcomeupwithanideaallyourown.
Whatever style of presentation you choose, your presentation should demonstrate critical
reflection on, and interpretation of, Things Fall Apart. You might consider exploring a theme,
image or character. You might think about the effect of some literary aspect of the novel.
Whatever you choose, you should be able to articulate the connection between your project
and the book that is meaningful to you. Be creative with this project and express your own
uniquepointofview!
Art
Painting
Sculpture
Drawing
MixedMedia
MusicandDrama
Composition
CDcompilation
Musical/songperformance
Minioperaormusical
Playorsketchperformance
Web
Podcast
Website
Blog
Interactivemap(Flash)
CreativeWriting
PoetryCollection
TravelDiaryorReading
Journal
ChildrensBook
Graphicnovel/comic
AcademicWriting
LiteraryAnalysis
Speech
CloseReadingEssay
PrintJournalism
Interview
Magazinearticle
Newspaper
Travelguide
Yearbook
BroadcastJournalism
InvestigativeInterviewor
profile
Newsbroadcast
Movies,TV,Radio
TVtalkshow
Scenefromafilm
Radioprogram
Other
DiasporaProject
Illustratedfamilytree
Puzzle
Diagram
ResearchProject
ProjectProposal
Allprojectsmustbeapprovedbyyourteacherbeforeyoubegin.
GroupMembers
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______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
ProjectTitle
___________________________________________________________________________
Projectabstract(50100worddescriptionoftheproject)
______________________________________________________________________________
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Whowilldowhat?Describetheroleeachgroupmemberwillplay.
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Projecttimeline(whatwillhappenwhen).
______________________________________________________________________________
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________________________________________________________________________
Whatequipmentormaterialsdoyouneedtocompleteyourproject?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Whatresourcesormaterialsareyouexpectingyourteachertohelpprovide?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Whatequipmentwillyouneedtopresentyourprojectattheconference?Bespecific.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
ACHEBEONLINE:
RecommendedWebResources,TeachingMaterialsandStudyGuides
Ontheauthor:
ChinuaAchebeSwissEducProfile
http://www.swisseduc.ch/english/readinglist/achebe_chinua/
BiographicalinformationaswellaslinkstoarticlesaboutAchebeandhis work,and
linkstosomegreatonlinevideoandaudiointerviewsandlecturesbyAchebe.
ChinuaAchebeonPostcolonialWeb
http://www.postcolonialweb.org/achebe/achebeov.html
ChinuaAchebeProfilebyCoraAgatucci
http://web.cocc.edu/cagatucci/classes/hum211/achebe.htm
StanfordUniversitysAfricanWritersresourcepage
http://wwwsul.stanford.edu/depts/ssrg/africa/lit.html
ThissitehasseveralgoodlinkstoinfoandarticlesonAchebe,butscrolldownformore
generalresourcesonAfricanliteratureaswell.Agoodonestopshoppingsitefor
Africanlit.
Onthetext:
ThingsFallApartSwissEducTeachingResources
http://www.swisseduc.ch/english/readinglist/achebe_chinua/things/index.html
TheThingsFallApartpagecontainslinkstosupplementarymaterials,includingseveral
helpfulessaysonmajorthemesinthenovel.
TalkingAboutTribeAfricaAction
http://www.africaaction.org/bp/ethall.htm
EDSITEmentlessons.
Inthetwolessonsbelow(eachdesignedtotakefourclassperiods),youll
finddetailedplansforteachingthebookfromeitheraliteraryorhistorical
perspective,andyoucouldeasilydobothormix&matchifyouhaveenough
time.Eachlessoncontainsguidingquestions,objectives,preparationguide,
lessonactivitiesandsuggestionsforextendingtheunit.Alsoincludesmany
usefullinkstobackgroundinfo,maps,andothermaterialtohelpteachand
contextualizethenovel.
ChinuaAchebesThingsFallApart:OralandLiteraryStrategies
http://edsitement.neh.gov/view_lesson_plan.asp?id=343
Excellent,detailedlessonplanbasedonanexaminationofthenovelintermsofits
literarymeritsanduseoforality
ChinuaAchebesThingsFallApart:TeachingThroughtheNovel
http://edsitement.neh.gov/view_lesson_plan.asp?id=382
Inwhat
gonhistory?To

