CHINUA ACHEBE THINGS FALL APART LQ: Do I understand the context of the novel? CHINUA ACHEBE THINGS FALL APART LQ: Do I understand the context of the novel? CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

CHINUA ACHEBE THINGS FALL APART LQ: Do I understand the context of the novel? Use the blog: Justuslearning.com > blog > + search “Achebe” CHINUA ACHEBE THINGS FALL APART LQ: Do I understand the context of the novel? Use the blog: Justuslearning.com > blog > + search “Achebe” CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

GOOD PROGRESS: I understand the social and political context which influenced the writing of the novel and affects how it is received by readers CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers and can link these issues to my wider reading

Starter: Some background take notes, if needed Africa is thought to be from where humans orginate. The Egyptian Empire was perhaps the Earliest and most advanced civilisation that we know of. Starter: Some background take notes, if needed Africa is thought to be from where humans orginate. The Egyptian Empire was perhaps the Earliest and most advanced civilisation that we know of. CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

INPUT: Some background take notes, if needed Africa is thought to be from where humans originate. The Egyptian Empire was perhaps the Earliest and most advanced civilisation that we know of. INPUT: Some background take notes, if needed Africa is thought to be from where humans originate. The Egyptian Empire was perhaps the Earliest and most advanced civilisation that we know of. CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

Roman slave trade took African slaves from 47 BC to 50 AD. Muslim traders took African slaves from around 900 – 1800 European slave trade began in around Roman slave trade took African slaves from 47 BC to 50 AD. Muslim traders took African slaves from around 900 – 1800 European slave trade began in around CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

From around 1850, the Belgian, French, British, Dutch and German governments scrambled for land to “colonise”. They began exploring undiscovered areas, and claiming the land as theirs. This meant agreeing borders and boundaries of new countries (between the European rivals) ignoring the established tribal boundaries. Africa had and still has proud established tribal systems, that have great influence on cultural and social identity. Proud tribes like the Yoruba, Kikuyu, Zulu have been well established and respected for hundreds of years. From around 1850, the Belgian, French, British, Dutch and German governments scrambled for land to “colonise”. They began exploring undiscovered areas, and claiming the land as theirs. This meant agreeing borders and boundaries of new countries (between the European rivals) ignoring the established tribal boundaries. Africa had and still has proud established tribal systems, that have great influence on cultural and social identity. Proud tribes like the Yoruba, Kikuyu, Zulu have been well established and respected for hundreds of years. CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

1908 RELIGIONS OF AFRICA

1914 European Colonies and Division

2008

“When the Missionaries arrived, the Africans had the land and the Missionaries had the Bible. They taught how to pray with our eyes closed. When we opened them, they had the land and we had the Bible.” ― Jomo Kenyatta 1 st president of independent Kenya “When the Missionaries arrived, the Africans had the land and the Missionaries had the Bible. They taught how to pray with our eyes closed. When we opened them, they had the land and we had the Bible.” ― Jomo Kenyatta 1 st president of independent Kenya CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Do you agree? Can you defend the colonisation of Africa? Can you condemn it? EXT: can you construct an argument to blame colonisation for the recent Rwandan or Sudanese genocide? Do you agree? Can you defend the colonisation of Africa? Can you condemn it? EXT: can you construct an argument to blame colonisation for the recent Rwandan or Sudanese genocide?

In pairs, review the contextual information assigned to you. Distill to 5 vital facts. EXT: can you link any of this contextual information to your current wider reading? In pairs, review the contextual information assigned to you. Distill to 5 vital facts. EXT: can you link any of this contextual information to your current wider reading? CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion GOOD PROGRESS: I understand the social and political context which influenced the writing of the novel and affects how it is received by readers EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers and can link these issues to my wider reading

PAIR AND SHARE… Then present to class… While you listen can you question or extend the information you are given? PAIR AND SHARE… Then present to class… While you listen can you question or extend the information you are given? CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion GOOD PROGRESS: I understand the social and political context which influenced the writing of the novel and affects how it is received by readers EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers and can link these issues to my wider reading

Achebe has frequently presented his disgust at the presentation of Africa in late 19th and early 20th Century novels. The Victorian perception of Africa as a land of savages needing to be educated or converted by Missionaries is frequently documented but presents the White European as superior to the African. In 1890 Joseph Conrad, a Polish author who settled in England and wrote in English, worked as a captain on a boat on the Congo river in Africa. He published a novel “Heart of Darkness” in The novel is about a river captain’s stories of working in Africa. Conrad described the plot as: “a wild story of a journalist who becomes manager of a station in the (African) interior and makes himself worshipped by a tribe of savages. Thus described, the subject seems comic, but it isn’t”. Achebe has frequently voiced his objection to the way Africa is presented by Conrad. It is interesting that he chose to set his book at the same time Conrad was working in the Congo and learning the background for his novel. Achebe has frequently presented his disgust at the presentation of Africa in late 19th and early 20th Century novels. The Victorian perception of Africa as a land of savages needing to be educated or converted by Missionaries is frequently documented but presents the White European as superior to the African. In 1890 Joseph Conrad, a Polish author who settled in England and wrote in English, worked as a captain on a boat on the Congo river in Africa. He published a novel “Heart of Darkness” in The novel is about a river captain’s stories of working in Africa. Conrad described the plot as: “a wild story of a journalist who becomes manager of a station in the (African) interior and makes himself worshipped by a tribe of savages. Thus described, the subject seems comic, but it isn’t”. Achebe has frequently voiced his objection to the way Africa is presented by Conrad. It is interesting that he chose to set his book at the same time Conrad was working in the Congo and learning the background for his novel. CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion

Closely analyse the LANGUAGE of your given extract. How does Conrad present Europeans as superior to Africans? EXT How would this be interpreted in 1950s/60s Africa? EXT2 Can you link this to any of your wider reading? Closely analyse the LANGUAGE of your given extract. How does Conrad present Europeans as superior to Africans? EXT How would this be interpreted in 1950s/60s Africa? EXT2 Can you link this to any of your wider reading? CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion GOOD PROGRESS: I understand the social and political context which influenced the writing of the novel and affects how it is received by readers EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers and can link these issues to my wider reading

Feedback findings to class and peer assess CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion GOOD PROGRESS: I understand the social and political context which influenced the writing of the novel and affects how it is received by readers EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by 1950s readers and modern readers and can link these issues to my wider reading