Gcse English Literature: Animal Farm Teacher Guide & Student Worksheets

GCSE ENGLISH LITERATURE:
ANIMAL FARM
TEACHER GUIDE &

STUDENT WORKSHEETS
This booklet is a companion to the online curriculum available at

www.yourfavouriteteacher.com.
It includes the content from the

‘Animal Farm’ course.
© Copyright 2020 Your Favourite Teacher

To be used in conjunction with online resources at www.yourfavouriteteacher.com
Modern Text: Animal Farm, by George Orwell
This pack covers context, plot outline, character and theme analysis, together with some
exam style questions and answers.
This booklet contains:
• Suggested teaching order

• Learning objectives for each session
• Questions or activities that teachers could use in their lessons
• A worksheet for each session
• Exam style questions
Suggested Teaching Order and Learning Objectives
Lesson Focus Learning Objectives

1 Plot Overview & To consolidate understanding of the plot and detail
Context key events.
To be able to show an understanding of the
relationships between the text and the context in
which it was written
2 Napoleon To be able to identify key characteristics and analyse
quotes linked to the character.
3 Snowball To be able to develop an informed response to
Snowball and make connections between this
character and key themes.
4 Squealer To be able to analyse the language used by Squealer
in the novel.
To be able to identify key events that link Squealer to
power and education.
5 Minor Characters To be able to identify the key events linked to minor
characters and analyse how they link to the main
characters.
6 Theme: Animalism To be able to use textual references to show an
understanding of the theme and develop
interpretations.
7 Theme: Education To be able to be able to link key events from this
theme to the historical context in which the text was
written.
8 Theme: Power To be able to highlight the key characters linked to
this theme and analyse relevant textual detail to form
a strong interpretation.

Suggested Questions for Discussion and/or Activities
Lesson Focus Questions/ Activities

1 Plot Overview • Create a summary of what happens in the novel
& Context • The novel follows a cyclical structure. What does this mean and
how is it shown in the novel?
• To what extent does Orwell show a true depiction of the Russian
Revolution?
2 Napoleon • Create a list of adjectives to describe Napoleon.
• Select three quotes about Napoleon and annotate them, analysing
use of language, form and structure.
• To what extent can Napoleon be seen as a good leader? Use
quotes/events from the novel to back up what you are saying.
Write as an analytical paragraph (PEE/PETAL/PETER etc)
3 Snowball • Who from the Russian Revolution does Snowball represent?
• What are the key differences between Napoleon and Snowball?
• How does Orwell characterise Snowball in the novel? Use quotes
to back up your interpretations.
• What contextual information can you link to Snowball?
4 Squealer • Give examples of how Squealer manipulates language to oppress
the other animals on the farm. Analyse the use of language, form
and structure.
• Who from the Russian Revolution does Squealer represent?
• How does Orwell characterise Squealer in the novel? Use quotes to
back up your interpretations.
5 Minor • Create a list of minor characters in the novel (these should be char-
Characters acters who make a significant impact to the storyline, but don’t ap-
pear regularly in the novel)
• How do the minor characters help in driving the plot forward?
• Why is Old Major an important minor character?
• What theme(s) does Mr Jones represent and why?
6 Animalism • List three characters that link to this theme.
• List three key events that link to this theme.
• What contextual information can you link to this theme?
7 Education • Which characters represent this theme?
• What are the main events in the novel which link to this theme?
• List and annotate three quotes you could use if responding to this
theme in the exam
8 Power • List three characters that link to this theme.
• List three key events that link to this theme.
• What contextual information can you link to this theme?

Lesson 1: Plot Overview & Context
Section A of the literature paper two exam requires you to respond to one of two
questions (your choice), but you won’t have the text in front of you. For most
students, this is daunting, so to start with you just need a firm understanding of the
plot. You’ve read the book in your lessons (and hopefully once at home as well!) You
will have watched the film adaptations too, so just one more time, have a read of
the plot overview below. The more you remember of the whole plot, the more likely
you’ll have a clear response that covers multiple key events from the story!
Animal Farm: Plot
The book opens with a clear view of life on

Manor Farm. The animals are unhappy and
feel oppressed under Mr Jones’ rule. Old
Major, the farm’s prize boar, leads a meeting
about how the effort of the animals on the
farm benefits man and not them. The animals
learn that a revolution is coming to overthrow
Mr Jones, so that the animals can all live a
better life free from oppression.
Old Major soon dies of old age and the pigs

persuade the rest of the animals to join them
in taking over the farm. They are successful in
this and run the humans out of the farm. The
pigs learn how to read and write, therefore
take charge in leading the other animals in
starting their new life on Animal Farm. They
consolidate Animalism (what Old Major talked
about in his meeting) into seven
commandments for all to live by:
1. Whatever goes upon two legs is an enemy