GuidingQuestions:HowdoesAchebeseetheroleofthewriter/storyteller?
waysdoesheusefictionasameansofexpressingandcommentin
whatextentisThingsFallApartsuccessfulincommunicatinganalternativenarrative
tothedominantWesternhistoryofmissionariesinAfricaandothercolonized
societies?
WebEnglishTeacher
http://www.webenglishteacher.com/achebe.html
sources,linksandbackgroundinfo.Manyofthelinkstake
suggestionsfordiscussion
Excellentcompilationofre
youtolessonplansandotherclassroomactivities.
StudyGuidebyPaulBriens,WashingtonStateUniversity(1994/2005)
Thisexcellentstudyguideincludeschapterbychapter
questions.
http://www.wsu.edu/~brians/anglophone/achebe.html
StudyGuidewithReadingQuestions,byCoraAgat
http://web.cocc.edu/cagatucci/classes/hum211/achebtfa.htm
ucci
ingProject Study/DiscussionQuestionfromthe2005CornellRead
http://reading.cornell.edu/reading_project_05/study.html
1.
ect
wof
Traditionalsocietiesareoftenthoughttobegenerallyfreeofinternalconflictsabout
values,andtobefixedandessentiallyunchangingovertime.Whataspectsofthe
societydepictedinThingsFallApartmightresistthoseassumptions?
2. WhenEuropeansarriveinOkonkwosvillage,oneresultisanewkindofgovernment
andanewkindoflaw.Howdothenewlegalandgovernmentalpracticesand
institutionsdifferfromthosethatprecededthem?Arethechangesgood,bad,or
somethingmorecomplicated,andwhy?
3. Okonkwosselfunderstandingisdeeplyboundupwithhisneedtoaffirmandprot
whathethinksofashismanliness.WhatarethemainfeaturesofOkonkwosvie
masculinity,andhowdoeshisviewrelatetothatofotherimportantcharactersinthe
novel?
4. Whatshouldwemakeoftheroleofwomeninthenovel?Arethefemalecharactersjust
dispensableappendagesofthemalecharactersinthestory?
Storiesand 5. storytellingplayacentralroleinthenovel.Whataresomeofthemost
importantaspectsofthatrole,forinstance,inthepreservationofsocialcustoms,and
theshapingofindividualidentities?
6. OkonkwosfriendObierikaisdescribedasamanwhothoughtaboutthings(p.125).
WhatdoesObierikathinkabout,andhowdoesthatreflectionultimatelyputhimat
oddswithOkonkwo?
7. Anepichero,likeOdysseus,istypicallysetapartfromothercharactersbyhiscapacityto
enduremanytrialsandtests.Atragichero,likeHamletorOedipus,istypicallyaman
consequencebroughtdo
of
wnbyaninsuperableconflict,orthroughhisownweakness.Is
rewasamanwhosechi
sambition?DotheyhelporhinderAchebesattempt
,
lainwhy,
Okonkwoanepichero,atragichero,orisheaheroatall?
8. ItissaidofOkonkwoatonepointthatClearlyhispersonalgodorchiwasnotmadefor
greatthings.Amancouldnotrisebeyondthedestinyofhischi.Thesayingoftheelders
wasnottruethatifamansaidyeahischialsoaffirmed.He
saidnaydespitehisownaffirmation.(p.131).Howshouldweunderstandtherolesof
fateandindividualresponsibilityinthenovelinlightoftherolethattheIbonotionof
chiplaysthroughoutthestory?
9. InEnglishandtheAfricanWriter,Achebewritesthathisworkrepresentsanewvoice
comingoutofAfrica,speakingofAfricanexperienceinaworldwidelanguage.What
featuresofthenovelembodythi
tomaketheworlddepictedinthenovelaccessibletoabroadaudience?
10. Animportantassumptioninthenovelisthecloseconnectionbetweenanindividuals
actionandthecommunalfateofall.Okonkwoistoldbythepriestoftheearthgoddess
Ani,Theevilyouhavedonecanruinthewholeclan.(p.30)Doesthisexp
strongwilledasheis,Okonkwoacceptswithoutquestionthecommunalsanctions
prescribedforhismisdeeds?
PagenumberscitedherearefromtheCornellUniversityEditionofThingsFallApart.
VillageofUmuofiaInteractiveLearningProject
http://www.literaryworlds.wmich.edu/umuofia/
TheVillageofUmuofiaisavirtualrealityspaceenhancingthestudyofChinuaAchebe's
tishcolonialdominationof
varietyofways,includingasan
http://www.dccc.edu/library/thingsfallapart.html
novelThingsFallApartandtheIgbopeopleattimeofBri
Nigeria.Participantsmayusethisenvironmentina
immersivemuseumofimagesofIgbovillagelifeandtraditionalWestAfricanmusic,as
wellasaninteractivespaceforliveactionroleplayactivitiesbasedonthenovel.
DelawareCommunityCollege20062007OneBookOneCollege
FeaturedBookpage

ThingsFallApart

SparkNotesguideto
http://www.sparknotes.com/lit/things/
Adecent,ifoversimplifiedguidetothebook,withdiscussionquestionsandaquizthat
g.Youmightwanttobefamiliarwith
eessays;itsfullofplagiarizablematerial.
http://www.teachit.co.uk/index.asp?CurrMenu=searchresults&tag=226
couldbeusedtomakesurestudentsarereadin
thissiteifyouplanonassigningtakehom
TeachItUK

Studyguides,handouts,lessonplans,acharactertreeandothermaterials.Mustcreate
hersGuide:
http://www.sdcoe.k12.ca.us/score/things/thingstg.html
a(free)accounttoaccessmaterials.
CaliforniasSCOREprojectTeac

dassignments.
http://www.randomhouse.com/acmart/catalog/display.pperl?isbn=9780385474542&view=tg
Averydetailedguidewithmanyprojects,lessonsan
RandomHouseTeachersGuide

f
AfricanAuthenticity,byLorenaAmos,WestinghouseHighSchool.
lor
students,
LanguageIsPower:HowLanguageIsUsedtoTransmittheValueso
Languagebasedthematicapproachwhichcouldbeusefulwhenteachingthenove
alargerunitonlanguageissues.DesignedspecificallyforAfricanAmerican
butcouldbetailoredtosuitanyclassroom.
http://www.chatham.edu/PTI/Diversity_Resistance/Amos_01.htm

ThingsFallApartVocabularyList
IncludesquizandlistofwordsinthenovelcommonlyappearingonSATexams.
lish/vocab/novels/Things%20Fall%20Apart.pdf https://secure.layingthefoundation.org/eng

GeneralOnlineResourcesforAfricanLiterature
AfricanWriters:VoicesofChange
http://www.uflib.ufl.edu/cm/africana/writers.htm
LinkstomanywebsitesaboutAfricanliteratureandspecificwriters
AfricanWriter.com
http://www.africanwriter.com/
Storiesby,andarticlesabout,contemporaryAfricanwriters
AfricanWritingOnline
http://www.africanwriting.com/seven/
AfricanLiteratureAssociation
http://www.africanlit.org/
PremiereprofessionalorganizationinAfricanLiterature,andpublishersof
ResearchinAfricanLiterature
HNetAfricasLiteratureandCinemaforum
http://www.hnet.org/~aflitweb/
Callaloo
http://callaloo.tamu.edu/
LeadingacademicjournalofAfricanDiasporaartsandletters
ColumbiaUniversityscompilationofAfricanliteratureontheweblinks
http://www.columbia.edu/cu/lweb/indiv/africa/cuvl/aflit.html
AfricanHistoryresourcesonline
StanfordUniversity:
http://library.stanford.edu/depts/ssrg/africa/history.html
IssuesinAfricanHistorybyJamesGiblin
http://www.uiowa.edu/~africart/toc/history/giblinhistory.html

