11th Grade English Unit 2 Lessons

11th Grade English
Unit 2: Things Fall Apart

Lesson 1
Objective Readings and

Materials
Infer Achebe’s purpose(s) for writing Things Fall Apart.
Excerpt: Purple Hibiscus by Chimamanda Ngozi
Adichie — p. 1
Book: by Joseph Conrad — p. 8
than Kandell
Target Task
Question 1
The main purpose of the quotation from Kwame Anthony Appiah in Achebe’s obituary (“It would be impossible…Pushkin influenced
Russians.”) is to
a. introduce Achebe as a controversial figure in the history of African writers.
b. emphasize Achebe’s impact on the African writers who have come after him.
c. describe Achebe’s influence on writers from every continent on the globe.
d. depict Achebe as an isolated phenomenon amongst African writers in the twentieth century.
Question 2
With which of the following statements about Africa would Conrad’s narrator most likely agree?
a. Africa is both uncivilized and intriguing.
b. Africa is being destroyed by Europeans.
c. Africa is a land of danger and destruction.
d. Africa is neither sinister nor mysterious.
Question 3
How do the excerpts you have read today help to explain Achebe’s motivation for writing his famous novel, Things Fall Apart? Use
evidence from at least two sources to support your answer.
11th Grade English

Unit 2: Things Fall Apart — Lesson 1 of 25 Page 1
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What can we infer about Things Fall Apart based on Adichie’s allusion to the novel in her first sentence of Purple Hibiscus?
There is an Igbo proverb that says, “Until the lion writes his own stories, history will always glorify the hunter.” Which quotation in
Achebe’s obituary seems to capture this same sentiment in his own words? How do these two quotations help to explain Achebe’s
motivation for writing Things Fall Apart?
What is Conrad’s tone toward Africa? According to the obituary, what was Achebe’s opinion of Conrad? What lines in the excerpt
might help explain why Achebe felt this way?
What can we infer about Things Fall Apart based on Adichie’s allusion to the novel in her first sentence of Purple Hibiscus?
There is an Igbo proverb that says, “Until the lion writes his own stories, history will always glorify the hunter.” Which quotation in Achebe’s
obituary seems to capture this same sentiment in his own words? How do these two quotations help to explain Achebe’s motivation for
writing Things Fall Apart?
What is Conrad’s tone toward Africa? According to the obituary, what was Achebe’s opinion of Conrad? What lines in the excerpt might
help explain why Achebe felt this way?
Notes
Students will read multiple short pieces today in order to understand Achebe’s purpose for writing the novel: the back of the
novel, an excerpt from Purple Hibiscus, an excerpt from Heart of Darkness, an Igbo proverb, and Achebe’s obituary. The teacher may
determine what order makes the most sense for his or her students.
It is recommended that the teacher use the lengthy paragraph from pp. 8 and 9 of Heart of Darkness, beginning with “I left on a French
Steamer.”
11th Grade English
Lesson 2

Materials
Gather basic information about the Igbo people and the impact of European colonization
on the Igbo. Excerpt: y by Don C. Ohadike
Target Task
Question 1
According to the first paragraph, which statement best characterizes the difference in how the Igbo thought of themselves before and after
the colonial period?
a. The Igbo are spread over a large geographic area and rarely came into contact with each other prior to the colonialism, which pushed
many of them to urban areas.
b. The Igbo initially conceived of themselves as many tribes quite different from each other, but colonialism caused them to see
the similarities amongst them.
c. The Igbo were initially a culture centered around agricultural production, but colonialism allowed them to diversify into many other
fields of employment.
d. The Igbo historically had been considered a rather violent people, but colonialism helped them to adapt to a more peaceful way of
seeing the world.
Question 2
It can be reasonably inferred from the section called “Social and Political Structures” that the Igbo valued
a. their elders and consolidated power in the hands of the oldest members.
b. the participation of all members of the community in its governance.
c. having a single strict authority to enforce order in their society.
d. innovation and change in their governance structures.
Question 3
Describe the impact of European colonization on Igbo society. Use evidence from the article to support your answer.
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Describe some of the many indications the author gives of the Igbo people’s
diversity. What do both archaeology and the Igbo creation myth suggest about
this group?
What are “cross-cutting ties” and what does this emphasis reveal about Igbo
values? Describe the role of women’s organizations and secret societies in Igbo
governance. Who is Chukwu, and what is his significance?
Describe the concept of chi and what the Igbo believed about a person’s
chi. How was the abolition of slavery related to British colonization of
Igbo land?
How did the relationship between the Igbo and European traders change after 1875?
What was the impact of missionaries?
Describe the Ekumeku Movement.
What are some theories about how the complex and deeply-rooted Igbo culture succumbed to European colonization so quickly?
Describe some of the many indications the author gives of the Igbo people’s
diversity. What do both archaeology and the Igbo creation myth suggest about
this group?
What are “cross-cutting ties” and what does this emphasis reveal about Igbo
values? Describe the role of women’s organizations and secret societies in Igbo
governance. Who is Chukwu, and what is his significance?
Describe the concept of chi and what the Igbo believed about a person’s chi.
How was the abolition of slavery related to British colonization of Igbo land?
How did the relationship between the Igbo and European traders change after
1875? What was the impact of missionaries?
Describe the Ekumeku Movement.
What are some theories about how the complex and deeply-rooted Igbo culture succumbed to European colonization so quickly?
Notes
“Classics in Context” is an early edition of the novel that provides historical background in its preface. The edition is out of print but
available in several places online for a fee. The link we have provided is of poor quality but is the only freely accessible version
available.
Things Fall Apart
Lesson 3

Materials
Predict the major themes of the novel.
Poem: ” by William Butler Yeats
Analyze the author’s characterization of the protagonist, Okonkwo. Book: t by Chinua Achebe pg. 3 — 8
Question State/Cite/Explain
Describe how Achebe characterizes Okonkwo in chapter 1. Use specific details from the chapter to support your answer.
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Page 1
Who is the speaker? What does he seem to see/know that we don’t?
What is a falcon? What does this metaphor convey?
What is the overall mood of this poem? What does it seem the poet is conveying?
What is ironic about Achebe’s choice of a poem from the European “canon” as both the epigraph and title for Things Fall Apart? What
might be his purpose(s) in this choice?
How does the author characterize Okonkwo in the first pages of the novel?
How does he characterize Okonkwo’s father?
Who is Okoye and what do we learn about his purpose for visiting Unoka on pp. 6–
7?
How does Achebe use the characters of Okonkwo and Unoka to reveal conflict? Okonkwo’s motivations? Theme?
Notes
Things Fall Apart
Lesson 4
Wednesday No 13