2. Whatever goes upon four legs, or has
wings, is a friend

3. No animal shall wear clothes
4. No animal shall sleep in a bed
5. No animal shall drink alcohol
6. No animal shall kill any other animal
7. All animals are equal
The animals all work together to complete the

harvest, with Boxer the horse working the hardest
of all. The pigs arrange weekly meetings and we
learn that Napoleon and Snowball are the main
leaders who can’t agree on anything. Snowball
invests his time in helping the other animals learn
to read and write, whereas Napoleon just wants to
benefit himself. Small things start to happen that
go against Animalism, like the pigs having the milk
and apples and the puppies being taken away by
Napoleon to be privately educated.
The humans soon return to try and take back the

farm, for fear of the revolution spreading to the
neighbouring farms. The animals are successful
once again, although a few are hurt in the process.
The animals make badges of honour to show their
bravery.
Snowball puts forward the idea of building a

windmill to help speed up the harvest. Napoleon
is against the idea and urinates all over the
plans. At this point, it becomes clear that the two
don’t get on and are fighting for leadership over
the farm, going against the final commandment. Napoleon calls the puppies that
he’d taken to privately educate, but now they are fully grown and vicious. They
chase Snowball from the farm and Napoleon takes charge. The animals then move
forward with building the windmill after Squealer convinces them that Snowball
stole the plans from Napoleon.
The pigs move into the farmhouse and sleep in the beds. It’s at this point that the
other animals realise that commandments are being broken, but they start to
mysteriously change to benefit the pigs. A violent storm destroys the windmill and
all the animals’ hard work, but Napoleon convinces them that it was Snowball’s
doing. They start from scratch building the windmill.

During a food shortage, the pigs open up
trading with the humans from other farms.
The hens refuse to give up their eggs for
trade, so Napoleon stops their food
allowance until they give in. Any animal
thought to be in league with Snowball is
slaughtered, again going against the
commandments. When the animals question
this, they are shown the commandments
with added comments and convinced by
Squealer that they remembered wrong.
The windmill is built and named Napoleon

Mill, despite all of Boxer’s hard work. The other farmers use dynamite to destroy the
windmill due to a dispute about trade between the farms. Work begins to rebuild
the windmill for a third time, with Boxer intent on completing it before he retires.
Boxer ends up collapsing due to working too hard,

but instead of sending him to a vet, the pigs sell
him to the glue factory, profiting from his slaughter.
The other animals believe he’s gone to be looked
after and Benjamin, the only other animal on the
farm who can read, realises too late so they can’t
save him.
The final chapter is set years later, with very few

animals still alive who remember the events from
chapters 1-9. The pigs are still above the other
animals, now walking on two legs, wearing clothes
and treating the others poorly, just like Mr Jones at
the start of the book. The book ends as it begins,
with the animals deeply oppressed, whilst the pigs benefit from their weakness.

CONTEXT
Get ready for a mini history lesson! Animal Farm was heavily influenced by the Rus-
sian Revolution, and a lot of the characters represent prominent people connected
to the revolution at the time. Although it means a bit of extra revision, this is great
for you as it means you’ll be able to gain up to six
extra marks easily! This is dependent on how de-
tailed your contextual links are, so make notes on
the following information and be sure to go back
over it before the exam.
Who is George Orwell and why did he write Animal

Farm?
George Orwell (1903-1950) is a well known British

writer, famous for his novella ‘Animal Farm’ as well
as many other novels such as ‘1984’. Orwell was very
aware of social injustice and was outspoken in his
support of democratic socialism. ‘Animal Farm’ is an allegory, meaning it was writ-
ten to reveal a hidden political meaning. In this case, Orwell was warning his readers
of the consequences of Stalinism and the Totalitarian government.
How is the Russian Revolution connected to Animal Farm?
Before 1917, Tsar Nicolas II ruled Russia. The upper

class were rich and powerful, whilst the majority of the
population were poor and lived in appalling condi-
tions. They received low wages and and little food.
This is similar to Mr Jones at the start of the novel,
with his poor leadership on the farm leading to the an-
imals living in squalor and being malnourished.

Nicolas was eventually overthrown as the people organised a rebellion to knock him
out of power. This rebellion was led by Lenin and supported by Stalin and Trotsky.
Lenin soon died and the struggle for leadership intensified between Stalin and Trot-
sky. Sound familiar? Old Major represents Lenin, with Stalin and Trotsky represented
by Napoleon and Snowball.
Trotsky wanted to educate his people, whereas Stalin