Films,VideosandInterviews
GeneralResources:
TheUWMadisonsAfricanStudiesProgramhasfilms,booksandartifacts
availableforloan,andcanevenhelparrangeforaguestspeakerorstorytelleron
anyvarietyofAfricarelatedtopicsforfree!Seethefilmcatalogueat
http://africa.wisc.edu/outreach/catalogue.pdf,orcontacttheOutreachCoordinatorat
outreach@africa.wisc.edu.
Outreachhomepage:http://africa.wisc.edu/outreach/index.htm
ThingsFallApart1987NigerianBroadcastingCorporationminiseries.Various
episodesareavailableonVHSfromselectedlibraries(includingtheUWsystem),
oryoucouldscreenclipsfromYouTube,whichhasabout60installmentsofthe
13episodes.MEDIAFRICProduction.Findscene1at:
http://www.youtube.com/watch?v=o7FS95IcRNU
VideosavailablethroughtheUWSysteminclude:
ChinuaAchebewithNuruddinFarah[videorecording]/presentedbyICAVideoin
conjunctionwithTrilion(1984).WritersinConversationseries.
Thingsfallapart.Episode8,Reliefvideorecording/[presentedby]Nigerian
TelevisionAuthority;adaptedandscriptedforTVbyAdielaOnyedibia.VHS
ChinuaAchebe(lecturevideo).Distinguishedlectureseries(UniversityofWisconsin
Madison.WisconsinUnion).VHS.Lecture;presentedattheMemorialUnion,University
ofWisconsinMadison,November12,1992.
ChinuaAchebe:Africanliteratureascelebration/RMAssociates;editedand
presentedbyMelvynBragg.Publisher:Princeton,N.J.:FilmsfortheHumanities&
Sciences,c2000.
ChinuaAchebe:Africasvoice/adirectedbyDavidAkinde.Publisher:Princeton,
N.J.:FilmsfortheHumanities&Sciences,[2002/2004].AnalyzestheimpactAchebeand
hiswritingshavehadonworldliterature,aswellashisinfluenceasaneditoranda
spokesmanforagenerationofAfricanwriters.Achebe,AbiolaIrele,GeraldGraff,and
CharlesLarsondiscussthecharacterization,socialimplications,andlevelsof
interpretationofThingsFallApart.VitalconceptsindigenoustotheIbosofsoutheastern
Nigeriaarealsopresented.
ChinuaAchebe:Interviews,LecturesandTalks
Thereareloadsofinterviews,lecturesandtalkswithAchebeandaboutThingsFall
Apartreadilyavailableonline,onYouTubeandelsewhere.Acoupleofnote:
AnEveningwithChinuaAchebeLibraryofCongress,May11,2009
http://www.youtube.com/watch?v=M5OAjnG6rKo&feature=player_embedded
Note:Achebehimselfbeginsspeakingat15:45andreallystartshistalkaround20:50.
Youmaywanttoskipthelengthyintroductionsandpreliminaryremarks.
Sept.15,2005talkatCornellUniversity.RealPlayervideoavailableat:
http://reading.cornell.edu/reading_project_05/achebe_visit.htm
BBC:AHeroReturns2009(twoparts;featuresAchebescelebratedreturnto
Nigeriaonthe50
th
anniversaryofThingsFallApart)
Part1:
http://www.youtube.com/watch?v=kjtXPw7c5Jc&feature=PlayList&p=9DA93F29D4D95
08C&playnext=1&playnext_from=PL&index=7
Part2:http://www.youtube.com/watch?v=ON7G0XqJrc&feature=related