Materials
Book: Things Fall Apart by
Analyze the continued characterization of Okonkwo in chapter 2. Chinua
Describe how the author uses setting, nonlinear plot, and characterization toChapter
Achebe — develop2 theme.
How does Achebe reveal and develop the theme of identity and/or individual and community in the first two
chapters of the novel? Choose one and explain using examples from the text.
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What kind of place is Umofia? Trace how Achebe conveys information about the village and its
inhabitants on pp. 9–12. According to the information on p. 12, what role do oracles and
religion play in the life of the villagers?
What is a “just war” as described on p. 12?
How has fear of being like his father shaped Okonkwo’s identity?
Track evidence on pp. 13–14
11th Grade English
Lesson 5

Materials
Identify examples of techniques Achebe uses to counteract Europeans’ simplistic Chinua
stereotypes of Africans.
Achebe pg. 16 — 22 — Chapter 3
Chinua Achebe
Target Task
Question 1
With which of the following statements about Unoka would the oracle most likely agree?
a. He was unlucky because he had offended the gods.
b. He was unsuccessful in farming because he was lazy.
c. He was insufficiently frightened of the Oracle at Agbala.
d. He was faithful in his sacrifices and in his work.
Question 2
The main purpose of the detailed description of the palm-wine ritual on pp. 19–21 is to
a. introduce the reader to each member of Nwakibie’s family.
b. illustrate Okonkwo’s consistently plaintive nature.
c. describe Okonkwo’s intentions in asking to meet with Nwakibie.
d. depict Igbo culture, customs, and complex social relationships.
Question 3
Identify and explain at least one technique Achebe uses to offer a perspective of the Igbo people that counters European stereotypes
present in books such as Heart of Darkness by Joseph Conrad. Use evidence from both the article and the novel to support your
answer.
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What is Achebe’s main critique of Conrad’s portrayal of Africa and Africans? Given his critique, how would you expect that he portray
the Africans in his own novel?
What do we learn about Okonkwo in the first paragraph of p.
16? What is Agbala? What is its significance to the people of
Umuofia?
Why does Unoka go to see the oracle and what is her message to
him? What can we reasonably infer is Achebe’s purpose for including
this story?
As you read pp. 18–22, identify places in the text where you see Achebe portraying the richness of the Igbo culture and people.
What types of techniques does he use to do so? What does the reader learn?
What is the meaning of the proverb at the top of p. 21? What does it tell us about how Okonkwo is feeling now?
What is Achebe’s main critique of Conrad’s portrayal of Africa and Africans? Given his critique, how would you expect that he portray the
Africans in his own novel?
What do we learn about Okonkwo in the first paragraph of p.
16? What is Agbala? What is its significance to the people of
Umuofia?
Why does Unoka go to see the oracle and what is her message to him?
What can we reasonably infer is Achebe’s purpose for including this story?
As you read pp. 18–22, identify places in the text where you see Achebe portraying the richness of the Igbo culture and
people. What types of techniques does he use to do so? What does the reader learn?
What is the meaning of the proverb at the top of p. 21? What does it tell us about how Okonkwo is feeling now?
Notes
As the Achebe speech is lengthy, the teacher may choose excerpts to read with his or her class. Including at least portions of pp. 7 and
8 is recommended. This reading is best accomplished toward the beginning of class.
Today’s reading is rich with dialogue, proverbs, descriptions of peaceful interactions, rituals, religious beliefs, etc. Students should
recognize these as Achebe paints a full picture of Igbo village life and culture prior to colonization. In so doing, he is further establishing
the theme of culture and colonialism.
Students should finish reading chapter 3 for homework.
11th Grade English
Lesson 6
Readings and Materials

Objective Book: t by Chinua Achebe — Chapter 4
Analyze Achebe’s portrayal of women in chapter
4. Trace Achebe’s development of Okonkwo’s tragic
flaw.
Target Task
Question 1
Over the course of the chapter, the main focus shifts from a
a. depiction of an important clan elder meeting to an analysis of Okonkwo’s turbulent family life.
b. symbolic representation of Okonkwo’s tragic flaw to a list of separate ways in which that flaw has manifested.
c. story about Okonkwo’s insulting of one man to a portrayal of the harm his hyper masculinity brings on all of those around him.
d. general explanation of what caused Okonkwo to be so revered to providing multiple examples of his failures as a man and as a
member of the tribe.
Question 2
The main purpose of the line “my father told me that he had been told that in the past a man who broke the peace was dragged on the
ground until he died,” on p. 31, is to
a. show that the clan has always, perhaps even more so in the past, valued the security of the community over the desires of the
individual.
b. question whether the clan has, over time, become too lenient in its punishment of those who commit crimes.
c. introduce the importance of the oral tradition in passing down Igbo culture and history through the generations.
d. communicate the impact of colonialism on the Igbo culture even in the early days of European arrival.
Question 3
In a speech remembering Achebe’s accomplishments, the head of the African Union said, “Achebe expressed frustration at frequently
being misunderstood on this point, saying that ‘I want to scream that Things Fall Apart is on the side of women…and that Okonkwo is
paying the penalty for his treatment of women; that all his problems, all the things he did wrong, can be seen as offenses against the
feminine.’” Using what you have read so far, explain how Okonkwo’s treatment of women is a symptom of his tragic flaw.
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What does the anecdote in the first two paragraphs of the chapter show about Okonkwo? About how other village men feel about him?
What does the narrator mean when he says on p. 27, “But it was not really true that Okonkwo’s palm-kernels had been cracked for
him…”? How does the author characterize Ikemefuna on pp. 28 and 29?
What is the narrator’s explanation for why Okonkwo treats his family members with a heavy hand on p. 28?
Why does Nwoye’s mother lie to Okonkwo? What does it reveal that she is called only “Nwoye’s mother”? (Perhaps make a connection
to “Curley’s wife” in Of Mice and Men or “Harding’s wife” in One Flew Over the Cuckoo’s Nest, if students have read it.)
How does Ezeani the priest react to Okonkwo’s beating of Ojiugo? Why? How does this interaction reveal the theme of the individual
and community?
What do we learn about Okonkwo here?
What does the anecdote in the first two paragraphs of the chapter show about Okonkwo? About how other village men feel about him?
What does the narrator mean when he says on p. 27, “But it was not really true that Okonkwo’s palm-kernels had been cracked for
him…”? How does the author characterize Ikemefuna on pp. 28 and 29?
What is the narrator’s explanation for why Okonkwo treats his family members with a heavy hand on p. 28?
Why does Nwoye’s mother lie to Okonkwo? What does it reveal that she is called only “Nwoye’s mother”? (Perhaps make a connection to
“Curley’s wife” in Of Mice and Men or “Harding’s wife” in One Flew Over the Cuckoo’s Nest, if students have read it.)
How does Ezeani the priest react to Okonkwo’s beating of Ojiugo? Why? How does this interaction reveal the theme of the individual and
community?
What do we learn about Okonkwo here?
Notes
Some feminist critics have argued that Things Fall Apart is a sexist novel. A discussion of the evidence in chapter 4 that might support
this statement would be helpful for students to answer the target task question.
Students should finish the chapter for homework if it is not finished in class. The target tasks can be completed as long as students
have read to the top of p. 31.
As they read the final pages for homework, students should focus on the character of Ikemefuna—his characterization and Achebe’s
use of his character to show the diversity within the Igbo people.
English Unit 2: Things
Fall Apart Lesson 7
Monday

