“ANIMAL FARM”: by George Orwell

A Study in Literature and Public Policy

Presented by: Ms. D. Bell

Frederick Douglass High School

New York City, New York

Animal Farm is a novella by George Orwell, and is the most famous satirical allegory of Soviet totalitarianism. Published in 1945, the book reflects events leading up to and during the Stalin era. It reflects the fears Americans experienced from the initiation of the Cold War through the height of the Stalinist era. The allegory expresses the author’s view of the emerging ideology that would challenge democratic institutions for over forty years. Totalitarianism pervaded much of the nineteen fifties and sixties as over half the world was engulfed in the Communists Revolution. From the Soviet Union, to China in the east and to the shores of America in Cuba and Latin America, totalitarian regimes seemed to have conquered the forces of democracy. Tens of millions sacrificed civil liberties for stability and conformity during the Stalinist period and beyond.

“Animal Farm” allegorically defines the social problem of totalitarianism and loss of individual rights through his chosen animal characters. The impact of this novel was immediate and long lasting.

In this web quest you will become George Orwell. You will evaluate Totalitarianism through his work, “Animal Farm”. You will evaluate the social problem, loss of democratic freedoms and individual rights, as portrayed in “Animal Farm” You will use the steps of the “Public Policy Analyst” to formulate the opinions and conclusions of this highly influential author. Many political scientists believed that totalitarianism was the answer to a chaotic world. Others view it as destructive and dehumanizing. What was George Orwell’s belief? You will investigate and validate. Good Luck!

George Orwell

The class will be divided into groups and each group will be responsible for a five page type written paper along with a power point presentation of a minimum of ten slides.

THE PAPER

1: Five page minimum

2: Type written using MS Word 12 font

3: Include all the steps of the Public Policy Analyst

4: Have a cover and illustrations within the text

THE POWER POINT

1: A Minimum of 10 slides

2: Include graphics and text

3: Include all the steps of the Public Policy Analyst

4: Clearly evaluate Orwell’s perception of Totalitarianism in Animal Farm

The class will be divided into groups of five.

Each group member will have a role as described below.

Remember-cooperation is a major part of this assignment and roles will overlap

1: RESEARCHER—this student will find evidence from the novel and information from the Interest to help complete the PPA worksheets. All group members will help with this function.

2: WORKSHEET ANALYZER-This studetn will take information from the researcher and complete all six worksheets. These will be used by other members as well.

3: WRITER—This student will use the PPA worksheets and other research to complete the five page research paper.

4: POWER POINT ORGANIZER: This student will use the information from the researcher to complete the power point.

All members of the group must be aware of the rubrics listed in the evaluation section.

THE PUBLIC POLICY ANALYST

All groups will complete the six worksheets below as if you were George Orwell

You will use characters, plots and events from “Animal Farm” to complete the worksheets

You may also use outside information pertaining to Totalitarianism

The worksheets will be completed by using excepts from the novel as well as accessing the web sites linked in the “Resource” section of the web quest

PUBLIC POLICY ANALYST WORKSHEETS

Step # 1: Defining the Social problem (Totalitarianism)

Step # 2: Gathering Evidence (from the novel)

Step # 3: Identifying the Causes (according to Orwell)

Step # 4: Evaluating the Policy (of totalitarianism as presented in the novel)

Step # 5: Developing Solutions (Explain Orwell’s solutions from the novel)

Step # 6: Find the BEST Soluiton (as put forth by Orwell)

You may include your own ideas on Totalitarianism along with Orwell’s in step # 6 by utilizing the inertenet resources and other research.

REMEMBER-You are to answer the worksheets based on evidence from the Novel and from the ideas of George Orwell. Use the internet sources as well

CHARACTERS YOU MAY UTIIZE FOR COMPELTION OF THE PPA

Old Major, Snowball, Squealer, Mr. Jones, Mr. Pilkington, Mr. Fredrick, Mr. Wymper, Clover, Mollie, Boxer, Benjamin, Moses, Pigeons, Dogs

GENERAL INTERNET SOURCES

1: WWW.GOOGLE.COM

2: WWW.YAHOO.COM

3: WWW.ASK.COM

SPECIFIC RESOURCES

1: Animal farm—a summary

2: Chapter summaries

3: Spark Notes

4: Interpretations

5: Orwell-Biography

Research Report:

ANIMAL FARM

RUBRIC

Ms. Bell

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources worksheets	All sources (information and graphics) are accurately documented in the desired format. Uses all worksheets	All sources (information and graphics) are accurately documented, but a few are not in the desired format. Uses 3 worksheets	All sources (information and graphics) are accurately documented, but many are not in the desired format. Uses 4 worksheets	Some sources are not accurately documented and worksheets are missing
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS

“C”= 11-15 POINTS F=Below 15 points

PowerPoint Appearance and Content: ANIMAL FARM

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Teacher Name: Ms. BELL

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Cooperation	Group delegates tasks and shares responsibility effectively all of the time.	Group delegates tasks and shares responsibility effectively most of the time.	Group delegates tasks and shares responsibility effectively some of the time.	Group often is not effective in delegating tasks and/or sharing responsibility.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
USE OF THE PPA	Uses all PPA steps accurately and includes resources links	Uses five of six steps accurately and includes resources links	Uses all steps but with inaccuracies and includes resources links	Uses fewer than five steps with many inaccuracies

GRADING: “A” = 28-24 POINTS “B”= 23-19 POINTS

“C”= 18-14 POINTS F=Below 14 points

From completing this web quest you should have learned how literature can affect world events and worlds politics. “The pen is mightier than the sword” is an applicable expression when referring to George Orwell’s simple but masterful work. This novel affected millions and intimidated the wheels of change throughout the world. The novel further served as a model for political allegory. Moreover, it showed how public policy can be influenced by literature. Mr. Orwell was a public policy analyst. He did not use the typical political scientist format but, nevertheless, had an enormous impact on future generations. Public policy analysis is critical in maintaining a democratic society, for criticism is inherent in sustaining civil liberties. Let’s hope you will continue to question and create positive public policy in our lives. Thanks for your participation in this web quest!

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Social Studies

Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

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Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.