Teacher’s Guide
Animal Farm
THE EXCHANGE QUESTION
Reading Level
Genre/Length
Language Register
Content Load
Lexile 1170
Classic Fiction; 160 pages
Literary, Symbolism, Political
Satire, Farm Life
Does power always corrupt?
Overview
Background Published at the onset of the Cold War, Animal Farm is a satire
of the Soviet regime’s failure to realize a just socialist nation. In contrast to the
twists and turns that characterize political language, Orwell’s writing style is direct
and unambiguous. He believed that people should not costume their ideas in
an effort to make them more acceptable or palatable. Instead, he admired those
who communicated clearly and in a style that appealed to the common sense of
the reader.
Book Summary Many readers interpret this story as representing Soviet dictator
Joseph Stalin’s rise to power and his cruel oppression of the Soviet people. In
Orwell’s narrative, barnyard animals revolt against their self-appointed leader. They
are successful, and for a time, things are pleasant at Animal Farm. Before long,
the pigs that took leadership of the farm start to act just like the humans they
overthrew. Animal Farm becomes just as oppressive as the original Manor Farm,
and the reader is forced to wonder if power always corrupts.
About the Author
Born on June 25, 1903, as Eric Arthur Blair, George Orwell was sent to an English
boarding school when he was only eight years old. Away from his family, Orwell
was miserable. He was an outsider at Saint Cyprian, lacking the titles and money
that his classmates boasted. Upon graduation, his grades were not high enough to
attend a major university. Instead, he became a police officer for the Indian Imperial
Police in Burma, only to quit suddenly after returning to England on medical leave.
In England, he decided to pursue writing.
Orwell published several novels, but these works had yet to show the conviction
that was at the foundation of two of his most popular novels, Animal Farm and
1984. His writing was best when he focused his energies on the social injustices he
witnessed and experienced.
Teacher’s Guide
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© Hampton-Brown
Animal Farm
Reading the Book
Student Journal, page 1
Name:
There are several options for reading Animal Farm.
They include:
Student Journal
• Whole Class Assign sections of the book and discussion dates
using the planner on Student Journal, page 1. After students
read a section and respond to the corresponding Student
Journal pages, have a class discussion. At the end of the book,
the class meets for The Exchange.
Animal Farm
by George Orwell
Reading Schedule
Group members: _______________________________________________________
_____________________________________________________________________________
• Small Groups Read the book Introduction with the group.
Group members then read an agreed-upon number of pages,
complete the corresponding Student Journal pages, and meet
to discuss. When they finish the book, they meet again for The
Exchange. Use the planner on Student Journal, page 1 to
establish meeting times.
Animal Farm
Student Journal
Introduction
Pages 2–4
Chapters I–IV
Pages 5–6
Chapters V–VII
Pages 7–8
Chapters VIII–X
Pages 9–10
Due Date
Discussion Date
The Exchange
Assessment
• Independently Students read the book on their own and
then meet as a group for The Exchange. Use the planner on
Student Journal, page 1 to establish the meeting time.
• Guided Reading Have students read Student Journal,
page 2 and monitor their discussion of the What If? scenario.
Read aloud the book Introduction to give students background
on the book. As students read, use the Before You Move On
questions to guide comprehension. Use the Look Ahead to set
a focus for reading the next set of pages. At the end of each
section, assign the appropriate Student Journal pages. Discuss
the pages before starting the next section. Establish a date for
The Exchange and record it on the planner.
Does power
always corrupt?
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Student Journal, page 2
Animal Farm
Getting Started
What If?
You and your friend have part-time jobs at a store in the mall. You both
love the store, but the manager is unfair and yells at the workers. If you
are late even five minutes, he takes money out of your paycheck. You
are allowed only one 15-minute break.
Getting Started
Have students read What If? on Student Journal, page 2
and discuss the scenario. Encourage students to describe the
similarities and differences between the scenario and their lives and
imagine how the situation would affect them.
• Have students write their responses to the three questions below
the scenario and compare answers with a partner or the group.