established control of the secret police. In 1918, there
was a civil war in Russia. Western countries sent ar-
mies to fight as they were worried that Communism
(the idea that everyone is equal) might spread. You
guessed it – this is the part in the novel where Mr
Jones and the neighbouring farmers try to win back the
farm. Communism is Animalism, which Old Major talks
about at the start of the novel.
Stalin began to dictate and command people, going against the concept of Com-
munism. Meanwhile, Trotsky was trying to industrialise Russia, but was discredited
by Stalin. Eventually, Stalin forced Trotsky out of Russia by using the secret police
and propaganda. Remember the part of the novel where Snowball reveals the plans
for the windmill? That would be the industrialisation of Russia. Then, Napoleon uri-
nates all over the plans (discrediting him) and soon after calls the nine dogs (secret
police) to expel Snowball from the farm.
Stalin continued to dictate and command, indus-

trialising Russia anyway and wanting to be wor-
shipped almost as a God-like figure. The people
of Russia suffered greatly during this time and Sta-
lin ended up more like Tsar Nicolas II, than a man
who wanted a new society based on Marx and
Communism. We don’t need to spell it out for you
to connect the dots, this period of history is iden-
tical to what you read in the novel. It starts where
it began, under cruel and oppressive leadership,
with the upper classes benefiting and the lower
classes barely surviving.

Animal Farm: Plot Worksheet
Briefly explain the key events of each chapter.
Chapter 1 Chapter 2
Chapter 3 Chapter 4 Chapter 5

Chapter 6 Chapter 7 Chapter 8
Chapter 9 Chapter 10

Animal Farm: Context Worksheet
Answer the following questions, to further your understanding of the novel’s context
1. What contextual links can you provide for the plot?

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2. What contextual links can you provide for Mr Jones?
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3. What contextual links can you provide for Old Major?

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4. What contextual links can you provide for Napoleon?
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About the Author

What kind of upbringing did George Orwell have?
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What ideas influenced his writing?
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Lesson 2: Napoleon
For this section of the exam, you won’t have the book in front of you. Therefore, it’s really
important to know key quotes for all characters/themes that may come up. Here are a few
for Napoleon, alongside possible interpretations, to get you started.
‘The only Berkshire on the farm’ (chapter 1)
Possible Interpretation: Napoleon is referred to as ‘the only Berkshire’, which suggests he is

above the rest of the animals, as he is the only one. This also reinforces the idea that
Napoleon thinks highly of himself, that he is special and unique. From the beginning, the
reader gets the impression that Napoleon is self-centred in nature and is superior
compared to the others.
‘Reputation for getting his own way’ (chapter 1)
Possible Interpretation: The noun ‘reputation’ immediately signifies that Napoleon is well
known amongst the other animals, before any rebellion takes place. This hints that
Napoleon isn’t a nice character, strengthened by the phrase ‘getting his own way’. These
words imply that Napoleon is persuasive and intimidating, again signalling that he isn’t
liked by others.
‘As soon as they were weaned, Napoleon took them away from their mothers’ (Chapter 3)
Possible Interpretation: This shows the cunning side to Napoleon. He uses the dogs for his
own personal gain (they come back as fierce hounds in a later chapter) and uses them as a
weapon against the other animals. The phrase ‘as soon as they were weaned’ suggests that
Napoleon was able to easily manipulate them as they were so young. This reinforces his
nasty character, as he shows no remorse in taking them ‘away from their mothers’,
highlighting how young the puppies were when they were taken. This quote is followed by
‘the rest of the farm soon forgot their existence’, showing Napoleon’s persuasive nature.
This could also highlight an insecurity in Napoleon, as he feels he needs the dogs to help
spark fear in the other animals.

‘He lifted his leg, urinated over the plans and walked out without saying a word’ (Chapter 5)
Possible Interpretation: This quote highlights Napoleon’s jealousy towards Snowball, who
spent a great deal of time on the plans for the windmill. The fact that Napoleon isn’t as
intelligent to have thought about it, shows his deep hatred for Snowball. The fact that he
‘walked out without saying a word’ highlights his lack of developed language compared to
Snowball. He doesn’t know what to say, so resorts to ‘urinating over the plans’, emphasising
how childish and immature he is. This acts as a red flag for the reader, as we immediately
don’t trust Napoleon to be a fair and honest leader on the farm.
‘There was a pile of corpses lying before Napoleon’s feet’ (Chapter 7)
Possible Interpretation: At this point in the novel, Napoleon has convinced the animals to
confess to a crime in which they did not commit, resulting in their death. Therefore, this
quote characterises Napoleon as a tyrant. He has gone against arguably one of the most
important commandments: ‘no animal shall kill any other animal’. The ‘corpses lying before
Napoleon’s feet’ create a vivid image in the reader’s mind as Napoleon being a character
to be feared. It places him above the rest of the animals, characterising him as nasty,
manipulative and intimidating. This is reinforced by Orwell’s use of sibilance to describe the
scene.

