Excerpt From this Document
- Old Major says that all animals are equal. What signs do you see in Chapter I to show that this might not be true? What animals are not immediately considered friends? What animals seem to be more or less intelligent than the others? How do you think these differences will affect the society on Manor Farm as the story continues?
- What conflicts do the pigs face as they try to convince the animals to adopt Animalism? Do you think people would face similar problems if they were trying to start a political rebellion?
- Compare and contrast Snowball and Napoleon. Do both pigs seem equally committed to the principles of Animalism? Use evidence from the text to support your answer.
- In Chapter II, the animals decided that they should not wear clothes or other decorations to set themselves apart the way men do. Why do you think the community now allows some animals to wear medals after the battle? Do you think these medals, like clothes, imply that animals are ranking themselves like human beings? Why or why not?
- What differences do you notice between Snowball’s and Napoleon’s attempts to convince the animals to follow their points of view? Do you think both pigs care equally about making sure the other animals understand the issues that will face the farm in the future?
- Benjamin is the only animal that does not support either the windmill project or the project to increase food production. Why doesn’t he? Do you think he is right?
- Clover warns Boxer not to work too hard, but Boxer does not listen. What do you think will happen if he injures himself? What would the other animals do without him?
- Re-read this commandment the animals wrote in Chapter II: “No animal shall kill any other animal.” Which details from Chapter VII show that the pigs are no longer committed to this commandment? What do you think the pigs would say if the other animals pointed out this problem?
About this Document
An eNotes Response Journal is designed to encourage your students to read and write more effectively and with more pleasure. Each Response Journal includes a rich variety of writing prompts: some will take students directly into the text, while others will give students an opportunity to express their thoughts and feelings and to reflect on their own experiences.
A second purpose of the eNotes Response Journal is to facilitate instruction in ways that work for you in the classroom. The organization of the Response Journal makes it easy to use, and the content and construction of the writing prompts are designed to develop students’ knowledge and academic skills.