BooksandArticles:Abriefreview
RecommendedOverviewsandTeachingGuides:
ApproachestoTeachingThingsFallApart.Ed.BernthLindfors(NewYork:MLA,1991).
Awidelyusedteachersguidethatcontainsawealthofbackgroundinformation,
andexcellentscholarlyassessmentsofteachingtheauthor,contextand
approachestothetext.Manyoftheessaysareaimedatteachingthenovelat
thecollegelevel,butareappropriateforhighschoolaswell.
PART1:MATERIALS,BernthLindfors
Editions
ReferenceWorks
Bibliographies
BiographicalSourcesandInterviews
IgboStudies
ReadingsforStudentsandTeachers
BackgroundStudies:Anthropology,History,Politics,Religion
CriticalCommentary
AudiovisualAids
TheStory
TheAuthor
PART2:APPROACHES
Introduction
TheAuthorasTeacher
TeachingThingsFallApart,ChinuaAchebe
TeachingtheAuthor
ChinuaAchebeandtheSignsoftheTimes,SimonGikandi
FollowingtheAuthorinThingsFallApart,EmmanuelObiechina
TeachingContext
ThingsFallApartinItsTimeandPlace,RobertM.Wren
TheIgboasExceptionalColonialSubjects:Fictionalizingan
AbnormalHistoricalSituation,DanIzevbaye
TeachingTexture
ThePoliticsofPointofView:TeachingThingsFallApart,Ashton
Nichols
TheParadoxicalCharacterizationofOkonkwo,ArleneA.Elder
TraditionalParadigmsandModernIntertextuality
MatricalApproachtoThingsFallApart:APoeticsofEpicand
MythicParadigms,OusseynouB.Traor
"TheTortoiseandtheBirds":StrategiesofResistancein
ThingsFallApart,BarbaraHarlow
ThingsFallApartandtheLiteratureofEmpire,HuntHawkins
TheThirdWorldNovelasCounterhistory:ThingsFallApartand
Asturias'sMenofMaize,EdnaAizenberg
ChallengingApproaches
MakingMenandHistory:AchebeandthePoliticsofRevisionism
RhondaCobham
ThePostcolonialAfricanNovelandtheDialogicImagination,
ZohrehT.Sullivan
Narrative,Metacommentary,andPoliticsina"Simple"Story,
WahneemaLubiano
TheProblemofRealisminThingsFallApart:AMarxistExegesis,
BiodunJeyifo
SpecificCourses
TeachingThingsFallApartintheHumanitiesCoreCourse,Eric
Sellin
TeachingThingsFallApartinaCriticismCourse,RichardK.Priebe
Chinua Achebe: The Man and His Works. Rose Ure Mezu (London: Adonis & Abbey,
2006).ThisstudyofAchebeandhismajorworksincludeschaptersonindividual
novels, personal interviews with the author, and Mezus own important essay
Women in Achebes World: A Womanist Critique. Mezus assertion is that
women have little voice in Achebes work, even though they do at times take
powerful action or demonstrate autonomy, particularly in Things Fall Apart,
whichhasbeencriticizedforitscharacterizationofwomen.
ChinuaAchebesThingsFallApart.Ed.HaroldBloom.ModernCriticalInterpretations
series.(ChelseaHouse:2002).AnanthologyofcontemporaryessaysonThings
FallApart.
ChinuaAchebesThingsFallApart.MartinA.Klein(inAfricanNovelsinthe
Classroom.Ed.MargaretJeanHay.BoulderandLondon:LynneReiner,200025
35).
ChinuaAchebesThingsFallApart.DavidWhittakerandMpaliveHangsonMsiska.
(London:Routledge,2007)
Averyusefulhandbookforeducatorswhowanttolearnmoreaboutthecultural
contextandcriticalimpactofthenovel,withanexcellentCriticalHistory
sectionandextractsfromfivewidelycitedcriticalreadingsofthetextsbymajor
scholars.BeginswithaTextsandContextschapterthatcoversboththeliterary
andculturalcontextsofthenovelmuchmorethoroughlythanmanyoftheother
guides.
ChinuaAchebesThingsFallApart:ACasebook,Ed.IsidoreOkpewho.(OxfordUP:
2003).
A collection of essays by scholars and an essay by and interview with Achebe
himself, covering major themes of the novel, including: language, culture, the
role of the chi, gender, history, and a particularly useful essay by Ato Quayson:
Realism, Criticism, and the Disguises of Both: A Reading of Chinua Achebes
ThingsFallApartwithanEvaluationoftheCriticismRelatingtoIt.Inthisessay,
Quaysonhighlightsthecriticaltendencytotakeforgrantedthenovelsabilityto
standasrealismandhowthisleadstooversimplifiedanalysisofthenoveland
itscomplexities,particularlyintermsofthewayAchebecritiquesandcomments
ontheculturerepresentedinthenovel.

ChinuaAchebeandThingsFallApart.SaraTalisOBrien.Chapter1ofATeachers
GuidetoAfricanNarratives(Heinemann:1998.720).
Includesbriefdiscussionsoftheplot,literarytechniqueandpointstoponder,
whichaddressspecificthemesandissuesinthebook(largelyanthropologically)
andconcludeswithasynopsisofAchebeslifeandwork.Ausefulsurveythat
couldbeusedasassignedreadingforjuniorsandseniors.
CriticalPerspectivesonChinuaAchebe.Ed.C.L.InnesandBernthLindfors
(Washington,D.C.:ThreeContinents,1978).Anearlycriticalanthologybymajor
scholarsinAfricanliterature,thisvolumehasseveralstillrelevantessayson
Achebeswork,mostnotably,TheTragicConflictintheNovelsofChinua
AchebebyAbiolaIreleandThePalmoilwithWhichAchebesWordsare
EatenbyBernthLindfors,whichdiscussesthecentralityofIboproverbsto
Achebesnarratives.ThesectiononThingsFallApartincludeschaptersonYeats
andAchebe,narrativetechnique,languageandsymbolisminthenovel.
InterventionsInternationalJournalofPostcolonialStudies,Volume11Issue22009.
SpecialissueonThingsFallAparteditedbyLahoucineOuzganeandOnookome
Okome
Contents:http://tinyurl.com/njvuzg
INTRODUCTION
ENCOUNTERSANDENGAGEMENTSWITHTHINGSFALLAPART
Authors:LahoucineOuzgane;OnookomeOkome
ARTICLES
ACHEBEANDHISINFLUENCEINSOMECONTEMPORARYAFRICAN
WRITING
Author:EllekeBoehmer
INTRIBUTETOTHINGSFALLAPART
Author:KennethW.Harrow
LITERACIESOFVIOLENCEAFTERTHINGSFALLAPART
Author:TaiwoAdetunjiOsinubi
THESIGNIFICANCEOFTHINGSFALLAPARTTOAFRICAN
HISTORIOGRAPHY
Author:HarryNiiKoneyOdamtten
THINGSFALLAPARTINHISTORY
Author:NeiltenKortenaar
THINGSFALLAPART
Author:MpaliveHangsonMsiska
THEMANYVOICESOFTHINGSFALLAPART
Author:HilaryDannenberg
READING,TASTEANDPOSTCOLONIALSTUDIES
Author:JamesProcter
THINGSFALLAPARTANDACHEBE'SSEARCHFORMANHOOD
Author:RoselyneM.Jua
CONJUNCTURE,HYPERMASCULINITYANDDISAVOWALINTHINGSFALL
APART
Author:deCorley
SITUATIONS
COLONIALTOPOSTCOLONIALETHICS
Author:StephanieJones
DECOLONIZINGGLOBALTHEORIESTODAY
Author:MaliniJoharSchueller
ReadingChinuaAchebe:LanguageandIdeologyinFiction.SimonGikandi(London:
JamesCurrey1991).
ThingsFallApartandNoLongeratEase.Gunner,Elizabeth.InAHandbookfor
TeachingAfricanLiterature(London:Heinemann,1984.4555)
UnderstandingThingsFallApart:AStudentCasebooktoIssues,SourcesandHistorical
Documents.KaluOgbaa(Westport:Greenwood,1999).
Aratherdatedandhighlyanthropologicalanthologyofessaysthatcanbeuseful
inunderstandingthebroaderhistoricalandculturalcontextsofThingsFallApart.
Historyteachersmightfindusefultheexcerptsfromslavenarrativesandcolonial
chronicles,aswellassectionsonIbgolifeandculture.ThesuggestedTopicsfor
WrittenorOralExplorationattheendofeachsectioncouldalsobehelpfulin
creatingassignmentsandessayquestions.Thefinalsectionexploresthe
languagechoicedebate,andAchebescontentionthathisgoalisfashioningout
anEnglishwhichisatonceuniversalandabletocarryhispeculiarexperience
(219,fromTheAfricanWriterandtheEnglishLanguage).
UnderstandingThingsFallApart:SelectedEssaysandCriticism.Ed.SolomonO.Iyasere
(NewYork:Whiston,1998)
Anexcellentcollectionofscholarlyessaysonvariousthemesandissuesinthe
novel.Contents:
IntroductionThingsFallApart:AnAfricanClassicbySolomonIyasere
TheMouthwithWhichtoTellTheirSufferings:TheRoleofNarratorand
ReaderinAchebesThingsFallApartbyAngelaSmith
TheSearchforValuesThemeinChinuaAchebe'sNovel,ThingsFall
Apart:ACrisisoftheSoulbyWilleneP.Taylor
RhythmandNarrativeMethodsinAchebe'sThingsFallApartbyB.
EugeneMcCarthy
NarrativeTechniquesinThingsFallApartbySolomonO.Iyasere
TheSphinxandtheRoughBeast:LinguisticStruggleinChinuaAchebe's
ThingsFallApartbyJulianN.Wasserman
SophisticatedPrimitivism:TheSyncretismofOralandLiterateModesin
Achebe'sThingsFallApartbyAbdulJanmohame
Okonkwo'sWalk:TheChoreographyofThingsFallApartbyRussell
McDougall
EternalSacredOrderversusConventionalWisdom:AConsiderationof
MoralCulpabilityintheKillingofIkemefunainThingsFallApartby
DamianOpata
Okonkwo'sParticipationintheKillingofHisSoninChinuaAchebe's
ThingsFallApart:AStudyofIgnobleDecisivenessbySolomonO.Iyasere

