Things Fall Apart

 

1. Who is Unoka and what does Okonkwo think of him? Unoka was a great musician, but Okonkwo describes him as a “failure” (912). Why? What is Okonkwo’s fear and ambition in his life? Achebe writes, “Okonkwo ruled his household with a heavy hand. His wives, especially the youngest, lived in perpetual fear of his fiery temper” (914). Is Okonkwo a violent man, or does he act like an angry man to be looked strong and tough? How would you describe Okonkwo? Why does Okonkwo worry about Nwoye, and what does he try to teach him? What is Okonkwo’s notion of “what it means to be a man?”
2. How do the clans of Umuofia and Mbaino resolve the tension involving the murder of a woman from Umuofia? Who is Ikemefuna, and why does he stay with Okonkwo? Okonkwo comes to like Ikemefuna, but he “never showed any emotion openly, unless it is the emotion of anger” (920). Why do you think Okonkwo equates anger with strength and affection with weakness? Later at a meeting, Okonkwo says, “This meeting is for men” (919). What does he mean by that? What do you make of Okonkwo’s attitude here? Is Okonkwo’s way of dealing with a less successful man respected by the people in Umuofia? How would you describe Okonkwo’s understanding of manliness and manly strength and emotion? Does Okonkwo’s idea of manliness represent the clan’s view of what it means to be a man?

3. Why do the Ibo people observe the Week of Peace, and what error (or “crime”) does Okonkwo commit during the Week of Peace? Is Okonkwo aware of the consequence of breaking the peace before the clans plant any new crops? Is he disrespectful to the clan’s custom and the earth goddess, or is he unable to control his anger? What punishment does he get from Ezeani, the priest of the earth goddess (Ani)? What do you think of the way the community treats people who violated the custom? Why does Okonkwo feel uncomfortable sitting for days waiting for the New Yam Festival? Is he harsh on himself, or is he impatient? Why do you think Okonkwo acts and reacts violently?

Sample Solution

In Chinua Achebe’s novel, Things Fall Apart, Unoka is Okonkwo’s father, who has had a big influence in his son’s life. Unoka was known for being an individualist and a gifted musician who played the flute beautifully (Achebe 912). Despite this, he was considered to be a failure by Okonkwo and most of the people in Umuofia because he did not have any titles or wealth like many other men of that time period (912). This judgment goes against all traditional Igbo beliefs about masculinity which emphasize physical strength and success as key components to achieving high status within the community. In addition, Unoka struggled with debt throughout his life due to his poor financial management skills thus further perpetuating the idea that he was an unsuccessful man (916-917).

Okonkwo has a very complicated relationship with his father because while on one hand he idolizes him as an independent spirit and talented musician, on the other hand he feels ashamed by what is perceived as Unoka\’s inability to rise above poverty through hard work. As such Okonkwo often expresses resentment towards him for leaving him with little inheritance apart from debts to pay off. It is clear that at times these negative emotions are replaced with kindness though when it becomes evident toward end of novel that some of Unokas courage rubbed off onto Okonkwo along way even if their views conflict so much in terms how should live life.

Overall, it is clear why Okonkwos view on Unoka changes over course of book while remaining complex throughout narrative but even though might disagree strongly with whats seen failure there still compassion behind criticisms largely stemming from admiration love they shared.

Sequentially, the lessons following on from this all activities focussed on numeracy. Students need to have a key understanding of mathematics in order to incorporate these skills in to the programming activities. REFER TO LITERATURE HERE. WHY DO STUDENTS NEED TO KNOW THIS. There are lots of opportunities in Computer Science when numeracy can be applied. In every activity students conducted, they related to real life examples (Appendix). As can be seen from students work, we started from the foundations of basic addition of two integers then built on this once the foundations where in place. Teaching Standard 4 states that as teachers we need be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these (DfE, 2011). The lesson plans support this and it was vital I knew about students capabilities and the series of lessons built on their already existing knowledge. If students lacked in numeracy skills, they would not have been able to progress through the activities as students were required to test the outcomes of each program (student work). If students do not understand basic number systems, BIDMAS and data type’s students would not know if their outcome was correct. To support learning, students had a printed version of the comparison operators that would be used in the activities.

The activities conducted differentiated in difficulty with students progressing at their own rate. Throughout all the lessons there were plenary’s to collaborate learning and discuss key features of Python and their coding.

Assessment took place throughout the series of lessons. This was the first 3 lessons of a series of 8. Students conducted various programming activities after being taught the content. Brown and Knight (1994) stated that assessment is important as it is a performance indicator for both staff and students and provides opportunities to remedy mistakes. High quality verbal feedback was given during every programming activity and this motivated students. Teaching Standard 5 states that we should give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. (APPENDIX) I used terms such as ‘almost’ and ‘nearly’ during verbal feedback encouraging the correct response from the student, rather than them relying on me giving them the answer; a term Davies (1998) called evaluative listening.

Students began to learn from their mistakes and highlight mistakes in their evaluations. Nightingale et al. (1996) stated that assessment should also focus on team-working, problem solving and communication skills. These skills are transferable skills that can be used in many different subject areas, plus in society. Not only did the discussions during my lesson highlight this but it gave chance for me to

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