Practice Questions
How does Orwell use the character of Napoleon to explore ideas about leadership
in Animal Farm?
Write about:
• How Orwell presents Napoleon

• What Napoleon says and does in the novel
‘Napoleon was now never spoken of simply as “Napoleon.” He was always referred to in
formal style as “our Leader, Comrade Napoleon,”‘
To what extent can Napoleon be seen as a cruel and oppressive leader?
Write about:
• How Napoleon’s character changes and develops as the novel progresses

• How Orwell presents Napoleon

Napoleon Worksheet
Character Description Key Relationships
Key Themes Key Quotes

Lesson 3: Snowball
For this section of the exam, you won’t have the book in front of you. Therefore, it’s really
important to know key quotes for all characters/themes that may come up. Here are a few
for Snowball, alongside possible interpretations, to get you started.
‘Quicker in speech and more inventive’ (chapter 1)
Possible Interpretation: This quote is a clear indicator of the difference between Snowball
and Napoleon. ‘Quicker in speech’ suggests Snowball is very clever and understands
language a lot better than the other pigs, therefore he would be the best animal to lead the
farm. The fact that he’s ‘more inventive’ implies he is very creative, which can be seen when
he reveals the complicated plans for the windmill later in the story. These traits characterise
Snowball as intelligent and kind, traits which make him likeable and traits that Napoleon is
jealous of.
‘Snowball read it aloud for the benefit of the others’ (chapter 2)
Possible Interpretation: These words show how kind Snowball is towards the other animals
on the farm. The majority of his decisions in the story are ‘for the benefit of the others’. This
makes him a likeable character for the readers. He’s a positive influence on the farm and
genuinely cares.
‘Get in the harvest more quickly than Jones and his men could do’ (Chapter 2)
Possible Interpretation: The adverb ‘quickly’ suggests that Snowball wants to show the
neighbouring farms that they can do a good job on their own, without Mr Jones. Again this
reinforces the idea that Snowball’s decisions are to benefit all the animals, not just himself.
The decision to take over the farm puts the animals in a good position, which is shown
through Snowball’s determination to get the harvest in.

‘Snowball now gave the signal for charge. He himself dashed straight for Jones’ (Chapter 4)
Possible Interpretation: The phrase ‘gave the signal for charge’ suggests that Snowball was
the leader of the battle of the cowshed. It shows his good leadership skills and ability to
organise the other animals. The phrase ‘he himself dashed straight for Jones’ depicts him as
selfless and courageous during battle. The verb ‘dashed’ connotes quickness and strength.
Going straight for Jones, knowing he had a loaded gun shows how brave he was, wanting
to encourage the other animals that they can be brave too. Again this highlights a key
difference between him and Napoleon.
‘Snowball often won over the majority with his brilliant speeches’ (Chapter 5)
Possible Interpretation: The fact that Snowball ‘often won over the majority’ highlights how
liked he is amongst the other animals on the farm. It also shows that they trust him to make
the right decisions and to help and support everyone, rather than just doing things to
benefit himself (like Napoleon). The adjective ‘brilliant’ suggests that Snowball was gifted
and creative in his speech, which would have been reassuring to the other animals, again
reinforces the idea that he is a trustworthy character.

Practice Questions
How does Orwell use the character of Snowball to explore ideas about leadership and
education in Animal Farm?
Write about:
• How Orwell presents Snowball in relation to leadership and/or education

• What Snowball says and does in the novel
Explore how Orwell characterises Snowball in Animal Farm.
Write about:
• How Orwell characterises Snowball in the novel

• How Snowball interacts with the other animals on the farm

Snowball Worksheet

Lesson 4: Squealer
For this section of the exam, you won’t have the book in front of you. Therefore, it’s
really important to know key quotes for all characters/themes that may come up.
Here are a few for Squealer, alongside possible interpretations, to get you started.
‘Very round cheeks, twinkling eyes, nimble movements, and a shrill voice’ (chapter
1)
Possible Interpretation: Orwell’s words characterise Squealer as sly and sneaky,

through the adjectives ‘twinkling’ and ‘nimble’. These both connote cunning and
deviousness, depicting Squealer as dishonest. The phrase ‘shrill voice’ reinforces
Squealer’s role as one to spread propaganda to make Napoleon seem more
powerful. It also displays a clear link to the propaganda used in the Russian
Revolution (Pravda).
‘The others said of Squealer that he could turn black into white’ (chapter 1)
Possible Interpretation: This quote show the reader how persuasive and convincing
Squealer can be. As this is one of the initial descriptions of Squealer, it acts as a red
flag and makes the reader aware that he is a character not to be trusted. This is
shown countless times throughout the story as Napoleon uses Squealer to scare the
other animals into submission.
‘Surely, Comrades… surely there is no one among you who wants to see Jones
come back?’ (Chapter 3)
Possible Interpretation: The repetition of the adverb ‘surely’ displays Squealer’s

persuasive nature. The rhetorical question acts as a threat to the other animals with
Jones coming back to make sure nobody tries to overthrow Napoleon. Using the
noun ‘comrades’ creates a false sense of security for the animals; it makes them feel
included and part of the team, but the underlying sibilance in the whole quote
reinforces Squealer’s sly and manipulative nature.