• Have students discuss how the situation might relate to The
Exchange question and then write a brief summary of their
discussion in the Student Journal.
Then your friend becomes assistant manager. You are both happy
because now he can make things better at work. At first, he treats the
workers well. However, one day you notice your friend noting your break
time. The next day, he asks if you can work a little faster. By the end of
the week, he’s yelling at you just like the manager did.
Make notes about how this would affect you.
• What could have made your friend change?
• Would this affect your friendship?
• Do you think you would change if you became a manager?
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Connect to The Exchange Question Discuss how this situation
could relate to The Exchange Question: Does power always corrupt?
Summarize your discussion.
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© Hampton-Brown
Animal Farm
Introduction
Student Journal, page 3
Animal Farm
Have students read the book Introduction. Check their
comprehension with the three follow-up questions on Student
Journal, page 3.
Introduction
Read the Introduction on pages 7–9 in Animal Farm. The Introduction will
help you understand key concepts in the book. Knowing them will help
you discuss and write about the book.
The Introduction includes information about
• how the author’s experiences influenced his writing
• the historical events of the book’s time period
• reactions to the book
After you read the Introduction, answer these questions to check your
understanding.
1. How did the author’s own experiences influence the plot of the book?
At boarding school, Orwell was ridiculed because he did
not have an important family name or status. These early
experiences inspired him to explore social inequality and
the misuse of power.
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2. What was happening in the former Soviet Union when this book was
published? How does the book address this?
Joseph Stalin had risen to power and become the dictator
of the Soviet Union. He established an oppressive regime
in which the Soviet people suffered from political injustices
and a poor economy. Orwell’s book satirizes dictators.
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3. How did people react to Animal Farm?
Animal Farm was very controversial when it was first
completed in 1946. Many people felt the novel attacked the
Soviet Union and its leader too directly. After being in print
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for a few years the book started to gain popularity.
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Student Journal, page 4
Introduction: Key Concepts
Animal Farm
Have students study the first Key Concept with the help of the
graphic organizer on Student Journal, page 4. After studying the
example, they should create similar graphic organizers to focus
their understanding of the remaining Key Concepts.
Introduction: Key Concepts
Concept Map
Study the Concept Map for injustice. Write a sentence using the
word injustice.
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Key Concepts
democratic
dictator
inequality
injustice
revolution
Concept Map
Key Concept
injustice
Characteristics of concept:
wrong
violations
loss
Not characteristic of concept:
equality
freedom
honesty
Definition of concept
when things are not
just or fair
Examples of concept
discrimination
being punished for a crime you did not commit
On a separate sheet of paper, create a similar Concept Map for
the remaining Key Concept words. Write what the word is like
(Characteristics) and what the word is not like. Use a dictionary for
a definition of the word and to help you with examples. Then write a
sentence for each Key Concept word.
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© Hampton-Brown
Animal Farm
Pages 11–56
Answers for Before You Move On
Chapters I–IV
Student Journal, page 5
Animal Farm
PAGE 23
1. Conflict According to Major, why is Man the enemy?
Man is the enemy because he does not give animals freedom
to live off what they produce, and he works them until they
are no longer useful.
Respond to Chapters I–IV
1. Personal Response Old Major inspires the animals to start a
revolution against their cruel master, Mr. Jones. Describe a person
who inspires you.
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2. Summarize What is the main message Major gives to the
other animals on the farm?
Animals should rebel against the tyranny of Man and treat all
animals as comrades in a unified struggle.
2. Opinion Do you think that the Seven Commandments of Animalism
make Manor Farm a more democratic place? Why or why not? Use the
word democratic in your response.
Students may say yes, because the rules establish that all
animals are equal, and that is the basis of a democracy.
They may say no because the rules dictate who is a
friend and who is an enemy, which undemocratically takes
away personal choice.
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3. Plot The other animals discover that the pigs are keeping the milk and
fruit for themselves. What is the significance of this event to the plot?