AchebeandthePoliticsofRepresentation:FormAgainstItself,FromColonialConquest
andOccupationtoPostIndependenceDisillusionment.OdeOgede.AfricaWorldPress
(2001).
Ogedearguesthatbecauseheusestheborrowed,Westernformofthehistorical
novel, Achebesprojectbelieshismissionbyfailingtoaccuratelyrepresent
colonialrealityandbyplacingtoomuchblameonthelocalpeopleandnot
enoughonthecolonialpowers.HeseesAchebeasanativeinformantwhose
workultimatelyreproducesthesameEurocentricprinciplesandassumptions
thatitattemptstocombat.Centraltohisargumentistheideathathistorical
accuracyorauthenticityisalegitimateprincipleforevaluatingliteraryworks
whichclaimtobehistoricallybased.Worksshowinganimmoderatedeparture,
assomeofAchebesoccasionallydo,fromtherangeofwhatisconventionally
verifiable,i.e.,factsandtrendsdocumentedelsewherebyobjectiverecorders,
cannotlegitimatelylayclaimtohistoricalauthenticity.Furthermore,creative
worksthatareinordinatelyobsessedwithoratoryattheexpenseoffactyield
tooreadilytotheseductivepulloffantasy.Tobesoenamoredwiththeactof
storytellingitselftrivializestherealityofhumanmisery,demonstratinga
profoundinsensitivity(xi).

