What kind of tone was achebe trying to evoke

He grew up in Nigeria, solidifying the reality that his take on their culture is the most natural, the one that will hit home. Also, since. Goals If all authors used the same tones, there would be no differences between books. Tone is the literary element that shows the author's attitudes toward a subject.

In the beginning of the hero cycle, reverent tone is used many times, however, as the character progresses through the book, they begin to show their flaw, which, many times is revealed by the changing tones the author uses. In the conclusion of the story, they accept defeat with honor after discovering their flaw.

Changing tones used. Archetypal tragedies can be present in different stories such as: Things Fall Apart and Oedipus.

Why is Okonkwo exiled? Why is the exile ironic? When and how is the white man introduced? What attitudes toward the Igbo people do the white men bring and how do their attitudes determine their treatment of the Igbo people?

How does Achebe use incidents to paint the general character of the white colonizers? Character and Conflict 1. How does Okonkwo achieve greatness as defined by his culture? Why is Unoka, who suffers from a swelling in the stomach, left to die in the evil forest?

How does Okonkwo differ from his father? What are his feelings toward his father? Cite examples in the attitude and actions of Okonkwo that show the Igbo division of what is considered manly and what is considered womanly. Why is Okonkwo unhappy with his son and heir? How do his feelings toward Nwoye compare with his feelings toward Ikemefuna? Why is Ikemefuna killed?

How does Nwoye react to the sacrifice? Okonkwo changes significantly after the killing of Ikemefuna. Why does Nwoye convert to Christianity? How does his conversion affect his relationship with his father? Describe Mr. How is his portrayal different from the Igbo characters? Compare and contrast him with other white colonists. Describe Enoch. How do his actions show disdain for Igbo traditions? Setting and Society 1.

The novel begins in Umuofia and ends in Umuofia. Describe this village. What surprises you about life in an African tribal community? What preconceptions did you bring to your reading that were either reinforced or changed? Why do the community celebrations make Okonkwo unhappy?

Cite examples. Igbo culture is patriarchal. What is the role of women in the community? Does their role make them less valuable than men? How does wife beating reflect the community attitude toward women? Near the beginning of the novel, we learn that Okonkwo has several wives. What does this arrangement reveal about family life in the community? Describe the Igbo extended family system. How does it help Okonkwo to survive his exile in Mbanta?

Compare and contrast Umuofia and Mbanta. How do their similarities and differences add to an understanding of the Igbo culture? A significant social marker in Igbo society is the honorific title system. Describe how the use of titles allows Igbo members to compare themselves with each other. What is the symbolic meaning of the Week of Peace for the Igbo people? Agriculture is important in the Igbo community. How does sharecropping contribute to the prosperity of the community?

How does it affect individuals? What is the significance of the yam? What is the purpose of the New Yam Festival? How is it related to the religion of the community? Explain the concept of ogbanje. Show how it is reflected in the relationship of Ekwefi and Ezinma. What do these rituals reveal about the level of sophistication of pre-colonial Igbo civilization?

How does pre-colonial life in Umuofia differ from Western society? He wanted the connection to be real. Why do you think the people of Umuofia maintain the belief that the egwugwu are gods when they are clearly masked humans? The Western canon has traditionally imagined white European culture as humane and civilizing.

On the other hand, Eastern and African cultures have been depicted as primitive and savage. Does this hold true for Things Fall Apart? How are the representations of both parties — the Igbo and the white men — more complex than this traditional model? Does Things Fall Apart present a one-dimensional perspective of white people or a holistic and accurate one?

Is the story told about the Igbo and colonization only relevant to this specific Nigerian group or is it representative of other colonized groups as well?

Achebe provided context for these words so that the reader can guess their meaning. Point out that this use of Igbo vocabulary is one way that Achebe added an African nuance to his English vocabulary. Distribute Worksheet 1. Divide students into pairs and have them discuss the meaning of each simile to complete the chart. Worksheet 1. Share answers within the whole group. Ask students: Where do these similes come from?

What do they have in common? They all come from the everyday experiences of the Igbo, including weather, agriculture, hunting, war, and animals with which they are familiar. Point out that through the use of such similes, Achebe was once again shaping the English of his novel to the African experience. Assessment —Have each student compose three sentences, each of which incorporate a simile and use at least one word of Igbo vocabulary.

Have students determine the meaning of Igbo proverbs as they are used in the text, including figurative and connotative meanings to analyze the cumulative impact of proverbs on meaning and tone. Have students consider the definition of the word proverb. Discuss the general use of proverbs in everyday life as well as in literature. The expression suggests that proverbs can sometimes be easier to say, to understand, or to remember than direct statements, and they are a much-appreciated addition to conversation.

Encourage students to come up with an equivalent English proverb to this saying such as a spoonful of sugar makes the medicine go down. Ask students to explain why we use such proverbs.

They are a kind of short-hand for complex ideas; since most people know the meanings of common proverbs, proverbs convey ideas quickly and colorfully; they express the values of the society. Distribute Worksheet 2. The Palm-Oil of Conversation. Give half the students the assignment to do using Chapter 3; give the other half, Chapter 4.

These are the chapters that are richest in proverbs. If you prefer, you can assign individual proverbs to students; a list appears in the Worksheet 2.

When students have completed Worksheet 2, team them up so that each pair has proverbs from both chapters. Give them time to share their proverbs and question each other about their meanings. Have students analyze a unique point of view or cultural experience of the Igbo people reflected in their folktales.

Explain to students that, in addition to using Igbo vocabulary, similes drawn from Igbo daily life, and proverbs, Achebe also used folktales as a way of sharing Igbo culture and illustrating their values. Define folktale. Ask students for examples of folktales they have heard, read, or studied previously. Reinforce that while many of the stories are used to entertain both children and adults, they can also be used to teach values or explain natural phenomena.