PAGE 36
1. Cause and Effect Reread pages 27–29. What events trigger
the Rebellion?
Jones forgets to feed the animals for almost two days. So
the animals steal food and get whipped. They decide to
fight Jones.
2. Inference Why are the pigs more interested in the Rebellion
than other animals?
As the more intelligent animals, they see the power it could
bring them.
This is the first sign of corruption of power in the pigs. One
of the most important rules of Animalism is that all animals
are equal. The pigs are disobeying this rule and acting like
they are more important than the other animals.
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4. Generate Questions Write a question about this section for someone
else reading this book. Exchange questions with them. Do you agree
with their answer?
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Student Journal, page 6
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Animal Farm
PAGE 56
1. Plot Why do the animals accept the pigs getting all the milk?
The pigs convince the animals that they should get the
milk because they do all of the brain work and without them
Mr. Jones could return.
2. Conclusions Why do the other farmers help Mr. Jones when
he tries to reclaim his farm?
They see how successful the animal revolution is and are
afraid that their animals will do the same.
Respond to Chapters I–IV, continued
5. Analyze Character In Chapters I–IV, Snowball, Squealer, and
Napoleon provide leadership to the other animals. List what Snowball,
Squealer, and Napoleon do and what this shows about them.
Character Description Chart
Character
Snowball
Squealer
Napoleon
What the
Character Does
What This Shows
About the Character
leads the animals’ Snowball is a strategist
revolt; creates
and an inventor. He
plans to build the wants to make the
windmill
farm better.
Squealer is a follower.
communicates
Napoleon’s rules; He serves Napoleon
and that gives him
tells Napoleon
power.
about any
suspicious behavior
makes all the
Napoleon is
decisions on the
manipulative and
farm; gets rid of
fierce. He is a ruthless
any animal that
dictator.
objects to him
Napoleon is named after a French dictator, so this character name
is very appropriate. Based on what you know about Squealer and
Snowball, how do their names fit them?
His name, Snowball, suggests that he is not a harmful
animal. As Squealer’s name indicates, he is a squealer. He
snitches on animals. He also delivers all of Napoleon’s lies.
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© Hampton-Brown
Animal Farm
Pages 57–103
Answers for Before You Move On
Chapters V–VII
Student Journal, page 7
Animal Farm
PAGE 71
1. Character’s Motive What makes Mollie go back to working
for Man?
Mollie does not want to give up enjoying small luxuries. She
leaves Animal Farm in exchange for attention from Man.
2. Inference Napoleon debates against all of Snowball’s plans
for the farm, but has no plans of his own. Why?
He is biding his time until the dogs are trained, and he can
take over.
PAGE 85
1. Comparisons Napoleon breaks some commandments.
How does Animal Farm begin to resemble Manor Farm
again?
The animals are forced to work for rations, give food to
humans, and engage in trade. They are motivated by fear and
obedience. Not everyone is equal.
Respond to Chapters V–VII
1. Personal Response The animals work hard to build the windmill
and finish a job they thought was impossible. Tell about a time you
successfully completed what you thought was impossible because of
help from others.
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2. Irony Napoleon announces that working on Sunday afternoon is
voluntary. But if animals don’t work, Napoleon will reduce their food ration
by half. Explain why this is ironic. Use the word dictator in your response.
The animals do not have a choice about working on
Sunday afternoons. If they choose not to work, they will
starve. Napoleon is a dictator because he leaves the
animals no freedom to choose.
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3. Argument Clover is heartbroken over what has been happening on
the farm. Why does she still insist then that the farm is better now than
it was under Mr. Jones?
Clover does not want to admit that the farm is worse
because she would have to acknowledge that she and the
other animals have failed to realize Old Major’s vision. She
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still believes in what the farm was originally trying to do.
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4. Generate Questions Write a question about this section for someone
else reading this book. Exchange questions with them. Do you agree
with their answer?
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2. Character’s Motive Why does Boxer work so hard and
repeat his slogans?
The only thing he can control is how much he works. He feels
that getting things done will solve problems.