ChinuaAchebe.ByC.L.Innes(1990).AnoverviewofAchebeswork,withachapteron
ThingsFallApart.
ChinuaAchebe:Novelist,Poet,Critic.ByDavidCarroll(1990).
ChinuaAchebe:ACelebration.Ed.KirstenHolstPetersonandAnnaRutherford(1990).
Ananthologyofessays,manyofthemonThingsFallApart.
GeneralResourcesonAfricaandAfricanLiterature
AfricanLiterature:AnAnthologyofCriticismandTheory.EditedbyTejumolaOlanyianandAto
Quayson(2007).
ThedefinitivevolumeincriticalstudiesofAfricanliterature,theessaysinthis13part
volumecoverthehistoryofAfricanliteratureanditscriticism,aswellasprovidecritical
discussionofAfricanliteraturefromeverymajorthematicandpoliticalapproach.
IncludesessaybyandaboutAchebe.
MistakingAfrica:CuriositiesandInventionsoftheAmericanMind.CurtisKeim(Second
Edition,Westview:2009)
Thisbookisveryhighlyrecommended,especiallyforteacherswhohavenever
taughtAfricabefore,orwhowouldlikesuggestionsforavoidingthe
reinforcementofstereotypes,preconceivednotions,andmisconceptionsabout
Africa.Thisreadable,accessibletextisagreatintroductiontounderstandingand
identifyingthemanystereotypesaboutAfricainAmericancultureandthinking.
Thechapteronuseofthewordtribewouldbeespeciallyhelpfulinteaching
ThingsFallApart,buttheentirebookisofvalueinunderstandingandavoiding
teachingmythsaboutAfrica.
AfricanNovelsintheClassroom,ed.MargaretJeanHay(2000)
InadditiontoitschapteronThingsFallApart,teacherswillfindusefulchapters
onotherspecificAfricantextswhichgivehelpfultipsonhowtoincorporate
Africanliteratureintotheclassroom.
ChinuaAchebe:AnOverview
Poet,novelist,teacher,editor,journalist;haspublishedover20books
Born1930,Ogidi,Nigeria(onofthe1
st
centersofAnglicanmissionaryworkinEastern
Nigeria)
Fatherwasteacherinamissionaryschool
Was28whenhepublishedTFA,hisfirstnovel,in1958
Iboethnic/culturalbackground
GraduatedfromUniversityCollege,Ibadan
Radiocareeruntil1966,whenhejoinedBiafranMinistryofInformationduringBiafran
War(Nigeriancivilwar19671970)
1970sand80sProf.ofEnglishatUMassachusetts,AmherstandUConnecticut,Storrs
FoundingeditorofHeinemannAfricanWritersseries
Over30honorarydegrees,manyawardsincludingGermanBooktradesPeacePrize
(2002),CommonwealthPoetryPrize
1990caraccidentlefthimparalyzedfromthewaistdown
2004rejectsNationalAwardfromNigeriangovtandPres.Obasanja.Onrejectionof
theaward:Receivingawardsisnottheimportantthing.Theimportantthingisfor
thingstochange.
NigeriahasdisappointedmeandhasdisappointedmanyNigeriansandIfeelthatthe
situationisgettingworseandworse.IthoughtIshoulddrawattentiontothis,(awake
upcall)becausepeoplearelosingpatienceandlosingconfidence.AndNigeriaislosing
itspositioninAfricaandintheBlackworldandintheworldasawhole.Thesituationin
Nigeriaisfarbelowexpectation.(BBCinterview,November1,2004MondayAllAfrica
News)
SelectedWorksbyChinuaAchebe
RefugeeMotherandChild
TheTroubleWithNigeria,1984
ThingsFallApart,1958
ArrowofGod,1964
AManofthePeople,1966
AfricanShortStories,ed.1984
NoLongeratEase,1960
AnotherAfrica,1998
AnthillsoftheSavannah,1988
TheSacrificialEggandOtherStories,1962
HopesandImpediments,1988(essay)
HomeandExile,2000
ChikeandtheRiver,1966
CollectedPoems,2004
Beware,SoulBrother,andOtherPoems,1971
HowtheLeopardGotHisClaws(withJohn
Iroaganachi),1972
GirlsatWar,1973
ChristmasatBiafra,andOtherPoems,1973
MorningYetonCreationDay,1975
TheFlute,1975
TheDrum,1978
http://printablemaps.blogspot.com/2008/08/printableafricamap.html
MapofAfricafromEncyclopaediaBritannica,1890
Source:http://www.lib.utexas.edu/maps/historical/africa_1890.jpg
Nigerialinguisticgroupmap

http://upload.wikimedia.org/wikipedia/commons/thumb/5/58/Nigeria_linguistic_1979.jpg/350
pxNigeria_linguistic_1979.jpg
Africabyreligion(Heathens,Mohammedians,Christians,1913)
http://www.lib.utexas.edu/maps/historical/africa_religion_1913.jpg

MapofColonialAfricacirca1930
http://users.erols.com/mwhite28/afri1914.htm
Nigeria
http://www.nationsonline.org/oneworld/map/nigeria_map2.htm
MapofIgboland
http://www.progressnigeria.org/igbonation/default.asp
PostpartitionAfrica,1914
http://www.blackpast.org/files/blackpast_images/Africa_1914.jpg
NorthernandcentralAfricabycolonialpowerin1914
http://astro.temple.edu/~barbday/Europe66/resources/images/PartitionAfrica.jpg
TheRhodesColossusPunchcartoonofCecilRhodesstraddledfromCairotoCapetown.
http://www.gutenberg.org/files/20759/20759h/images/266.png
HowBigisAfrica?

Theentirecontinentcoversnearly12millionsquaremiles
20%oftheworldstotallandmass
Population:over900million14%oftheworldspeople
53countries(somecount54)
Over2000languagesspokenabout50ofthesehave
overhalfamillionspeakers
BrownUniversitysHowBigisAfrica?poster