Students will analyze how Achebe further develops Okonkwo’s hyper masculinity as a
fatal flaw in chapter 5.
Question
State/Cite/Explain: Okonkwo has a fear of being perceived as not masculine enough. Provide evidence
from the chapter to support this statement.
Key Questions
What is the New Yam Festival and how does Okonkwo feel about it? What does
this reveal about him?
Describe the abrupt change in mood on p. 38. What does this show about
Okonkwo?
When Okonkwo’s wife mutters “something about guns that never shot,” what can we reasonably
infer that she meant? How does he respond? Why? What is ironic in his response?
According to p. 44, how does Okonkwo feel about Enzinma? Why might he only show his
fondness on “very rare occasions”?
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Notes
Students have studied the word “potent” earlier in the unit. Introducing the word “impotent” during the discussion of Okonkwo and his
gun would help students to better understand Achebe’s characterization of Okonkwo and his fear of being perceived as weak or not
masculine enough.
In addition to the reference to impotence, Achebe also associates Okonkwo with fire, a force that consumes and destroys. In
characterizing Okonkwo this way, Achebe suggests that his hyper masculinity is a destructive, not creative, force
Fall Apart Lesson 8
Tuesday

State/Cite Explain
:Reread the first paragraph of the novel. Use evidence from this paragraph and chapter 6 to explain
the significance of the wrestling matches to the people of Umuofia, especially the young men.
Key Questions
What diction does the author use on pp. 46–48 to create the
mood of the scene?
Why does the author mention that Okonkwo sat down
again quickly on p. 47?
What does the line “Many people looked around, perhaps for the first time, and saw those who
stood or sat next to them” imply?
What do we learn about childhood life-expectancy in Umuofia from Ekwefi and Chielo’s
conversation?
What do we learn about Chielo?
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Page 1
Book: t by Chinua Achebe — Chapter 7
Objective
.
State/Cite/Explain
How does Okonkwo’s decision contribute to the theme of individual and community? Use evidence from today’s chapter to support your
answer.
h
Pa
Key
Questions
What role had Ikemefuna come to play in Okonkwo’s household?
Why might this be surprising?
\Describe Nwoye and his relationships with Ikemefuna and
Okonkwo.
How do the people of Umuofia respond to the locusts? What significance might the locusts
have? What might they foreshadow?
“The boy calls you father. Do not bear a hand in his death.” What does Ezeudu’s statement on p.
57 reveal about the values of the community?
11th Grade English
Unit 2: Things Fall Apart — Lesson 9 of Page 2
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Objective Book: t by Chinua Achebe — Chapter
Things Fall Apart Lesson 10 Thursday 8
How does the author develop Okonkwo’s tragic flaw on p. 65?
What do Okonkwo’s comments about Obierika’s son reveal about Okonkwo’s feelings for his
own sons?
What do we learn about Obierika? Okonkwo seems to value traditional Igbo culture
over change. Where do you see evidence of this?
How are Okonkwo and Obierika similar? Different?
What do we learn about Okonkwo and Obierika’s relationship based on the invitation for
Okonkwo to
participate in the bride price ceremony? How would you describe the mood of the bride price
negotiation? Why?
What do the final paragraphs reveal about the Igbo men’s opinions of white men?
Notes
By the end of this class students should see that Obierika, while traditional and strong like Okonkwo, does not share Okonkwo’s fear of
being weak. In fact, Okonkwo’s hyper masculinity is threatening his relationship with his son, with Obierika, and with his village at
this point.
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Match Fishtank
www.matchfishtank.org
Key
Questions

Analyze the importance of children to the lives of women in Umuofia.
Target Task
Question 1
What do we learn about Okonkwo through his interactions with Ezinma in this chapter?
a. that he has resigned himself to losing all of the children most important to him
b. that he does have a caring, nurturing side; he just keeps it hidden most of the time
c. that he does not trust Ekwefi to care for Ezinma; she has lost many children
d. that he does not subscribe to tribal religious beliefs about ogbanje and iyi-uwa
Question 2
Explain how Achebe develops the idea that relationships between women and their children are important in Umuofia. Use evidence from
the text to support your answer.
How does Okonkwo react to Ezinma’s illness? What does this reveal about him?
What do we learn about Ekwefi from the flashbacks included on pp. 76–80? About the role of women and the importance of children in
women’s lives?
How is Ekwefi and Ezinma’s relationship unique? How does the author communicate
this? What is ogbanje? How have the ogbanje impacted Ekwefi?
What is Ezinma’s tone toward the hunt for her iyi-uwa? (playful) What diction and imagery does the author use to establish this tone
on pp. 82 and 83? (“sprightly,” etc.) How is her tone different than Okonkwo’s? What accounts for the difference?
What is the message in the tale of the snake-lizard on p. 83?
What is the significance of the lengthy flashback to the iyi-uwa? How does it connect back to and deepen our understanding of the idea
expressed in chapter 6 that Ezinma has “come to stay”?
Trace examples of the strength of relationships between women of Umuofia and the ways in which they support each
other. Trace examples of the importance of children to the lives of women in the Igbo culture.
How does Okonkwo react to Ezinma’s illness? What does this reveal about him?
What do we learn about Ekwefi from the flashbacks included on pp. 76–80? About the role of women and the importance of children in
women’s lives?
How is Ekwefi and Ezinma’s relationship unique? How does the author communicate
this? What is ogbanje? How have the ogbanje impacted Ekwefi?
What is Ezinma’s tone toward the hunt for her iyi-uwa? (playful) What diction and imagery does the author use to establish this tone on
pp. 82 and 83? (“sprightly,” etc.) How is her tone different than Okonkwo’s? What accounts for the difference?
What is the message in the tale of the snake-lizard on p. 83?
What is the significance of the lengthy flashback to the iyi-uwa? How does it connect back to and deepen our understanding of the idea
expressed in chapter 6 that Ezinma has “come to stay”?
Trace examples of the strength of relationships between women of Umuofia and the ways in which they support each other.
Trace examples of the importance of children to the lives of women in the Igbo culture.
11th Grade English

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Unit 2: Things Fall Apart — Lesson of 25
Fall Apart Lesson 12