Student Journal, page 8
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Animal Farm
Respond to Chapters V–VII, continued
PAGE 103
1. Character’s Motive The animals are unhappy. What does
Napoleon gain by turning Snowball into the enemy?
Napoleon unites the animals by creating a common enemy.
This allows him to stop complaints about food shortages,
cruelty, and overwork.
2. Mood How does the mood of the story change after the
executions?
The animals are no longer happy and free. They can’t believe
what the Rebellion has turned into. They will remain faithful
but have lost their spirit.
5. Cause and Effect In Chapters V–VII Napoleon takes control of
Animal Farm. Write 5 Causes and Effects to show how this happens.
Use the Cause and Effect Chart to answer the question.
Cause and Effect Chart
Causes
Effects
Napoleon brings in the
dogs and they attack
Snowball.
Squealer explains
everything to the animals.
Napoleon wins the debate
over the windmill and
instills fear in the animals.
Napoleon is able to change
the commandments on
the farm and the animals
accept the changes.
The animals believe that
Snowball is a traitor, and
Napoleon is a hero.
The animals allow the pigs
to have unfair advantages.
They do not know what the
original commandments
said and if they really
have changed.
Squealer changes the
truth about things that
Snowball did.
The animals fear Jones
coming back.
Most of the animals
cannot read.
How does the ignorance of the other animals help Napoleon
gain power?
Most of the animals cannot read so they are forced to trust
Napoleon and Squealer. The other animals are too afraid
of the dogs to speak up against Napoleon. They believe
everything they hear.
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© Hampton-Brown
Animal Farm
Pages 104–158
Answers for Before You Move On
Chapters VIII–X
Student Journal, page 9
Animal Farm
PAGE 124
1. Character’s Motive Why does Napoleon rarely appear
in public?
It makes him seem more powerful and important. He does
not mix with the common masses.
2. Inference Reread page 105. Why do the animals barely
remember life before the Rebellion?
Squealer fills them with so much information and lies that
they don’t know what really happened.
PAGE 141
1. Character’s Motive Why does Benjamin read the side of
the van when he refused to read for the animals before?
He is now affected by Napoleon because Napoleon hurt
someone he was devoted to.
Respond to Chapters VIII–X
1. Personal Response Clover and Benjamin prove to be loyal and
reliable friends to Boxer. Which animal would you choose for a friend?
Explain why the animal’s qualities would make them a good friend.
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2. Conclusions What is Sugarcandy Mountain? Do you think it is a fair
reward for the animals that have experienced injustice and inequality in
their lives? Why? Use the words injustice and inequality in your response.
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Sugarcandy Mountain is not a fair reward for a lifetime of
injustice and inequality because it is an imaginary place that
doesn’t really exist.
3. Author’s Purpose At the end of the story the animals notice that they
cannot distinguish the pigs from the men. What message do you think
the author is trying to convey in this scene?
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That power can corrupt anyone. The pigs were controlled
by Man, and despite the animals’ revolution, they are now
just as corrupt as Man.
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What If?
4. Connect Look at your notes on Student Journal, page 2. Think about being in a
situation where you work for people who are corrupted by power. Compare this
to Animal Farm. What happens to the animals when Napoleon takes control of
Animal Farm?
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2. Inference Reread pages 129–130. Why do the pigs insist on
more ceremonies and songs in the animals’ daily routine?
Ceremonies and songs offset the hardships of the farm and
motivate the animals to continue working.
Student Journal, page 10
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PAGE 158
1. Irony Reread page 146. What is the irony of the outcome of
Animal Farm?
The animals are proud that they are the only farm run by
animals and not Man, but the animals on Animal Farm are
treated worse by the pigs than they were by Man.
2. Paraphrase Reread page 150. What does “All animals
are equal but some animals are more equal than others”
really mean?
The statement implies that all animals are not equal; some
are better than others, or at least they think they are.
