Introduction Activity to Teach Things Fall Apart
Introducing the Post-Colonial Novel by Chinua Achebe
May 9, 2009
Things Fall Apart [Anchor Books, 1959] is a novel published in 1959 that helped shatter the stereotypes of African tribal culture perpetuated by other Western novels, such as Joseph Conrad’s Heart of Darkness [Penguin Books, 1994]. It is a major work of post-colonial literature that describes what happens to a strong Nigerian tribe once colonists settle in the area. Here are some suggestions to incite enthusiasm in your students before they begin to read.
Provide Historical Context for the Novel
One way to introduce the novel, which is set in the 1890s, is to describe the historical context of that period. You may want to ask students to locate pre-colonial and postcolonial maps of Africa and then discuss the effects of colonialization on African communities. Consider these effects from the perspectives of both the colonists and the indigenous African people. This novel reveals how literature and history often go hand in hand. For this reason, Things Fall Apart is an excellent literary choice for interdisciplinary studies.
Preview Vocabulary
While it is always important to introduce students to new vocabulary before reading, it is imperative to preview unique words and phrases in Things Fall Apart. One challenge students will face while reading this novel involves encountering new words specific to the Ibo language. To help acclimate students to the unfamiliar African language, you can provide students with a list of new words they will encounter and discuss each term in advance. Some frequently used African words include the following.
- agadi-nwayi: old woman
- agbala: woman, or a man who has not taken any titles
- iba: fever
- obi: the hut of the head of the family
- ogbanje: a child’s spirit that returns into a new child’s body several times after the child dies
Assign a Quickwrite Activity to Introduce Themes
Quickwrites are a great way to entice reluctant writers. You can use the following prompts to help students explore important themes revealed throughout the novel. Students can either maintain an ongoing journal while reading Achebe’s Things Fall Apart or turn in individual writing responses. Another alternative is to provide students with all of the topics below and allow them to select one topic to explore in depth.
- Imagine if you were planning a visit to a Nigerian tribe back in the 1890s before Western colonists visited the land. What would you expect to see? Consider where you would stay, how you would be treated, how you would communicate and the amenities you might find.
- Conduct a Webquest on the term civilization. What common characteristics or descriptions do you find associated with this word? Then, construct your own definition of what it means to be civilized. You can consider quality of life, physical and social attributes and well as human interaction.
- What are stereotypes? Find examples of stereotyping that you’ve noticed in your school. How accurate are stereotypes? What are the benefits and drawbacks of stereotypes?
- How do you feel the roles of men and women differ in our society? Do you believe that these roles should stay the same or change? Are there any actions you would classify as primarily masculine or feminine?
- How do societies change over time? Do you feel that change is usually a choice or is it often inspired by external events? Provide at least one historical example to support your opinion.
Encourage Students to Make Predictions
When students make predictions, they develop critical thinking skills. After discussing the historical context of the novel, you can ask students to make predictions about the novel. Predictions can relate to any of the following topics.
- plot details
- character development
- primary conflicts
- literary elements
- themes
Once students have been introduced to the historical context and themes in Things Fall Apart, they will be better prepared to embark on a journey of discovery into a world very different from their own. Along the way, you can encourage students to consider the commonalities that exist between their own culture and that which at one time flourished in the village of Umuofia. They may be surprised at what they discover.
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