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Target Task
How does Achebe develop the idea that Umuofian culture does not value women as much as men? Provide evidence from the chapter to
support your answer.
Key Questions
How does Achebe show women’s subordination to men on p.
87?
How does he continue to develop this idea on p. 88?
What is the egwugwu house?
What is the significance of the sentences on pp. 89–90 that begin with, “Okonkwo’s wives…” through “within themselves”?
Summarize the conflict in the first trial.
How does the following line from p. 94 help to develop the author’s message about women in Umuofian society? “I don’t know why such a
trifle should come before the egwugwu.”
Lesson 13
Objective
Explain how Achebe develops the theme of the individual and community in chapter 11.
Target Task
Question 1
It can be reasonably inferred that the main reason the author includes the tale of the tortoise is to
a. refute western stereotypes about African people as primitive savages lacking history or tradition.
b. illustrate that prioritizing individual needs over the needs of the community will have dire consequences.
c. exemplify the oral tradition and its importance in passing on Igbo history and tradition.
d. convince the reader that Ekwefi and Okonkwo are right to disregard Chielo’s command to stay away.
Question 2
Which best describes the mood in pp. 100–108?
a. tragic
b. frenzied
c. suspenseful
d. malevolent
Question 3
How does the author develop the theme of the individual and community in chapter 11? Use evidence from the text to support your
answer.
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Match Fishtank
Key Questions
Describe the setting (pp. 96–97) and mood at the beginning of the chapter.
The oral tradition is an important part of Igbo culture. Track the significance of storytelling and stories in the first half of chapter
11.
“A man who makes trouble for others is also making it for himself." Who says this on p. 97? How does it relate to Okonkwo? To
theme? What is the message of the story about the tortoise?
Describe the change in mood on p. 100. What causes the mood to shift?
What is the significance of Chielo’s warning to Okonkwo on p. 101? How does it continue to develop theme?
What motivates Okonkwo to try and bargain with Chielo? How does Chielo respond to Ekwefi’s offer to accompany her on p.
101? What is the possible significance of Chielo referring to Ezinma as “my daughter?”
What decision does Ekwefi make at the top of p. 103? What is the significance of this
decision? How does the author continue to develop the mood in these pages?
Does Ekwefi heed Chielo’s warning on p. 105? Why or why not?
How do Ekwefi’s decisions in this chapter develop the theme of community?
What does Okonkwo’s appearance convey about his character? Consider both what it means for him as a father and as a member of the
community who should follow the wishes of the Oracle.
What does his presence stir up in Ekwefi? Why?
Describe the setting (pp. 96–97) and mood at the beginning of the chapter.
The oral tradition is an important part of Igbo culture. Track the significance of storytelling and stories in the first half of chapter 11.
“A man who makes trouble for others is also making it for himself." Who says this on p. 97? How does it relate to Okonkwo? To
theme? What is the message of the story about the tortoise?
Describe the change in mood on p. 100. What causes the mood to shift?
What is the significance of Chielo’s warning to Okonkwo on p. 101? How does it continue to develop theme?
What motivates Okonkwo to try and bargain with Chielo? How does Chielo respond to Ekwefi’s offer to accompany her on p.
101? What is the possible significance of Chielo referring to Ezinma as “my daughter?”
What decision does Ekwefi make at the top of p. 103? What is the significance of this decision?
How does the author continue to develop the mood in these pages?
Does Ekwefi heed Chielo’s warning on p. 105? Why or why not?
How do Ekwefi’s decisions in this chapter develop the theme of community?
What does Okonkwo’s appearance convey about his character? Consider both what it means for him as a father and as a member of the
community who should follow the wishes of the Oracle.
What does his presence stir up in Ekwefi? Why?
Notes
Chapter 11 is a lengthy chapter. The teacher may wish to have students begin the chapter for homework on the night prior to this lesson. If
necessary, they could finish it for homework after lesson 13, but this might interfere with their ability to prep for the essay in lesson 14.
11th Grade English
Lesson 14 — Writing
Objective
Craft an essay that answers the prompt.
Target Task
Write an essay in which you explain how Chinua Achebe builds the theme of the individual and community in his novel Things Fall Apart. In
your essay, analyze how Achebe uses one or more of the features below (or features of your own choice) to strengthen the development of
his message about colonialism. Be sure that your analysis focuses on the most relevant features of the novel. Your essay should not explain
whether you agree with Achebe, but rather explain how Achebe develops his message.
As you prepare to write, consider how Achebe uses:
Characterization, such as the development of characters, their motivations and their relationships
Figurative language, such as metaphors, symbols, and proverbs
The elements of tragedy and the tragic
hero Setting
Plot development, including flashbacks and foreshadowing
Point of view
Notes
Students should read chapter 12 for homework, focusing on the following:

Compare the mood at the start of chapter 12 with that at the end of chapter 11. Why might the author choose to create such a
contrast? How does chapter 12 contribute to the author’s message about the rich culture and traditions of the Igbo people?
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Analyze how Achebe develops the importance of strong and harmonious ties to the Igbo
community.
Explain the development of Okonkwo’s tragic flaw in chapter 13.
Target Task
Question 1
Part a
Based on the chapter and what you know of the events that have taken place in the novel, which of the following is the best explanation for
Okonkwo’s reaction to Ezeudu’s death?
a. He is admitting to himself that he was wrong to participate in Ikemefuna’s death and fears there will be consequences.
b. He feels indebted to Ezeudu for forgiving him for his part in killing Ikemefuna, the boy who called him father.
c. He is questioning whether he believes any longer in the traditions represented by old men like Ezeudu.
d. He is angry that the village holds such a man in high regard when Okonkwo sees Ezeudu as soft and weak.
Part b
Which of the following quotations from p. 121 best supports the answer to question 1?
a. “A cold shiver ran down Okonkwo’s back…”
b. “E-u-u. Ezeudu is dead.”
c. “…anxiety mounted in every heart…”
d. “Ezeudu was a great man, and so all the clan was at his funeral.”
Question 2
What does this conclusion to Part 1 of the novel seem to foreshadow for Okonkwo and for the Igbo society? How does Achebe
communicate this idea to the reader? Use evidence from the chapter to support your answer.
Match Fishtank
Key
Questions
What is the ekwe?