Animal Farm
Respond to Chapters VIII–X, continued
5. Plot In Chapters VIII–X, Animal Farm becomes very different from Old
Major’s initial vision. How do the dogs and Squealer boost Napoleon’s
power and allow him to remain in power? Use the T Chart to answer
the question.
T Chart
How the dogs boosted
Napoleon’s power
They scared all of the other
animals.
They killed for Napoleon.
They ran snowball off the
farm.
How Squealer boosted
Napoleon’s power
He spread lies.
He convinced the animals
to believe Napoleon.
He told Napoleon
everything that was
happening.
Could Napoleon have been a successful dictator if he did not have
Squealer and the dogs? Why or why not?
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No,
he would not have been able to rule Animal Farm
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without
the dogs or Squealer. Napoleon did not have a lot
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of
his own innovative ideas. The dogs helped Napoleon
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intimidate
the other animals and they protected him. They
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instilled
fear in the rest of the animals.
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© Hampton-Brown
Animal Farm
Exchange Discussion
Animal Farm, inside back cover
THE QUESTION
Does power always corrupt?
Review the work you did in your Student Journal. Take
your book and your Journal with you to The Exchange
book discussion.
• Was everyone in this book corrupted by power? Explain.
No. The characters in the book with power are the humans,
Napoleon, and Snowball. The humans and Napoleon are corrupted
by power because they use their power to gain things for themselves.
Snowball is not corrupted by power because he acts for the good of
the group.
EXCHANGE IDEAS
• Tell the group why you would recommend or not
recommend this book.
• Compare this book to something it reminded you
of, such as another book, a movie, a TV show, or
a personal experience.
• Has this book changed or confirmed the way you
think about something in your life? Explain.
THE QUESTION
Does power always corrupt?
• Tell about a time when you had to decide if you should keep
quiet or revolt against something you felt was wrong.
• Was everyone in this book corrupted by power?
Explain.
• Tell about a time when you had to decide if you
should keep quiet or revolt against something you
felt was wrong.
• The animals all react differently to Napoleon and
his dictatorship. Which animal do you feel best
represents what you would do under these injustices?
Explain your reasons.
• The animals all react differently to Napoleon and his
dictatorship. Which animal do you feel best represents what you
would do under these injustices? Explain your reasons.
REFLECT
Summarize your Exchange. How did this book change the
way you see something? What questions do you still have?
How will you answer them?
Discussion Rubric
Evaluate the Discussion
Evaluate the Discussion
Excellent
Use the reproducible master from page 8 of this Teacher’s Guide
to evaluate The Exchange discussion. The form may also be used
by students for group assessment.
Good
Fair
Everyone participated.
Most people participated.
Only a few people
participated.
Everyone spoke clearly.
Most people spoke clearly.
Some people did not speak
clearly.
Everyone listened
carefully.
Most people listened
carefully.
Some people did not listen
carefully.
We stayed on the topic
throughout the discussion.
We stayed on the topic
most of the time.
We did not stay on the
topic all the time.
We responded to each
other’s thoughts and ideas
often.
We commented on each
other’s thoughts and ideas
sometimes.
We did not make many
comments on each other’s
thoughts and ideas.
Most people used
examples from the book to
support their points.
Many people used
examples from the book
to support their points.
Only a few people used
examples from the book
to support their points.
Most people gave detailed
answers using their
experiences and even
other texts.
Many people gave detailed
answers using their
experiences.
Only a few people gave
detailed answers.
Notes:
Teacher’s Guide
page
7 of 13
© Hampton-Brown
Book Title
Date
Evaluate the Discussion
Excellent
Good
Fair
Everyone participated.
Most people participated.
Only a few people
participated.
Everyone spoke clearly.
Most people spoke clearly.
Some people did not speak
clearly.
Everyone listened carefully.
Most people listened
carefully.
Some people did not listen
carefully.
We stayed on the topic
throughout the discussion.
We stayed on the topic
most of the time.
We did not stay on the
topic all the time.
We responded to each
other’s thoughts and ideas
often.
