Things Fall Apart: Document Based Question. Option 1: The question: Who is to blame for the destruction of Umuofian society and why and so what?

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1 English 215 Becker Things Fall Apart: Document Based Question Please read the instructions VERY CAREFULLY. Option 1: The question: Who is to blame for the destruction of Umuofian society and why and so what? Step 1: Identify the causes of the downfall. Choose from the list below: a. Okonkwo and the Umuofians themselves b. Christian (or European) customs and Umuofian customs c. the missionaries and the African converts d. two causes of your own choosing. Step 2: In your thesis statement, explain why both groups contribute to the downfall of Umuofia. Example: Although a confluence of factors are responsible for the Christianizing of Umuofia, Okonkwo and the Umuofians are the most responsible parties, because they and. Be as specific as you can in your REASON. Step 3: Map out your body paragraphs accordingly, using evidence from all three parts of Things Fall Apart. Each paragraph should have a topic sentence, which makes a connection back to your thesis. Use the graphic organizer included here to help you do this. Step 4: So what? Why does Achebe place the blame where he does? What does he want us to think about? This should be the so what in your intro paragraph, and explored further in your conclusion. Option 1 is to answer this question w/o using documents, but using evidence only from Things Fall Apart). Option 2 is to answer the question using evidence from TFA + the documents attached.

2 Notes: Whether or not you do option 2, you may not use outside sources except for the primary source documents included here. You may use the same source more than once, but a strong argument will pull from multiple sources. If you do option 1, use only Things Fall Apart. You have good ideas. Trust them. Although you may choose to incorporate historical sources to support your ideas, this is a regular five-ish paragraph essay. You re in familiar territory. All specific information must relate to the thesis and help answer the question. DON T GET OFF TRACK, AND MAKE SURE TO ATQ (answer the question). For evidence from Things Fall Apart, cite as follows: (Achebe, 13). For evidence from the source packet, cite,. (Doc A). Remember to introduce/put into context all textual evidence clearly, and to smoothly integrate quotations into your own sentences. Some sources refer to the Igbo; I ve seen both Ibo and Igbo as the name of the Nigerian people at this time. Pick one and use it consistently. Requirements: (use as a checklist) response should be 3-4 pages in length, typed, double spaced, w/ standard fonts and 1 margins INTRO PARAGRAPH. Your paper should begin with a well-articulated thesis statement which responds to the question above, as well as three strong supporting reasons for your thesis, and a so what. A good thesis will address the question in specifics, not generalities, and will move beyond the obvious. (Concession, assertion, three reasons, so what ) BODY PARAGRAPHS: each body paragraph should begin w/ a topic sentence (each of your three reasons), and should include a) at least one quotation or specific example + analysis from Things Fall Apart b) one additional piece of evidence from the source packet. You may use the evidence any way you like, as long as it makes your point more convincing. CONCLUSION: Why is your argument a unique or usually overlooked one? If you can t answer this question adequately, then your thesis may not be debatable enough.

3 DOCUMENT A: from A Justification of British Colonialism in Africa (Lord Frederick Lugard, early 1900s) Europe is in Africa for the mutual benefit of her own industrial classes, and of the native races in their progress to a higher plane; that the benefit can be made reciprocal, and that it is the aim and desire of civilised administration to fulfill this dual mandate. By railways and roads, by reclamation and swamps, and irrigation of deserts, and by a system of fair trade and competition, we have added to the prosperity and wealth of these lands, and checked famine and disease. We have put an end to the awful misery of the slave-trade, and inter-tribal war, to human sacrifice and the ordeals of the witch-doctor. Where these things survive they are severely suppressed. We are endeavoring to teach the native races to conduct their own affairs with justice and humanity, and to educate them alike in letters and industry. I am profoundly convinced that there can be no question but that British rule has promoted the happiness and welfare of the primitive races. Let those who question it examine the results impartially. If there is unrest and a desire for independence, it is because we have taught the value of liberty and freedom, which for centuries these people had not known. DOCUMENT B: from The Second Coming (Yeats) The Second Coming Turning and turning in the widening gyre The falcon cannot hear the falconer Things fall apart; the center cannot hold; Mere anarchy is loosed upon the world, The blood--dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. --William Butler Yeats (1919)

4 DOCUMENT C: William Nevill Geary, "Nigeria Under British Rule (1927) The missionaries have been a wide-reaching influence for good in the coastal districts of Nigeria. The Protestants were first in the field In the temporal side of their work the Protestant missionaries educated their converts and thereby provided the Native staff on which the Government and traders depended and without whose help the Government and trade could not have been carried on. It was only later that the government undertook education, firstly by subventions and secondly by establishing Government schools, as the King s College at Lagos, for secondary education and primary schools, and also training schools for teachers. The Roman Catholics have undertaken the upbringing of half-castes, nuff and butters, as is the slang local phrase for their colour, at the convent at Lagos for girls whose parents pay, and at Taupo up the lagoon gratuitously. On the religious and moral side of missionary effort it is as difficult to judge in Africa as it is in Europe; and many delight in pointing a finger of scorn at any delinquencies of Christian Africans. DOCUMENT D: from Victor C. Uchendu, The Igbo of Southeast Nigeria Ancestors occupy a special place in Igbo religious practice. The Igbo conceive of their ancestors as the invisible segment of the lineage. The ancestors are honored and not worshipped in the strict sense. The ancestral honor is a religion based on reciprocity. There is a loving reverence for the deceased ancestors, who are expected to come back to reincarnate, and do to the living members what they did for them. Ancestors are scolded as if they were still living. This can be noticed in any sacrifice. They are reprimanded for failing in their duty to their children, by closing their eyes to the depredations of evil spirits which cause death to the family, cause crop failure, and make trade unprofitable. No elaborate sacrifices are made to ancestors. They are given the ordinary foods eaten in the home: water, raphia wine, and a piece of kola may be all.