‘I trust that every animal here appreciates the sacrifice that Comrade Napoleon has
made’ (Chapter 5)
Possible Interpretation: Like the use of ‘comrades’ in the previous quote, the noun
‘trust’ creates a sense of togetherness. This would make the animals feel guilty for
thinking badly of Napoleon. Also, the verb ‘sacrifice’ creates a religious tone,
aligning Napoleon with being a God-like figure sacrificing himself to help others,
which again would make the animals feel guilty. This again shows the power of
Squealer’s persuasive nature, as he manipulates the farm animals into thinking that
Napoleon’s decisions are for the greater good.
‘Do you not remember… Snowball suddenly turned and fled , and many animals
followed him?’ (Chapter 7)
Possible Interpretation: The phrase ‘do you not remember’ suggests Squealer is
manipulating the other animals’ memories, which is easily done as most were
uneducated. The rhetorical question has been used to get the animals to begin
questioning and doubting themselves, which worked in the pigs’ favour as they
were able to continue to manipulate the others. This quote creates a sly tone, which
emphasises Squealer’s characterisation throughout the story.

Practice Questions
How does Orwell use the character of Squealer to show power and control in
Animal Farm?
Write about:
• How Orwell presents Squealer

• What Squealer says and does in the novel
In what ways does Squealer link to propaganda and fear in Animal Farm?
Write about:
• How Orwell uses language to present Squealer

• Key events that link Squealer to propaganda

Squealer Worksheet

Lesson 5: Minor Characters
really important to know key quotes for all characters/themes that may come up. It’s
unlikely you will get asked a question based on one specific minor character, but
you may get asked about the importance of them in general. You could be asked a
question about minor characters in connection to the wider themes in the story. Ei-
ther way, it’s good to know the best minor characters to speak about and some
quotes for each. Below are a few to get you started.
‘A majestic-looking pig, with a wise and benevolent appearance’ (Old Major)
Possible Interpretation: Orwell uses the adjective ‘majestic’, meaning having or

showing impressive beauty or scale. This adjective immediately emphasises Old Ma-
jor’s importance in the novel, despite only appearing in chapter one. It creates a
very magical aura about him, which the other animals on the farm would have been
drawn to. He is also described using the adjectives ‘wise and benevolent’, which
suggests the other animals thought very highly of him and trusted his views and
opinions. Therefore, when he initially lays out the principles of Animalism to them at
the meeting, the others would have taken this very seriously and known they
needed to take action.

‘Too drunk to remember’ (Mr Jones)
Possible Interpretation: Although a short quote, these words give the reader a clear
indication as to what kind of leader Mr Jones was. ‘Too drunk to remember’ high-
lights how careless and lazy Jones was, which is reflected in the undernourishment
of the animals on the farm. These words also showcase Mr Jones’ weakness, which
the animals take advantage off when they drive him and the other workers off the
farm. It would have been easy for them to be more successful than Jones when they
take over, due to the fact that he didn’t do enough on the farm in the first place.
‘An enormous beast, nearly eighteen hands high, and as strong as any two ordinary
horses put together’ (Boxer)
Possible Interpretation: Boxer is described as the strongest animal on the farm, a

hard worker and very trustworthy. His presence encourages the majority of the other
animals to also work hard. Orwell describes his power clearly in this quote, which
shows he could have been a very influential member of the farm. However, his lack
of education reflected the working class during the Russian Revolution. Accepting of
their role and happy to go along with orders, even if it meant they wouldn’t benefit
much from it. The fact that he’s described as so strong is ironic because Boxer is
one of the characters treated the worst by the pigs. They take advantage of his im-
pressive work ethic and only they benefit. When he is of no more use, he is sold to
the glue factory.

‘The oldest animal on the farm’ (Benjamin)
Possible Interpretation: This quote suggests Benjamin is likely one of the wisest ani-
mals on the farm too. He should be well-respected by the others, but keeps himself
to himself in the novel. This quote is interesting because it shows that Benjamin is
the only character that knows about life before Mr Jones is overthrown and what life
has become when Napoleon is in power long after he’s gone. Therefore, Benjamin
should know better, but remains ignorant to the situation. Benjamin represents the
intellectual cynic – he is also the only other character on the farm, besides the pigs,
who can read and write.
‘Foolish, pretty white mare’ (Mollie)
Possible Interpretation: Orwell uses the adjective ‘foolish’ to describe Mollie, high-
lighting her immaturity and naivety, emphasised through the adjective ‘white’.
Again, it reflects the vanity and selfishness of some members of society during the
Russian Revolution.