We commented on each
other’s thoughts and ideas
sometimes.
We did not make many
comments on each other’s
thoughts and ideas.
Most people used examples
from the book to support
their points.
Many people used
examples from the book
to support their points.
Only a few people used
examples from the book
to support their points.
Most people gave detailed
answers using their
experiences and even other
texts.
Many people gave detailed
answers using their
experiences.
Only a few people gave
detailed answers.
Notes:
© Hampton-Brown
Animal Farm
Assessment
Assessment Part I
Name:
Animal Farm
Assess students’ understanding of Animal Farm by administering
the multiple-choice test and essay questions. (Teacher’s Guide,
pages 10–12)
How you administer the Assessment depends on your objective.
You may choose to use the test as:
• an open-book test to allow students to continue practicing
reading strategies and/or become familiar with a typical
standardized test format
Assessment Part I
Circle the best answer.
4. What can the reader conclude about Mollie?
1. Which of these is the best plot summary?
A Mollie leaves Animal Farm because she
A When the animals successfully revolt,
they realize that living by their own rules is
better than working under Mr. Jones.
B When the animals have an opportunity to
rule their own farm, they realize that they
can become equally corrupt as human
beings when one animal takes over.
provides her with small luxuries that make
her happy.
C After the animals gain control of the
farm, the pigs start acting like humans.
Boxer works really hard. Mollie goes back
to work for Man.
in
capable of building the windmill.
A revolution
C He does not think the animals will survive
B club
long without their old master, Mr. Jones.
C dictatorship
D He cannot determine which will help
D team
food and slaughters anyone who violates the
rules. These are examples of
.
Assessment Part I: 5 points per question for a total of 50 points.
Assessment Part II: 40 points possible (see Scoring Guide,
page 13)
and what changes are made, life will not
improve.
B He does not think that the animals are
3. Napoleon does not give the animals enough
Suggested point values are as follows:
because she does not value freedom.
A He thinks that no matter who is in charge
order to gain control of the farm.
• a take-home test to allow students to practice reading strategies
as well as test-taking skills
D Mollie chooses to leave Animal Farm
5. Why does Benjamin decide against voting
for either Snowball’s windmill or Napoleon’s
manger?
to govern their own farm, they build
a windmill. When it is destroyed they
blame Man.
2. The animals of Manor Farm started a
feels she is overworked.
C Mollie chooses a different master who
D When barnyard animals obtain power
• a closed-book test to check students’ comprehension of the
book and their abilities in various reading skills
does not get along with the other animals.
B Mollie leaves Animal Farm because she
the animals more, the windmill or a full
manger.
6. After Napoleon executes the animals, the
author creates a mood of—
A humanity
A anger
B injustices
B excitement
C revolutions
C happiness
D rebellions
D disappointment
Assessment Part II
Assessment Part I, continued
Animal Farm
Name:
Animal Farm
Assessment Part I, continued
Guidelines for Short Essay
Have students write a short essay in response to one of the writing prompts
below. Use the Scoring Guide to assist in your evaluation of their essays.
Circle the best answer.
7. The animals are struggling with the
A. Old Major states that Man is the enemy and encourages a revolution. What
did Old Major fail to foresee? How was his vision of Animal Farm different
from Napoleon’s? Knowing what you do now, how would you advise the
animals on the farm?
disappointment that life has not become
better under Napoleon. Which sentence from
the book suggests this?
A The animals were not badly off throughout
Responses should address how power, whether in the hands of humans or animals,
can corrupt. Old Major’s vision failed because he could not foresee that animals, when
placed in a position of absolute power, could become just as corrupt and evil as people.
Students may write that given what they know now, they would advise the animals to create
commandments that would balance the power among different animals.
that summer, in spite of the hardness
of their work.
B As for the others, their life, so far as they
knew, was as it had always been.
B. How does Napoleon gain and keep control of Animal Farm? How do the
animals react to his leadership? What could the animals have done to
stop Napoleon?
C Once again the animals were conscious
of a vague uneasiness.