What information does the narrator provide about why the ekwe is sounding? What is the impact of the narrator revealing the
information to the reader slowly, in much the same way Okonkwo and the villagers received it? Why do you think the author made
this choice?
What does the phrase “a shiver ran down Okonkwo’s back” communicate about how he is feeling at the news of Ezeudu’s death? Why
is this his reaction?
Compare Ezeudu with Okonkwo’s father. With Okonkwo. How does Ezeudu’s funeral serve to remind the reader of Okonkwo’s
fears? Why does Okonkwo have to leave his village so suddenly?
What is the significance of the phrase “nothing like this had ever happened” on p.
124? What happens to Okonkwo’s possessions? Why?
As Obierika thinks to himself on p. 125, he wonders, “Why should a man suffer so grievously for an offense he had committed
inadvertently?” How does he answer this question for himself? What questions seem to remain for him?
How did Achebe foreshadow Okonkwo’s fate at the beginning of the chapter?
What is the significance of the line “if one finger brought oil, it soiled the
others”?
What is the ekwe?
What information does the narrator provide about why the ekwe is sounding? What is the impact of the narrator revealing the information to
the reader slowly, in much the same way Okonkwo and the villagers received it? Why do you think the author made this choice?
What does the phrase “a shiver ran down Okonkwo’s back” communicate about how he is feeling at the news of Ezeudu’s death? Why is
this his reaction?
Compare Ezeudu with Okonkwo’s father. With Okonkwo. How does Ezeudu’s funeral serve to remind the reader of Okonkwo’s
fears? Why does Okonkwo have to leave his village so suddenly?
What is the significance of the phrase “nothing like this had ever happened” on p. 124?
What happens to Okonkwo’s possessions? Why?
As Obierika thinks to himself on p. 125, he wonders, “Why should a man suffer so grievously for an offense he had committed
inadvertently?” How does he answer this question for himself? What questions seem to remain for him?
How did Achebe foreshadow Okonkwo’s fate at the beginning of the chapter?
What is the significance of the line “if one finger brought oil, it soiled the
others”?
Notes
Given that students read chapter 12 for homework, it is recommended to start class with a quick review of the contents of chapter 12.
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Objective Book: t by Chinua Achebe — Chapters 14 & 15
Trace the author’s continued development of the importance of strong harmonious ties
within a community.
Target Task
Question 1
Over the course of chapter 14, the main focus shifts from a(n)
a. symbolic representation of the setting to an example of the setting impacting life.
b. introduction of life in Mbanta to a portrayal of a traditional marriage ceremony.
c. depiction of Okonkwo’s reception in Mbanta to the portrayal of an influential family gathering.
d. list of the hardships of Okonkwo’s life to an analysis of the potential impact of these hardships on his future.
Question 2
The main purpose of the final paragraph on p. 134 (“’Then listen to me’…waved at his sons and daughters.”) is to
a. list the ways in which Okonkwo is angering his ancestors.
b. introduce Okonkwo to the members of his new community.
c. explain the difference between a Motherland and a Fatherland.
d. remind Okonkwo of his obligations to his family and his community.
Question 3
Achebe continues to show us that Okonkwo’s fear of weakness and femininity are counter to traditional Igbo beliefs. Provide examples from
chapter 14 and/or 15 to support this statement.
How does Achebe show the value Igbo people place on community in pp. 129 and 130?
What is the significance of the setting as described on p. 130? What might it represent?
What is Okonkwo’s mood in this chapter? Why? How does it relate to his fear of being
weak/feminine? How does Uchendu respond to Okonkwo’s mood?
What does Uchendu want Okonkwo to understand on pp. 133–135? What is his most likely purpose for having this conversation with his
entire family, and not just with Okonkwo?
Okonkwo’s self-pity in chapters 14 and 15 represents an affront to the Igbo value of community. Agree or disagree?
Describe the setting change from chapter 14 to 15.
What kind of mood is created when Okonkwo asks his wife to send the children to play on p. 136?
Who do we know the white men are? What do the characters know about the white men at this point? (dramatic
irony) What happened in Abame according to Obierika?
What is Okonkwo’s response to this occurrence? What makes his reaction slightly ironic?
What is Uchendu’s reaction based on his story? Compare the two reactions and what they reveal about Okonkwo.
What differences do we learn about between Uchendu’s generation and Okonkwo and Obierika’s generation of Igbo in Chapter 15? Why
might Achebe have included this description in the novel?
How does Achebe show the value Igbo people place on community in pp. 129 and 130?
What is the significance of the setting as described on p. 130? What might it represent?
What is Okonkwo’s mood in this chapter? Why? How does it relate to his fear of being weak/feminine?
How does Uchendu respond to Okonkwo’s mood?
What does Uchendu want Okonkwo to understand on pp. 133–135? What is his most likely purpose for having this conversation with his
entire family, and not just with Okonkwo?
Okonkwo’s self-pity in chapters 14 and 15 represents an affront to the Igbo value of community. Agree or
disagree? Describe the setting change from chapter 14 to 15.
What kind of mood is created when Okonkwo asks his wife to send the children to play on p. 136?
Who do we know the white men are? What do the characters know about the white men at this point? (dramatic
irony) What happened in Abame according to Obierika?
What is Okonkwo’s response to this occurrence? What makes his reaction slightly ironic?
What is Uchendu’s reaction based on his story? Compare the two reactions and what they reveal about Okonkwo.
What differences do we learn about between Uchendu’s generation and Okonkwo and Obierika’s generation of Igbo in Chapter 15? Why
might Achebe have included this description in the novel?
Notes
Students will best be able to answer all of the target task questions if they have read at least through the bottom of p. 140. If necessary,
they can read the final few pages for homework.
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11th Grade English
Lesson 17

Analyze the shift in tone toward the missionaries over the course of chapter 16.
Analyze the symbolism of fire as it relates to Achebe’s characterization of Okonkwo’s