‘Nine enormous dogs wearing brass-studded collars came bounding into the barn’
(Puppies)
Possible Interpretation: This transformation of the puppies Napoleon took earlier in

the novel highlights the corruption of power that happens in the novel. The adjec-
tive ‘enormous’ and verb ‘bounding’ suggests the dogs are vicious, which would put
the reader on edge and frighten the other characters in the novel. It shows the ex-
tent to which Napoleon will go to gain power, by secretly turning the puppies into
police dogs to enforce power on the farm. The use of attack dogs to drive Snowball
from the farm acts as a criticism of world leaders using underhand tactics to stay in
power.

Practice Questions
In what ways are the minor characters in the novel important to the plot development?
Write about:
• How Orwell presents the minor characters in relation to the plot

• What the minor characters represent in relation to the novel’s wider themes
How does Orwell use minor characters to highlight power and education in the novel?
Write about:
• How education is presented in the novel

• How power is presented in the novel

Minor Characters Worksheets





Lesson 6: Animalism
Here are a few for Animalism, alongside possible interpretations, to get you started.
‘All animals are equal’ (Chapter 1)
Possible Interpretation: This is probably one of Orwell’s best known quotes from the
novel and an easy one to remember. It is a clear reflection of Marxism, and one that
in principle should have been easy to follow. The collective pronoun ‘all’ includes all
of the animals, making it clear that no one is above any other and they must all work
together in order to succeed. When these words are manipulated by the pigs to
include ‘but some are more equal than others’ at the end, it is a clear example of
corruption of power. It’s also an example of the systematic abuse of language in
order to take control of the farm. This quote encompasses everything detailed in
Old Major’s speech in chapter one.
‘Weak or strong, clever or simple, we are all brothers’ (Chapter 1)
Possible Interpretation: This phrase is key from Old Major and highlights Orwell’s
opinions on society at the time. The animals must think of themselves as one and
relate to one another in unity/equality if the revolution Old Major talks of is to
succeed. This phrase is ironic, as the pigs take advantage of the lack of education of
the animals on the farm in order to manipulate the system and become the leaders
not only of the rebellion, but the farm once Mr Jones is driven out.
‘The pigs had succeeded in reducing the principles of Animalism to seven

commandments’ (Chapter 2)
Possible Interpretation: For the pigs, this quote serves as an indication of how easy
it was for them to use the power of language to manipulate the other animals. The
animals trusted them under the initial principles of Animalism put forward by Old
Major (previous quote), which leads to their demise. The verb ‘succeeded’ suggests
they have all achieved the desired aim or result of the rebellion. However, we learn
quite quickly that only the pigs benefit from Animalism and the seven
commandments.

‘[The animals] remembered wrong’ (Chapter 8)
Possible Interpretation: Again, another clear example that the animals have been
exploited through the pigs manipulation of Animalism. It could be argued that
Orwell is stating that Communism won’t work due to powerful leaders being
corrupt. The pigs are reassured by the animals lack of memory, therefore they’re
able to manipulate the rules of Animalism to suit their own needs, much like what
Orwell could see happening in society.
‘A too rigid equality in rations.. would have been contrary to the principles of
Animalism’ (Chapter 9)
Possible Interpretation: This is a clear example of the corruption of Animalism in

order for the pigs to benefit. Squealer is sent to the animals to explain why the pigs
end up with more food compared to the rest. He plays heavily on the animals’ lack
of education and relies on them not to question what the pigs are doing. If any
animal does, they are threatened with Mr Jones returning. Using the principles of
Animalism is a way to keep everyone in order so that the pigs can continue to
benefit.

Practice Questions
‘All animals are equal’
To what extent can equality be seen in Animal Farm?
Write about:
• How Orwell uses language to present equality

• How Orwell uses characters to present varying understandings of equality
How does Orwell use the principles of Animalism to warn his readers about the
society at the time?
Write about:
• How Animalism is presented in the novel

• How the corruption of Animalism is presented in the novel

Animalism Worksheet
What does Animalism mean? For each character/event, what quote

could you use that ties in with the
theme? Circle key words and annotate
your interpretations.
List at least three characters you would

link to this theme:
List at least three key events you would

link to this theme:

