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A Consideration of Ethics in Chinua Achebe’s novel Things Fall Apart by Joanna Johnson, M.A. Benchmarks A Consideration of Ethics in Things Fall Apart Miami-Dade County Competency-Based Curriculum Standards Language Arts-English II (Grade 10) Component: Literature Competencies: A & B Objectives: 6. Understands the figurative language employed in literature (terms to include simile, metaphor, personification, oxymoron, hyperbole, and apostrophe) 7. Recognizes the use of literary devices such as tone, mood, symbolism, irony, satireimagery, allusion, foreshadowing, flashback, and uses the terms appropriatelyin oral and written analysis. 8. Analyzes fictional works in terms of plot, conflict, setting, characterization, point of view and theme. 9. Identifies dynamic characters in a selection, and traces their changes in the story 11. Compares personal culture to the cultures represented in selected works Component: Listening/Speaking/Viewing Competency: A Objectives: 1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative settings. 2. Designs and delivers an oral presentation for a specific purpose and audience using effective verbal and non-verbal techniques. Social Studies World History (Grade 9) Component: Historical Awareness Competency: A Objectives: 4. Describe the influence of....European imperialism in Africa... 5. Understand current and historic events from the perspective of diverse cultural and national groups. Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading: This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities. Broward County Curriculum Map for Language Arts (Grade 9) October/November Essential Question What emotions come into play when resolving conflicts? or April/May Essential Question What kinds of events shape our lives and our belief systems? State of Florida-Sunshine State Standards Language Arts Grades 9-12 Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. Standard 3: The student uses speaking strategies effectively. (LA.C.3.4) 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations. 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. Literature Standard 1: The student understands the common features of a variety of literary forms. (LA.E.1.4) 2. understands why certain literary works are considered classics. 3. identifies universal themes prevalent in the literature of all cultures. 5. understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4) 1. analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions 4. understands the use of images and sounds in both fiction and nonfiction. 6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one's own life and the characters, events, motives, and cause of conflicts in texts 7. examines a literary text from several critical perspectives 8. knows that people respond differently to texts based on their background, purpose, and point of view. National Standards English (National Council of Teachers of English & International Reading Association) 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Social Studies (National Council for the Social Studies) Thematic Strand: Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity. Thematic Strand: Individuals, Groups and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Thematic Strand: Power, Authority and Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

A Consideration of Ethics in Chinua Achebe’s novel Things Fall Apart

by Joanna Johnson, M.A.

Benchmarks

A Consideration of Ethics in Things Fall Apart
Miami-Dade County Competency-Based Curriculum Standards

Language Arts-English II (Grade 10)

Component: Literature

Competencies: A & B

Objectives:
6. Understands the figurative language employed in literature (terms to include simile, metaphor, personification, oxymoron, hyperbole, and apostrophe)
7. Recognizes the use of literary devices such as tone, mood, symbolism, irony, satireimagery, allusion, foreshadowing, flashback, and uses the terms appropriatelyin oral and written analysis.
8. Analyzes fictional works in terms of plot, conflict, setting, characterization, point of view and theme.
9. Identifies dynamic characters in a selection, and traces their changes in the story
11. Compares personal culture to the cultures represented in selected works

Component: Listening/Speaking/Viewing

Competency: A

Objectives:
1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative settings.
2. Designs and delivers an oral presentation for a specific purpose and audience using effective verbal and non-verbal techniques.

Social Studies

World History (Grade 9)

Component: Historical Awareness

Competency: A

Objectives:
4. Describe the influence of....European imperialism in Africa...
5. Understand current and historic events from the perspective of diverse cultural and national groups.

Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading:

This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities.

Broward County Curriculum Map for Language Arts (Grade 9)

October/November

Essential Question
What emotions come into play when resolving conflicts?
or

April/May

Essential Question
What kinds of events shape our lives and our belief systems?

State of Florida-Sunshine State Standards

Language Arts Grades 9-12

Listening, Viewing, and Speaking

Standard 1:
The student uses listening strategies effectively. (LA.C.1.4)

1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.
3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.

Standard 3:
The student uses speaking strategies effectively. (LA.C.3.4)

1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations.
4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.
5. develops and sustains a line of argument and provides appropriate support.

Literature

Standard 1:
The student understands the common features of a variety of literary forms. (LA.E.1.4)

2. understands why certain literary works are considered classics.
3. identifies universal themes prevalent in the literature of all cultures.
5. understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods.

Standard 2:
The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4)

1. analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions
4. understands the use of images and sounds in both fiction and nonfiction.
6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one's own life and the characters, events, motives, and cause of conflicts in texts
7. examines a literary text from several critical perspectives
8. knows that people respond differently to texts based on their background, purpose, and point of view.

National Standards

English (National Council of Teachers of English & International Reading Association)

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Social Studies (National Council for the Social Studies)

Thematic Strand: Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity.

Thematic Strand: Individuals, Groups and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

Thematic Strand: Power, Authority and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.