relationships.
Target Task
Question 1
Part a
Which of the following best describes the villagers’ tone toward the missionaries on pp. 144–147?
a. mocking
b. plaintive
c. concerned
d. light-hearted
Part b
Which quotation from these pages best establishes the tone as described in question 1?
a. “…one of them…silk-cotton tree.” p. 144
b. “He was a man…listened to him.” p. 144
c. “He told them… when he said this.” p. 145
d. “When this was…said to themselves.” p. 146
Question 2
Explain what Achebe reveals about Okonkwo’s character through his use of the symbol of fire. Use evidence from chapter 17 and/or other
relevant parts of the novel.
What is the characters’ tone when discussing the missionaries at the beginning of chapter 16? What diction conveys this tone?
What have the characters now learned is the white men’s primary purpose for being in Igbo land? What are efulefu, and why do the
villagers take comfort that the converts are efulefu?
What do we learn about Nwoye? Why is it significant that we learn this soon after learning about the efulefu?
How is the tone toward the missionaries different on pp. 144–147? What specific diction/examples conveys this shift in
tone? The imagery on p. 147 (“He felt a relief…the panting earth.”) conveys what about Nwoye?
What does the missionaries’ assumption that the Igbo have a “king” convey?
Why are the villagers astounded at the missionaries’ reaction to the land they are given? What diction does the author use on pp. 148–
151 to convey the villagers’ view of/tone toward the missionaries?
What diction does the author use to describe the villagers’ views of/tone toward the missionaries in chapter
17? Who is Mr. Kiaga?
How does Okonkwo’s feelings toward the missionaries change once he hears about Nwoye’s involvement? How does this impact his
feelings about Nwoye? What particularly powerful diction does the author use to convey Okonkwo’s thoughts and feelings?
What was Okonkwo’s nickname? What does Okonkwo see this nickname representing?
How could the symbolism of fire/flame be interpreted differently?
What does this final line (“Living fire begets cold, impotent ash”) reveal that Okonkwo is realizing?
What damage have Okonkwo’s “fiery” and hyper masculine characteristics already wrought in his life? Trace back through this chapter
and before.
What is the characters’ tone when discussing the missionaries at the beginning of chapter 16? What diction conveys this tone?
What have the characters now learned is the white men’s primary purpose for being in Igbo land? What are efulefu, and why do the
villagers take comfort that the converts are efulefu?
What do we learn about Nwoye? Why is it significant that we learn this soon after learning about the efulefu?
How is the tone toward the missionaries different on pp. 144–147? What specific diction/examples conveys this shift in
tone? The imagery on p. 147 (“He felt a relief…the panting earth.”) conveys what about Nwoye?
What does the missionaries’ assumption that the Igbo have a “king” convey?
Why are the villagers astounded at the missionaries’ reaction to the land they are given? What diction does the author use on pp. 148–151
to convey the villagers’ view of/tone toward the missionaries?
What diction does the author use to describe the villagers’ views of/tone toward the missionaries in chapter
17? Who is Mr. Kiaga?
How does Okonkwo’s feelings toward the missionaries change once he hears about Nwoye’s involvement? How does this impact his
feelings about Nwoye? What particularly powerful diction does the author use to convey Okonkwo’s thoughts and feelings?
What was Okonkwo’s nickname? What does Okonkwo see this nickname representing?
How could the symbolism of fire/flame be interpreted differently?
What does this final line (“Living fire begets cold, impotent ash”) reveal that Okonkwo is realizing?
What damage have Okonkwo’s “fiery” and hyper masculine characteristics already wrought in his life? Trace back through this chapter and
before.
Notes
Students will need to read through the end of chapter 17 in order to answer target task 3. Consider giving target task 3 for homework or as
a Do Now in lesson 17 if time does not permit it to be done during this lesson. It is preferable to not overly dwell on pp. 152 and 153
of the chapter, as they appear on the exam.
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11th Grade English
Lesson 18

Materials
Analyze how Achebe develops both the theme of community and colonization in these Chinua
chapters.
Achebe — Chapters 18 & 19
Target Task
Question 1
“If a man kills the sacred python in the secrecy of his hut, the matter lies between him and the god.” Based on this passage from p. 158 and
chapter 18 as a whole, which of the following best describes what the elder is advocating for in this statement.
a. He questions whether men should ever bother to enter into a religious matter.
b. He wonders if the god of the missionaries will punish the criminals for their attack.
c. He believes that the clan should not attack but trust the gods to punish the offenders.
d. He argues that any weaknesses the clan has exhibited in the past must be abandoned.
Question 2
Which of the following best describes the importance of chapter 18 to the novel as a whole?
a. The chapter reveals how Okonkwo’s hyper masculinity will ultimately bring doom upon not only himself, but his community.
b. The chapter calls into question all of the beliefs and values of the Igbo people, exposing them for the cruel and evil practices they truly
are.
c. The chapter introduces the idea that the missionaries are not just here to convert heathens to Christianity.
d. The chapter firmly establishes one of the central conflicts of the novel—the conflict between the traditional Igbo culture and
the new culture.
Question 3
In the final paragraph of chapter 19, an elder of Mbanta predicts that the younger generation’s abandonment of community will lead
to the destruction of Igbo society. What evidence has Achebe provided the reader that the young people are in fact abandoning their
community? Can you prove or disprove the elder’s statement? Use evidence from throughout the text.
Who are the osu and what crisis does their presence cause in the new church? Explain.
Describe the conflict between the church and the villagers over the python. What larger conflict does this incident mirror? How does it
help to develop the theme of colonialism and culture?
How does Okonkwo’s response to the incident differ from that of some of the elders of Mbanta? What does he advocate for? What do
they? (pp. 158–159)
How does this conflict add to Achebe’s development of Okonkwo’s fatal flaw?
Who is Mr. Brown?
On pp. 160–161, what convinces the clan that they made the right decision not to attack the Christians?
What further evidence of Okonkwo’s fatal flaw does Achebe provide on pp. 162–163?
What is Achebe’s most likely purpose in including the lengthy descriptions of the preparations and of the
feast? What does the proverb “A child cannot pay for its mother’s milk” convey in this context? (p. 166)
What praise does one of the elders offer Okonkwo at the bottom of p. 166? What fear does he share?
How do the descriptions at the beginning and end of the chapter work together to develop the theme of community? Of culture and
colonization?
Who are the osu and what crisis does their presence cause in the new church? Explain.
Describe the conflict between the church and the villagers over the python. What larger conflict does this incident mirror? How does it help
to develop the theme of colonialism and culture?
How does Okonkwo’s response to the incident differ from that of some of the elders of Mbanta? What does he advocate for? What do
they? (pp. 158–159)
How does this conflict add to Achebe’s development of Okonkwo’s fatal flaw?
Who is Mr. Brown?
On pp. 160–161, what convinces the clan that they made the right decision not to attack the
Christians? What further evidence of Okonkwo’s fatal flaw does Achebe provide on pp. 162–163?
What is Achebe’s most likely purpose in including the lengthy descriptions of the preparations and of the
feast? What does the proverb “A child cannot pay for its mother’s milk” convey in this context? (p.
166)
What praise does one of the elders offer Okonkwo at the bottom of p. 166? What fear does he share?
How do the descriptions at the beginning and end of the chapter work together to develop the theme of community? Of culture and
colonization?
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11th Grade English
Lesson 19

Materials
Analyze the disagreement between Okonkwo and Obierika, explaining how Achebe uses it to Chinua
build theme.
Achebe — Chapter 20
Poem: ” by Chinua Achebe
Target Task
Question 1
Which choice best describes the relationship between the poem and the chapter?
a. Both the poem and the chapter use the symbolism of plants to show the tension between old and new.
b. Both the poem and the chapter use life and death as a metaphor for the effects of colonization on Africa.
c. While the poem develops the theme of old versus new, the chapter develops the theme of colonization.
d. While the poem has a very emotional tone, the chapter is relayed in a more impartial tone.
Question 2
In chapter 20, Okonkwo advocates for fighting the white men and driving them out. Obierika argues that it is too late to be able to win that
fight. With which man do you agree? Why? Use evidence from the novel to support your answer.
Question 3
With which man do you think Achebe would agree? Use evidence to support your answer.
If section 1 of the novel gave us an initial characterization of Okonkwo and an introduction to the rich culture of the Igbo, what did
section 2 give us?
Read “The Mango Seedling.” What does the mango seedling serve as a symbol for? What is Achebe’s major theme in this poem?
How does he establish this theme?
What are Okonkwo’s goals for himself when he returns? Why?
At the bottom of p. 172, Okonkwo repeats his regret that Ezinma is not a boy. What reasons does he give? Because she is not a boy,
what promise does he ask her to make? Why?
What is the villagers’ tone toward the white men’s court? (mocking, but also ironic) What evidence establishes this
tone? What is Achebe’s tone in this chapter? Why?
How does this tone help convey Achebe’s larger message about colonialism and culture?
Obierika says it is too late to drive out the white men. What reasons does he give?
If section 1 of the novel gave us an initial characterization of Okonkwo and an introduction to the rich culture of the Igbo, what did section 2
give us?
Read “The Mango Seedling.” What does the mango seedling serve as a symbol for? What is Achebe’s major theme in this poem? How
does he establish this theme?
What are Okonkwo’s goals for himself when he returns? Why?
At the bottom of p. 172, Okonkwo repeats his regret that Ezinma is not a boy. What reasons does he give? Because she is not a boy, what
promise does he ask her to make? Why?
What is the villagers’ tone toward the white men’s court? (mocking, but also ironic) What evidence establishes this tone?
What is Achebe’s tone in this chapter? Why?
How does this tone help convey Achebe’s larger message about colonialism and
culture? Obierika says it is too late to drive out the white men. What reasons does
he give?
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11th Grade English
Lesson 20

Materials
Analyze Okonkwo’s reaction to his village and the village’s reaction to Okonkwo. Chinua
Target Task
Question 1
The main purpose of lines 6–10 (“In this way…to his school.”) on p. 181 is to
a. list the institutions the missionaries provided for the people of Umuofia.
b. describe Mr. Brown’s true motivation for building the school.
c. depict the impact of traditional religion on the lives of the Igbo people.
d. introduce Mr. Brown and his accomplishments in Igbo territory.
Question 2
Compare Okonkwo’s plans for his return to Umuofia with the reality of his return to Umuofia. Explain how this reality impacts
Okonkwo.
Key Questions
In chapter 20, the reader learns about Okonkwo’s grand hopes for his return to Umuofia. As you read chapter 21, trace how the author
depicts his return and compare it with his plans.
How do most villagers seem to feel about Mr. Brown and the missionaries in general? Why?
Why do people start sending their children to Mr. Brown’s school? What are their hopes?
The words “falling apart” appear on p. 183. To what is the author referring here? How does this allusion to the title/poem help to
strengthen Achebe’s message?
In chapter 20, the reader learns about Okonkwo’s grand hopes for his return to Umuofia. As you read chapter 21, trace how the author
depicts his return and compare it with his plans.
How do most villagers seem to feel about Mr. Brown and the missionaries in general? Why?
Why do people start sending their children to Mr. Brown’s school? What are their hopes?
The words “falling apart” appear on p. 183. To what is the author referring here? How does this allusion to the title/poem help to strengthen
Achebe’s message?
Notes
Lesson 21 includes the reading of two chapters in the novel. The teacher may wish to assign some pages for homework on this evening or
even start chapter 22 in class on day 20 given that chapter 21 is so short.
Students will be able to analyze how Achebe brings the conflict to a climax in these chapters.
Target Task
Question 1
With which of the statements about Mr. Smith would the egwugwu most agree?
a. He is angry and dangerous.
b. He is foolish and self-absorbed
c. He is unaccepting and violent.
d. He is disrespectful and ignorant.
Question 2
Describe which central conflict of the novel is revealed in the climax and the events of chapter 23. Use evidence from the text to support
your answer.
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Match Fishtank
Key
Questions
How does Achebe show the reader that Mr. Brown and Mr. Smith had very different approaches to being missionaries? Track their
differences.
What does the proverb on p. 185 (“As a man danced so the drums were beaten for him.”) mean? What does it reveal about Mr. Smith
and his relationship with the village?
What is the impact of Mr. Smith’s approach?
Who is Enoch, and what does his character do that propels the plot forward toward the conflict.
In chapter 21, it had seemed that many villagers were willing to accept the missionaries. What has changed?
Describe the conflict on pp. 189–191. Many would describe this as the climax of the novel. Why? What themes do we see developed in
this particular conflict?
Why is Okonkwo feeling something “akin to happiness” on p. 192?
On pp. 192 and 193 Achebe lets the reader know that the villagers did not notice or did not think important some of the things that the
white men were doing. What mood do these phrases help to build? Why?
What does the District Commissioner say he is inviting the men to do? What happens instead?
How does Achebe use the characters of the court messengers to further develop the theme of culture and colonialism?
Explain how Okonkwo’s mood has changed from the beginning of the chapter to p. 195. Why?
Where is Obierika? What is Ezinma’s assumption about where he is?
How does Achebe show the reader that Mr. Brown and Mr. Smith had very different approaches to being missionaries? Track their
differences.
What does the proverb on p. 185 (“As a man danced so the drums were beaten for him.”) mean? What does it reveal about Mr. Smith and his
relationship with the village?
What is the impact of Mr. Smith’s approach?
Who is Enoch, and what does his character do that propels the plot forward toward the conflict.
In chapter 21, it had seemed that many villagers were willing to accept the missionaries. What has changed?
Describe the conflict on pp. 189–191. Many would describe this as the climax of the novel. Why? What themes do we see developed in this
particular conflict?
Why is Okonkwo feeling something “akin to happiness” on p. 192?
On pp. 192 and 193 Achebe lets the reader know that the villagers did not notice or did not think important some of the things that the
white men were doing. What mood do these phrases help to build? Why?
What does the District Commissioner say he is inviting the men to do? What happens instead?
How does Achebe use the characters of the court messengers to further develop the theme of culture and colonialism?
Explain how Okonkwo’s mood has changed from the beginning of the chapter to p. 195. Why?
Where is Obierika? What is Ezinma’s assumption about where he is?

Analyze how the author develops Okonkwo’s character in chapter 24.
Target Task
Question 1
Part a
It can be reasonably inferred from chapter 24 that the main reason Okonkwo killed the messenger is that
a. he was in the wrong place at the wrong time and fate determined his actions.
b. the head messenger was the member of the court whom Okonkwo particularly disliked.
c. his fixation on violence and revenge caused him to react impulsively in that moment.
d. killing the messenger was the best way to protect Umuofia from the colonizers.
Part b
Which piece of evidence from the text best supports the answer to question 1?
a. “We must do what our fathers would never have done.” (p. 203)
b. “Okonkwo was sitting at the edge.” (p. 204)
c. “In a flash Okonkwo drew his machete.” (p. 204)
d. “He knew that Umuofia would not go to war.” (p. 205)
Question 2
Describe the significance of Achebe choosing to have Okonkwo walk away after having killed the messenger. Use evidence from the text to
support your answer.
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Okonkwo takes out his war dress on p. 199 and decides what about revenge? How does this relate to the theme of individual and
community?
On p. 200, Okonkwo continues to reminisce. How does Achebe continue to develop Okonkwo’s fatal flaw on this page and throughout
chapter 24?
The symbolism of fire, ash, and impotence reappears on p. 200. What does it convey here?
What does the proverb Okika uses at the top of p. 203 reveal about his attitude toward the village’s situation?
Okika builds the argument that it is okay to attack their brothers in this instance despite their tribal laws. How does he build this
argument?
What does the phrase “we must bale this water now…” at the top of p. 204 imply that the Okika will encourage the people of Umuofia
to do?
What is the significance of the arrival of the court messengers?
How does Okonkwo react? What is your opinion of his actions—was it the right thing to do for his community or was it a selfish
action? Why does Okonkwo walk away after killing the messenger?
Okonkwo takes out his war dress on p. 199 and decides what about revenge? How does this relate to the theme of individual and
community?
On p. 200, Okonkwo continues to reminisce. How does Achebe continue to develop Okonkwo’s fatal flaw on this page and throughout
chapter 24?
The symbolism of fire, ash, and impotence reappears on p. 200. What does it convey here?
What does the proverb Okika uses at the top of p. 203 reveal about his attitude toward the village’s situation?
Okika builds the argument that it is okay to attack their brothers in this instance despite their tribal laws. How does he build this
argument? What does the phrase “we must bale this water now…” at the top of p. 204 imply that the Okika will encourage the people of
Umuofia to do? What is the significance of the arrival of the court messengers?
How does Okonkwo react? What is your opinion of his actions—was it the right thing to do for his community or was it a selfish
action? Why does Okonkwo walk away after killing the messenger?
11th Grade English
Lesson 23
Objective
Analyze Achebe’s use of irony and narration to communicate theme at the end of the novel.
Article: by Binyavanga Wainaina
Target Task
Question 1
The main purpose of these lines (“be sure to leave the strong impression that without your intervention and your important book, Africa is
doomed.”) is to
a. convey the author’s contempt for most Western writers’ tones when writing about Africa.
b. introduce the author’s most important piece of advice for Western writers.
c. describe literally what the author believes Western writers should do when writing about Africa.
d. reinforce the author’s critique of African culture and African society.
Question 2
It can be reasonably inferred that Achebe writes the final paragraph from the District Commissioner’s point of view in order to
a. criticize Okonkwo’s impulsive decision and reveal the impact of his selfish act.
b. highlight the Commissioner’s arrogance and ignorance.
c. reveal that the Commissioner is a complex character with conflicting viewpoints.
d. develop the novel’s central theme of the individual and community.
Question 3
In chapter 3 Achebe reveals Okonkwo’s fears of dying a shameful death like his father. Describe the irony of Okonkwo’s drive to separate
himself from his father. Use evidence from the text to support your answer.
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The author of the article uses satire in order to convey what about Western writers and Africa? Compare his message with Achebe’s
message.
What does Obierika respond to the Commissioner’s inquiry on p. 206? How does this response make the Commissioner
feel? What do you think Obierika might mean when he says they can help him?
What is the significance of the following sentence from p. 207? “The resolute administrator in him gave way to the student of primitive
customs.” What is Achebe’s tone here?
Who does Obierika blame for Okonkwo’s death?
What is the commissioner’s response to Okonkwo’s death?
Draw parallels between the District Commissioner and Heart of Darkness.
There is a shift in narration in the final paragraph of the novel. What might be Achebe’s purpose for this shift? What does the reader
learn? What is the author’s tone toward the Commissioner based on this final paragraph? How does he develop the irony of this
paragraph?
How does the final paragraph develop theme?
How does Okonkwo’s fatal flaw contribute to his death? How does colonialism contribute to his death?
Who/what is ultimately to blame for his death? What is your answer? How do you think Achebe would answer?
The author of the article uses satire in order to convey what about Western writers and Africa? Compare his message with Achebe’s
message. What does Obierika respond to the Commissioner’s inquiry on p. 206? How does this response make the Commissioner
feel?
What do you think Obierika might mean when he says they can help him?
What is the significance of the following sentence from p. 207? “The resolute administrator in him gave way to the student of primitive
customs.” What is Achebe’s tone here?
Who does Obierika blame for Okonkwo’s death?
What is the commissioner’s response to Okonkwo’s death?
Draw parallels between the District Commissioner and Heart of Darkness.
There is a shift in narration in the final paragraph of the novel. What might be Achebe’s purpose for this shift? What does the reader
learn? What is the author’s tone toward the Commissioner based on this final paragraph? How does he develop the irony of this
paragraph?
How does the final paragraph develop theme?
How does Okonkwo’s fatal flaw contribute to his death? How does colonialism contribute to his death?
Who/what is ultimately to blame for his death? What is your answer? How do you think Achebe would
answer?
Notes
Students should read either the article or excerpts from the article “How to Write about Africa” as a Do Now or as homework prior to lesson
22. The focus of the reading should be to investigate the author’s use of satire and the message he communicates through his use of
satire/irony.
Lesson 24 — Review
Objective
Review major themes and events of the text in order to review for tomorrow’s exam.
Target Task
Question 1
Identity: In what ways are human beings similar across culture? In what ways does culture impact identity?
The Individual and Community: What is community? What holds it together? What tears it apart? What is the relationship between the
individual and community? Why is maintaining balance in this relationship so important?
Culture and Colonialism: What is the impact of European colonialism on the characters in the novel? On the people and cultures of Africa?
Notes
Today should be largely a discussion day. Students should come ready to share their own answers to these thematic questions based
on what they have read. Most importantly, they should spend time considering how Achebe has answered/addressed these questions in
his novel.
The teacher might also wish to give students the opportunity to pose their own discussion questions about the novel.
11th Grade English

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11th Grade English Unit 2 Lessons

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11th Grade English Unit 2 Lessons

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11th Grade English

Unit 2: Things Fall Apart

Objective Readings and

a. introduce Achebe as a controversial figure in the history of African writers.

c. describe Achebe’s influence on writers from every continent on the globe.

a. Africa is both uncivilized and intriguing.

b. Africa is being destroyed by Europeans.

c. Africa is a land of danger and destruction.

d. Africa is neither sinister nor mysterious.