Lesson 7: Education
Here are a few for Education, alongside possible interpretations, to get you started.
‘With their superior knowledge it was natural that they would assume the
leadership’ (Chapter 3)
Possible Interpretation: This quote suggests that the pigs are more highly educated
compared to the rest of the farm animals and because of this higher education, they
have more power, shown by the phrase ‘natural that they would assume the
leadership’. Orwell cleverly reflects the society around him using these words. It’s
natural for those from a higher, more formal education to take charge. The adjective
‘superior’ connotes the pigs being of a higher level, which suggests they can be
condescending and patronising towards the others.
‘As for the pigs, they could already read and write perfectly’ (Chapter 3)
Possible Interpretation: The ability to ‘read and write perfectly’ adds emphasis on
the benefits of having a good education. Through this education, the pigs are able
to manipulate the other animals who are unable to answer back due to their lack of
understanding language. This is how the pigs keep their power. They cleverly
educate themselves first, then offer a simplistic understanding of education to the
other farm animals. The adjective ‘perfectly’ suggests they were very determined to
educate themselves, therefore they have the upper hand as the other animals need
to work on the farm and can’t dedicate as much time to bettering themselves.
‘Benjamin could read as well as any pig, but never exercised his faculty’ (Chapter 3)
Possible Interpretation: Benjamin represents the intellectual cynics during the

Russian Revolution. He is the only other animal, besides the pigs, who can read.
This suggests he has a better understanding of language compared to the others.
He could use this to his advantage and help the others, ‘but never exercised his
faculty’, suggesting he doesn’t care about education and believes the pigs will
always be in power, so why try to change this.

‘He intended, he said, to devote the rest of his life to learning the remaining
twenty-two letters of the alphabet’ (Chapter 9)
Possible Interpretation: Boxer’s intention to complete his education in retirement is

a clear example of the pigs’ corruption. Instead of taking the time at the start to
work on his education, he was applauded by the others for his strength and work
ethic, so focused on building the windmill and helping others, rather than bettering
himself. This is what the pigs counted on – for Boxer to stay uneducated and
therefore follow their rules. This is summed up through his maxim ‘Napoleon is
always right’, repeated a lot throughout the novel. ‘to devote the rest of his life’
suggests Boxer has a keen interest in education, however he spent the majority of
his healthier life benefiting the pigs. The older you get, the harder it is to learn new
things, so the pigs set up a basic education system for personal gain.
‘Fools! Do you not see what is written on the side of that van?’ (Chapter 9)
Possible Interpretation: We’ve already looked at Benjamin appearing ignorant

towards the situation on the farm. Here, he uses his reading skills too late to help
anyone. He is the only animal that figures out the pigs were selling Boxer to the
glue factory, but by the time he puts his education to good use, it is too late. The
exclamatory phrase ‘fools!’ is ironic, as Benjamin is a fool who didn’t use his
education to help others. Instead, he ignored his abilities to affect change and
focused on having as easy a life as he could on the farm.

Practice Questions
How does Orwell portray power and education in Animal Farm?
Write about:
• The difference in the education of the characters in the novel

• How the characters exploit each other through education
‘Because they didn’t take the time to invest in their education like the pigs, the
other animals only have themselves to blame for their demise.’
To what extent do you agree?
Write about:
• Characters’ attitudes towards education

• The difference in the education of the pigs compared to the other animals

Education Worksheet
What links could you make between For each character/event, what quote
this theme and the historical context? could you use that ties in with the

link to this theme:

link to this theme:

Lesson 8: Power
Here are a few for Education, alongside possible interpretations, to get you started.
‘Uttered a high-pitched whimper… at this there was a terrible baying sound’

(Chapter 5)
Possible Interpretation: Orwell portrays power through his depiction of Napoleon

driving Snowball from the farm in chapter five. The phrase ‘high-pitched whimper’
suggests he has created a secret signal to use the dogs against the other animals if
they threaten his position in power. The second half of this quite shows Napoleon’s
complete control over the dogs, who obey his commands and chase snowball from
the farm. This quote not only shows Napoleon’s power, but also gives the reader an
insight into his corrupt nature as well.
‘This work was strictly voluntary, but any animals who absented himself from it
would have his rations reduced by half’ (Chapter 6)
Possible Interpretation: This point of the book shows that the animals have no
choice but to agree to working on Sundays, signalled by the conjunction ‘but’. The
pigs have created a lose-lose situation, in which no one benefits. Their rations aren’t
increased if they choose to work extra hours, and they are decreased if they don’t.
This oppression shows the difference in power between the pigs and the other
animals, going against the idea of Animalism and ‘all animals are equal’. This shows
that the pigs stay in power through instilling fear on the farm.
‘A pile of corpses lying before Napoleon’s feet’ (Chapter 7)
Possible Interpretation: Orwell’s words create a vivid image in the reader’s mind of
Napoleon being in a higher position compared to the others. His power is clearly
corrupt, as he breaks a commandment in order to spark fear amongst the animals
and get his own way. The noun ‘corpses’ suggests Napoleon feels the animals are
expendable and are of little significance to him, provided he stays in power. The
phrase ‘lying before Napoleon’s feet’ connotes some sort of sacrifice, as if the
animals are sacrificing themselves for Napoleon to stay in control of the farm.