RudyardKipling,TheWhiteMan'sBurden,1899
Thisfamouspoem,writtenbyBritain'simperialpoet,wasaresponsetotheAmericantakeoverofthe
PhillipinesaftertheSpanishAmericanWar.
TakeuptheWhiteMan'sburden
Sendforththebestyebreed
Gobindyoursonstoexile
Toserveyourcaptives'need;
Towaitinheavyharness,
Onflutteredfolkandwild
Yournewcaught,sullenpeoples,
Halfdevilandhalfchild.
Inpatiencetoabide,
Toveilthethreatofterror
Andchecktheshowofpride;
Byopenspeechandsimple,
Anhundredtimesmadeplain
Toseekanother'sprofit,
Andworkanother'sgain.
Thesavagewarsofpeace
FillfullthemouthofFamine
Andbidthesicknesscease;
Andwhenyourgoalisnearest
Theendforotherssought,
WatchslothandheathenFolly
Bringallyourhopestonought.
Notawdryruleofkings,
Buttoilofserfandsweeper
Thetaleofcommonthings.
Theportsyeshallnotenter,
Theroadsyeshallnottread,
Gomarkthemwithyourliving,
Andmarkthemwithyourdead.
Andreaphisoldreward:
Theblameofthoseyebetter,
Thehateofthoseyeguard
Thecryofhostsyehumour
(Ah,slowly!)towardthelight:
"Whybroughtheusfrombondage,
OurlovedEgyptiannight?"
Yedarenotstooptoless
NorcalltooloudonFreedom
Toclokeyourweariness;
Byallyecryorwhisper,
Byallyeleaveordo,
Thesilent,sullenpeoples
Shallweighyourgodsandyou.
Havedonewithchildishdays
Thelightlyproferredlaurel,
Theeasy,ungrudgedpraise.
Comesnow,tosearchyourmanhood
Throughallthethanklessyears
Cold,edgedwithdearboughtwisdom,
Thejudgmentofyourpeers!
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 149-15o)
TheSecondComing
Turningandturninginthewideninggyre
Thefalconcannothearthefalconer;
Thingsfallapart;thecentrecannothold;
Mereanarchyisloosedupontheworld,
Theblooddimmedtideisloosed,andeverywhere
Theceremonyofinnocenceisdrowned;
Thebestlackallconviction,whiletheworst
Arefullofpassionateintensity.
Surelysomerevelationisathand;
SurelytheSecondComingisathand.
TheSecondComing!Hardlyarethosewordsout
WhenavastimageoutofSpiritusMundi
Troublesmysight:somewhereinsandsofthedesert
Ashapewithlionbodyandtheheadofaman,
Agazeblankandpitilessasthesun,
Ismovingitsslowthighs,whileallaboutit
Reelshadowsoftheindignantdesertbirds.
Thedarknessdropsagain;butnowIknow
Thattwentycenturiesofstonysleep
Werevexedtonightmarebyarockingcradle,
Andwhatroughbeast,itshourcomeroundatlast,
SlouchestowardsBethlehemtobeborn?
WilliamButlerYeats
W.B.Yeats(18651939)wasborninDublin,Ireland,in1865,thesonofawellknownIrishpainter,
JohnButlerYeats.HespenthischildhoodinCountySligoandinLondon.HereturnedtoDublinatthe
ageoffifteentocontinuehiseducationandstudypainting,butquicklydiscoveredhepreferredpoetry.
BornintotheAngloIrishlandowningclass,YeatsbecameinvolvedwiththeCelticRevival,amovement
againsttheculturalinfluencesofEnglishruleinIrelandduringtheVictorianperiod,whichsoughtto
promotethespiritofIreland'snativeheritage.ThoughYeatsneverlearnedGaelic,hiswritingattheturn
ofthecenturydrewextensivelyfromsourcesinIrishmythologyandfolklore.Yeatswasdeeplyinvolved
inpoliticsinIreland,andinthetwenties,despiteIrishindependencefromEngland,hisversereflecteda
pessimismaboutthepoliticalsituationinhiscountryandtherestofEurope,parallelingtheincreasing
conservativismofhisAmericancounterpartsinLondon,T.S.EliotandEzraPound.Hisworkafter1910
wasstronglyinfluencedbyPound,becomingmoremoderninitsconcisionandimagery,butYeatsnever
abandonedhisstrictadherencetotraditionalverseforms.Hehadalifelonginterestinmysticismand
theoccult,whichwasoffputtingtosomereaders,butheremaineduninhibitedinadvancinghis
idiosyncraticphilosophy,andhispoetrycontinuedtogrowstrongerashegrewolder.Appointeda
senatoroftheIrishFreeStatein1922,heisrememberedasanimportantculturalleader,asamajor
playwright(hewasoneofthefoundersofthefamousAbbeyTheatreinDublin),andasoneofthevery
greatestpoetsofthecentury.W.B.YeatswasawardedtheNobelPrizein1923.
Abridgedfrom:http://www.poets.org/viewmedia.php/prmMID/15527

How to Write about Africa
by
BinyavangaWainaina
1
sometips:sunsetsandstarvationaregood
photo:www.bbc.co.uk
Always use the word 'Africa' or 'Darkness' or 'Safari' in your title. Subtitles may include the
words 'Zanzibar', 'Masai', 'Zulu', 'Zambezi', 'Congo', 'Nile', 'Big', 'Sky', 'Shadow', 'Drum', 'Sun' or
'Bygone'. Also useful are words such as 'Guerrillas', 'Timeless', 'Primordial' and 'Tribal'. Note
that 'People' means Africans who are not black, while 'The People' means black Africans.
Never have a picture of a well-adjusted African on the cover of your book, or in it, unless that
African has won the Nobel Prize. An AK-47, prominent ribs, naked breasts: use these. If you
must include an African, make sure you get one in Masai or Zulu or Dogon dress.
In your text, treat Africa as if it were one country. It is hot and dusty with rolling grasslands and
huge herds of animals and tall, thin people who are starving. Or it is hot and steamy with very
short people who eat primates. Don't get bogged down with precise descriptions. Africa is big:
fifty-four countries, 900 million people who are too busy starving and dying and warring and
emigrating to read your book. The continent is full of deserts, jungles, highlands, savannahs and
many other things, but your reader doesn't care about all that, so keep your descriptions romantic
and evocative and unparticular.
Make sure you show how Africans have music and rhythm deep in their souls, and eat things no
other humans eat. Do not mention rice and beef and wheat; monkey-brain is an African's cuisine
of choice, along with goat, snake, worms and grubs and all manner of game meat. Make sure you
show that you are able to eat such food without flinching, and describe how you learn to enjoy
itbecause you care.
1
Originally published in Granta 92: The View from Africa. Available online at:
http://www.granta.com/extracts/2615. Binyavanga Wainaina lives in Nairobi, Kenya. He is the
foundingeditoroftheliterarymagazine,Kwani?andwontheCainePrizeforAfricanWritingin2002.