Responses should address how Napoleon gained control by using the dogs to instill fear
in the animals and run Snowball out of Animal Farm. He kept control by using the dogs,
Squealer, and the sheep to spread his lies and interrupt when there was uneasiness
about a decision. The animals let their fear and ignorance control them. They could have
questioned Napoleon’s rules and joined together to revolt against him.
D But if there were hardships to be borne,
they were partly offset by the fact that life
nowadays had a greater dignity than it
had had before.
Scoring Guide
8. On page 115, why does Squealer use the
word readjustment instead of reduction when
talking about the animals’ food ration?
Description of the response:
•
•
•
•
Interpretation is accurate and thoughtful
Explanation is fully developed
Support includes specific and relevant text evidence
All parts of the question are clearly addressed
•
•
•
•
Interpretation is adequate
Explanation is developed but may lack some insight
Support includes most specific and relevant text evidence
All parts of the question are addressed to some degree
2
•
•
•
•
Interpretation is literal or limited
Explanation is incomplete
Support includes some specific and relevant text evidence
Only parts of the question are addressed and mostly in a limited way
1
•
•
•
•
Interpretation is weak
Explanation is vague
Support includes few, if any, relevant details from the text
Only one part of the question is minimally addressed
0
Response is totally incorrect or irrelevant
4
3
Teacher’s Guide
A Squealer does not want to admit that
there is a food shortage.
B Squealer believes that the animals do not
need as much food as they demand.
C Squealer does not know how to read so
he uses the wrong word when talking
about the ration.
9. In what way does Snowball feel connected to
the windmill?
A Snowball feels that it is his opportunity
to contribute something important to
Animal Farm.
B Snowball is certain that building the
windmill will allow the other animals to
see him as their leader.
C Snowball feels that a windmill should be
on every farm.
D Snowball cannot wait to build the windmill
because he knows that Napoleon is
against it.
10. Near the end of the story, the animals cannot
tell the difference between the pigs and men.
This helps the reader understand—
A that conditions on Animal Farm will
probably get better
B that Man will be in charge of Animal
Farm again
C that animals and men both have become
corrupted by power
D that animals and men can never be equals
D Napoleon has given Squealer specific
instructions about what words to use.
page
9 of 13
© Hampton-Brown
Name:
Animal Farm
Assessment Part I
Circle the best answer.
4. What can the reader conclude about Mollie?
1. Which of these is the best plot summary?
A Mollie leaves Animal Farm because she
A When the animals successfully revolt,
they realize that living by their own rules is
better than working under Mr. Jones.
B When the animals have an opportunity to
rule their own farm, they realize that they
can become equally corrupt as human
beings when one animal takes over.
B Mollie leaves Animal Farm because she
feels she is overworked.
C Mollie chooses a different master who
provides her with small luxuries that make
her happy.
C After the animals gain control of the
farm, the pigs start acting like humans.
Boxer works really hard. Mollie goes back
to work for Man.
D Mollie chooses to leave Animal Farm
because she does not value freedom.
5. Why does Benjamin decide against voting
for either Snowball’s windmill or Napoleon’s
manger?
D When barnyard animals obtain power
to govern their own farm, they build
a windmill. When it is destroyed they
blame Man.
2. The animals of Manor Farm started a
does not get along with the other animals.
A He thinks that no matter who is in charge
in
order to gain control of the farm.
A revolution
B club
C dictatorship
D team
3. Napoleon does not give the animals enough
food and slaughters anyone who violates the
rules. These are examples of
.
and what changes are made, life will not
improve.
B He does not think that the animals are
capable of building the windmill.
C He does not think the animals will survive
long without their old master, Mr. Jones.
D He cannot determine which will help
the animals more, the windmill or a full
manger.
6. After Napoleon executes the animals, the
author creates a mood of—
A humanity
A anger
B injustices
B excitement
C revolutions
C happiness
D rebellions
D disappointment
© Hampton-Brown
Animal Farm
Name:
Assessment Part I, continued
Circle the best answer.