‘Animals on Animal Farm did more work and received less food than any animals in
the country’ (Chapter 10)
Possible Interpretation: Through a lack of education, the animals are unaware that
their situation is now even worse compared to life on the farm with Mr Jones in
power. Here, Orwell is suggesting that any person in a position of power has the
ability to become corrupt. Again, these words show that Napoleon and the pigs rule
with fear, which is how they stay in control without the other animals objecting.
‘From man to pig, from pig to man again; but already it was impossible to say which
was which’ (Chapter 10)
Possible Interpretation: This cyclical ending to the story creates a clear message for
the reader. Orwell is showing us that the idea of Animalism (and therefore
communism) doesn’t work, because whoever is in power will always be a higher
level compared to those beneath him/her. The adjective ‘impossible’ strengthens
the idea that the animals were always going to lose because they were poorly
educated and fearful of those in power.

Practice Questions
How does Orwell explore the theme of power in Animal Farm?
Write about:
• How characters show power in the novel

• How Orwell presets power through the way he writes
‘You can’t have power without corruption’
To what extent do you agree?
Write about:
• How Orwell presents those in power in the novel

• How Orwell presents power and corruption through the way he writes

Power Worksheet
Why would Orwell be keen to explore For each character/event, what quote
this theme? (Russian Revolution) could you use that ties in with the

link to this theme:

link to this theme:

Animal Farm – Exam Style Question
How does Orwell use language to explore Animalism in the novel?
• How animalism is presented through Orwell’s choice of characters

• How animalism is presented through the way Orwell writes
Grade 5 Example Paragraph
In chapter one, Old Major warns “Man is the only real enemy we have. Remove man from
the scene, and the root cause of hunger and overwork is abolished forever.” Without Old
Major’s speech at the beginning of the novel, the rebellion against Mr Jones would have
never happened. Orwell’s words spark the start of Animalism, which preaches that “All
animals are equal.” By repeating the noun ‘man’, Orwell is blaming society as a whole for
the negativity the Russian Revolution spread. Everyone played a part in the breakdown of
Russian civilisation.
Orwell has also used the word ‘abolished’, which emphasises Old Major’s hate against Mr
Jones and the other farm hands that put the animals in the poor living conditions. Orwell
uses foreshadowing, which creates negativity, hinting that the rebellion may not lead to the
happy ending everyone thinks.
Grade 9 Example Paragraph
In chapter two, the pigs create the commandments, with the seventh and final one
being “all animals are equal”. This phrase cements Animalism in the novel, and also
plays homage to Marxism and Karl Marx, who coined the term. This gives the ani-
mals something to work towards and live by, with all expecting to be treated the
same in return for their hard work.
As the reader, we already know this isn’t the case, so Orwell’s use of dramatic irony
is not only a nod towards the failed concept adopted by the Russian Revolution, but
also provides the reader with a framework to see the demise of Animalism in the
novel. As the novel progresses, we see the pigs change the commandments to suit
their needs, and end up adding “but some are more equal than others.” By using
the conjunction ‘but’, Orwell is loading the statement with irony, giving a clear dig
to Stalin and his communist reign.


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GCSE ENGLISH LITERATURE:

TEACHER GUIDE &

This booklet is a companion to the online curriculum available at

It includes the content from the

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This booklet contains:

• Suggested teaching order

Suggested Teaching Order and Learning Objectives

Lesson Focus Learning Objectives

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Lesson Focus Questions/ Activities

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Animal Farm: Plot

The book opens with a clear view of life on

Old Major soon dies of old age and the pigs

1. Whatever goes upon two legs is an enemy

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The animals all work together to complete the

The humans soon return to try and take back the

Snowball puts forward the idea of building a

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The windmill is built and named Napoleon

Boxer ends up collapsing due to working too hard,

The final chapter is set years later, with very few

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Who is George Orwell and why did he write Animal

George Orwell (1903-1950) is a well known British

How is the Russian Revolution connected to Animal Farm?

Before 1917, Tsar Nicolas II ruled Russia. The upper

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Trotsky wanted to educate his people, whereas Stalin

Stalin continued to dictate and command, indus-

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Chapter 3 Chapter 4 Chapter 5

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1. What contextual links can you provide for the plot?

2. What contextual links can you provide for Mr Jones?

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3. What contextual links can you provide for Old Major?

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About the Author

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What message does he convey in Animal Farm?

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‘The only Berkshire on the farm’ (chapter 1)

Possible Interpretation: Napoleon is referred to as ‘the only Berkshire’, which suggests he is

‘Reputation for getting his own way’ (chapter 1)

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‘There was a pile of corpses lying before Napoleon’s feet’ (Chapter 7)

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• How Orwell presents Napoleon

To what extent can Napoleon be seen as a cruel and oppressive leader?

• How Napoleon’s character changes and develops as the novel progresses

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Key Themes Key Quotes

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‘Quicker in speech and more inventive’ (chapter 1)

‘Snowball read it aloud for the benefit of the others’ (chapter 2)