Taboo subjects: ordinary domestic scenes, love between Africans (unless a death is involved),
references to African writers or intellectuals, mention of school-going children who are not
suffering from yaws or Ebola fever or female genital mutilation.
Throughout the book, adopt a sotto voice, in conspiracy with the reader, and a sad I-expected-so-
much tone. Establish early on that your liberalism is impeccable, and mention near the beginning
how much you love Africa, how you fell in love with the place and can't live without her. Africa
is the only continent you can lovetake advantage of this. If you are a man, thrust yourself into
her warm virgin forests. If you are a woman, treat Africa as a man who wears a bush jacket and
disappears off into the sunset. Africa is to be pitied, worshipped or dominated. Whichever angle
you take, be sure to leave the strong impression that without your intervention and your
important book, Africa is doomed.
Your African characters may include naked warriors, loyal servants, diviners and seers, ancient
wise men living in hermitic splendour. Or corrupt politicians, inept polygamous travel-guides,
and prostitutes you have slept with. The Loyal Servant always behaves like a seven-year-old and
needs a firm hand; he is scared of snakes, good with children, and always involving you in his
complex domestic dramas. The Ancient Wise Man always comes from a noble tribe (not the
money-grubbing tribes like the Gikuyu, the Igbo or the Shona). He has rheumy eyes and is close
to the Earth. The Modern African is a fat man who steals and works in the visa office, refusing to
give work permits to qualified Westerners who really care about Africa. He is an enemy of
development, always using his government job to make it difficult for pragmatic and good-
hearted expats to set up NGOs or Legal Conservation Areas. Or he is an Oxford-educated
intellectual turned serial-killing politician in a Savile Row suit. He is a cannibal who likes Cristal
champagne, and his mother is a rich witch-doctor who really runs the country.
Among your characters you must always include The Starving African, who wanders the refugee
camp nearly naked, and waits for the benevolence of the West. Her children have flies on their
eyelids and pot bellies, and her breasts are flat and empty. She must look utterly helpless. She
can have no past, no history; such diversions ruin the dramatic moment. Moans are good. She
must never say anything about herself in the dialogue except to speak of her (unspeakable)
suffering. Also be sure to include a warm and motherly woman who has a rolling laugh and who
is concerned for your well-being. J ust call her Mama. Her children are all delinquent. These
characters should buzz around your main hero, making him look good. Your hero can teach
them, bathe them, feed them; he carries lots of babies and has seen Death. Your hero is you (if
reportage), or a beautiful, tragic international celebrity/aristocrat who now cares for animals (if
fiction).
Bad Western characters may include children of Tory cabinet ministers, Afrikaners, employees
of the World Bank. When talking about exploitation by foreigners mention the Chinese and
Indian traders. Blame the West for Africa's situation. But do not be too specific.
Broad brushstrokes throughout are good. Avoid having the African characters laugh, or struggle
to educate their kids, or just make do in mundane circumstances. Have them illuminate
something about Europe or America in Africa. African characters should be colourful, exotic,
larger than lifebut empty inside, with no dialogue, no conflicts or resolutions in their stories,
no depth or quirks to confuse the cause.
Describe, in detail, naked breasts (young, old, conservative, recently raped, big, small) or
mutilated genitals, or enhanced genitals. Or any kind of genitals. And dead bodies. Or, better,
naked dead bodies. And especially rotting naked dead bodies. Remember, any work you submit
in which people look filthy and miserable will be referred to as the 'real Africa', and you want
that on your dust jacket. Do not feel queasy about this: you are trying to help them to get aid
from the West. The biggest taboo in writing about Africa is to describe or show dead or suffering
white people.
Animals, on the other hand, must be treated as well rounded, complex characters. They speak (or
grunt while tossing their manes proudly) and have names, ambitions and desires. They also have
family values: see how lions teach their children? Elephants are caring, and are good feminists
or dignified patriarchs. So are gorillas. Never, ever say anything negative about an elephant or a
gorilla. Elephants may attack people's property, destroy their crops, and even kill them. Always
take the side of the elephant. Big cats have public-school accents. Hyenas are fair game and have
vaguely Middle Eastern accents. Any short Africans who live in the jungle or desert may be
portrayed with good humour (unless they are in conflict with an elephant or chimpanzee or
gorilla, in which case they are pure evil).
After celebrity activists and aid workers, conservationists are Africa's most important people. Do
not offend them. You need them to invite you to their 30,000-acre game ranch or 'conservation
area', and this is the only way you will get to interview the celebrity activist. Often a book cover
with a heroic-looking conservationist on it works magic for sales. Anybody white, tanned and
wearing khaki who once had a pet antelope or a farm is a conservationist, one who is preserving
Africa's rich heritage. When interviewing him or her, do not ask how much funding they have;
do not ask how much money they make off their game. Never ask how much they pay their
employees.
Readers will be put off if you don't mention the light in Africa. And sunsets, the African sunset is
a must. It is always big and red. There is always a big sky. Wide empty spaces and game are
criticalAfrica is the Land of Wide Empty Spaces. When writing about the plight of flora and
fauna, make sure you mention that Africa is overpopulated. When your main character is in a
desert or jungle living with indigenous peoples (anybody short) it is okay to mention that Africa
has been severely depopulated by Aids and War (use caps).
You'll also need a nightclub called Tropicana, where mercenaries, evil nouveau riche Africans
and prostitutes and guerrillas and expats hang out.
Always end your book with Nelson Mandela saying something about rainbows or renaissances.
Because you care.

LiteraryTermstoputtouseinyouranalysispapers:
Image A moment or snapshot in the text that stands out; a

particularly vivid description (character, event, scene, or
object)
Theme (1)centralideaormainpoint
(2) A way of articulating and understanding a recurring image
or motif. Example: the motif of the unlikely hero overcoming
obstacles reveals the storys theme of mans struggle against
hisownnature.
Symbol A textual element (image, character, object, etc) that stands
for or represents something larger than itself. Symbols are a
type of metaphor, but they are different from motifs in that
theyusuallyarentmagicalorspiritualinnature;theyresually
ordinarythingsthathavesymbolicsignificance.
Metaphor A direct or indirect comparison between two things (similes
are a type of metaphor, comparisons using like, as or
than)
Irony Languageandsituationsthatareinappropriate,unexpectedor
opposite from what one expects; saying one thing and
meaninganother,doublemeaning.
Satire Satire is the use of irony to comic effect, and is generally
intendedasasortofcommentaryorcritique.
Personification Giving human characteristics to nonhuman things (animals,
objects,etc)

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TeachingThingsFallApart

Suggested Preparatory Readings and student materials (handouts) are

"The last four or five hundred years of European contact with

"Here then is an adequate revolution for me to espouse--to help my society regain

When the missionaries came, the Africans had

Image A moment or snapshot in the text that stands out; a

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