7. The animals are struggling with the
disappointment that life has not become
better under Napoleon. Which sentence from
the book suggests this?
A The animals were not badly off throughout
that summer, in spite of the hardness
of their work.
B As for the others, their life, so far as they
knew, was as it had always been.
C Once again the animals were conscious
of a vague uneasiness.
D But if there were hardships to be borne,
they were partly offset by the fact that life
nowadays had a greater dignity than it
had had before.
8. On page 115, why does Squealer use the
word readjustment instead of reduction when
talking about the animals’ food ration?
A Squealer does not want to admit that
there is a food shortage.
B Squealer believes that the animals do not
need as much food as they demand.
C Squealer does not know how to read so
he uses the wrong word when talking
about the ration.
9. In what way does Snowball feel connected to
the windmill?
A Snowball feels that it is his opportunity
to contribute something important to
Animal Farm.
B Snowball is certain that building the
windmill will allow the other animals to
see him as their leader.
C Snowball feels that a windmill should be
on every farm.
D Snowball cannot wait to build the windmill
because he knows that Napoleon is
against it.
10. Near the end of the story, the animals cannot
tell the difference between the pigs and men.
This helps the reader understand—
A that conditions on Animal Farm will
probably get better
B that Man will be in charge of Animal
Farm again
C that animals and men both have become
corrupted by power
D that animals and men can never be equals
D Napoleon has given Squealer specific
instructions about what words to use.
© Hampton-Brown
Animal Farm
Name:
Assessment Part II
Choose one question to answer. Write 3–4 paragraphs. Use 3
examples from the text to support your answer. Continue your essay
on a separate sheet of paper if necessary.
A. Old Major states that Man is the enemy and encourages a revolution.
What did Old Major fail to foresee? How was his vision of Animal Farm
different from Napoleon’s? Knowing what you do now, how would you
advise the animals on the farm?
B. How does Napoleon gain and keep control of Animal Farm? How do
the animals react to his leadership? What could the animals have done
to stop Napoleon?
© Hampton-Brown
Animal Farm
Guidelines for Short Essay
Have students write a short essay in response to one of the writing prompts
below. Use the Scoring Guide to assist in your evaluation of their essays.
A. Old Major states that Man is the enemy and encourages a revolution. What
did Old Major fail to foresee? How was his vision of Animal Farm different
from Napoleon’s? Knowing what you do now, how would you advise the
animals on the farm?
Responses should address how power, whether in the hands of humans or animals,
can corrupt. Old Major’s vision failed because he could not foresee that animals, when
placed in a position of absolute power, could become just as corrupt and evil as people.
Students may write that given what they know now, they would advise the animals to create
commandments that would balance the power among different animals.
B. How does Napoleon gain and keep control of Animal Farm? How do the
animals react to his leadership? What could the animals have done to
stop Napoleon?
Responses should address how Napoleon gained control by using the dogs to instill fear
in the animals and run Snowball out of Animal Farm. He kept control by using the dogs,
Squealer, and the sheep to spread his lies and interrupt when there was uneasiness
about a decision. The animals let their fear and ignorance control them. They could have
questioned Napoleon’s rules and joined together to revolt against him.
Scoring Guide
Description of the response:
4
•
•
•
•
Interpretation is accurate and thoughtful
Explanation is fully developed
Support includes specific and relevant text evidence
All parts of the question are clearly addressed
3
•
•
•
•
Interpretation is adequate
Explanation is developed but may lack some insight
Support includes most specific and relevant text evidence
All parts of the question are addressed to some degree
2
•
•
•
•
Interpretation is literal or limited
Explanation is incomplete
Support includes some specific and relevant text evidence
Only parts of the question are addressed and mostly in a limited way
1
•
•
•
•
Interpretation is weak
Explanation is vague
Support includes few, if any, relevant details from the text
Only one part of the question is minimally addressed
0
Response is totally incorrect or irrelevant
Teacher’s Guide
page
13 of 13
© Hampton-Brown