5 DOCUMENT E: G.T. Basden, Among the Ibos of Nigeria Life in an Ibo village is at once simple and picturesque. The houses, the general environment, the dependence upon local natural resources, and the contentment with the barest modicum of those articles which are usually regarded as indispensable in a household, all these, together with the easy-going spirit amongst the village folk, foster and maintain a life of extreme simplicity. Discontent with primitive conditions comes only with the introduction of novelties from the outside world, and then, like a child, the Ibo covets what he sees. Every village has its own market-place and public meeting ground. The markets are designated by the names of the day on which they are held.meetings for many purpose are held in these open spaces: for the adjustment of differences between individuals or households; for the celebration of fixed feasts; the offerings of common town sacrifices and on specially appointed occasions. Hundreds of people will assemble when an important question is under discussion, or a great function is in progress. DOCUMENT F: Henry Stanley, That was no welcome The men at once rushed into them and advanced all around us. We refrained a long time, but finally, as they become emboldened by our stillness and began to launch their wooden spears, which they proceeded to do all together as soon as someone cried out Mutti (sticks), we were obliged to reply to them with a few shots, which compelled them to scamper away ahead of us. Later, when the Africans returned with a counterattack: The monster canoe aimed straight for my boat, as though it would run us down; but when within fifty yards off, it swerved aside, and when nearly opposite, the warriors above the manned prow let fly their spears and on either side there was a noise of rushing bodies. But every sounds was soon lost in the ripping, crackling musketry. For five minutes we were so absorbed in firing that we took no note of anything else It was a murderous world, and we felt for the first time that we hated the filthy, vulturous ghouls who inhabited it. Document G: African chief Mojimba (let the welcoming party for Stanley, above) That was no brother : We will prepare a feast, I ordered, we will go to meet our brother and escort him into the village with rejoicing! We donned ceremonial garb. We assembled great canoes. We listened for the gong which would announce our brother s presence We swept forward, my canoe

6 leading, the others following, with song of joy and with dancing, to meet the first white man and to do him honor. But as we drew near his canoes there were loud reports, bang! Bang! And fire-staves spat bits of iron at us. We were paralyzed with fright; our mouths hung wide open, and we could not shut them. Things such as we had never seen, never heard of, never dreamed of they were the work of evil spirits! That was no brother! That was the worst enemy our country had ever seen. (NOTE; you may use more of doc. F or G as you see fit; they should be in your history notes) ***

7 A DBQ in 4 easy steps. Step 1: In class Mon Read the primary source documents, and at the end of each one, write which argument the text supports, and why. READ ALL OF THEM, since many excerpts can be used for multiple arguments. Step 2: Create a working thesis paragraph, that will include, specifically, your three main ideas in support of your these. (due Tues /Wed ) Step 3: Outline your paper, incl. evidence from both TFA and the documents, if you are using them, and what you will say about each quotation. Make sure your analysis connects to your topic sentence, and thesis. The template below will probably help. Step 4: Draft essay; peer review Mon Final essay due Wed Introduction Outline Template DBQ Concession: Although many readers tend to blame for the disastrous end to Umuofian society, Assertion: Achebe suggests that the real culprits are. Reasons: Because a), b), and c). (You can word these more elegantly). So what: Achebe s purpose in suggesting that is the cause for things falling apart may be. Body Paragraph 1 Reason 1: Evidence from document:

8 Document (quote or paraphrase the facts/opinions state in a document that supports your statement): Analysis of documentary evidence: Evidence from Things Fall Apart: (quotation/example, p. #) (You might have more than one) Analysis of text from Things Fall Apart Concluding/transitional sentence: Body Paragraph 2 Reason 2: Evidence from document: Document (quote or paraphrase the facts/opinions state in a document that supports your statement): Analysis of documentary evidence: Evidence from Things Fall Apart: (quotation/example, p. #) (You might have more than one) Analysis of text from Things Fall Apart

9 Concluding/transitional sentence:

10 Body Paragraph 3 Reason 3 Evidence from document: Document (quote or paraphrase the facts/opinions state in a document that supports your statement): Analysis of documentary evidence: Evidence from Things Fall Apart: (quotation/example, p. #) (You might have more than one) Analysis of text from Things Fall Apart Concluding/transitional sentence: Conclusion: