What is ‘Orientalist’ literature and what function does it serve?

What is ‘Orientalist’ literature and what function does it serve?
Learning Objective: To understand the concept of ‘Orientalism’ and to critically engage with ‘Orientalist’ literature Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Man is not really such a rational creature as the eighteenth century rationalists liked to think.” - Gaarder 1). What perception did Victorian society have of itself and its people? “In spite of everything, I still believe that people are really good at heart.” – Anne Frank 2). What was the holocaust? “Man is the only creature who refuses to be what he is.” – Albert Camus 3). How might this (and other atrocities) have changed the way the West saw itself? 4). What impression of humanity do such atrocities create?

Learning question: What is ‘Orientalism’, what forms does it take and what purpose does it serve?
Task #1: Guess the academic word of the day… "Orientalism” is a (self-serving) worldview that imagines, emphasizes, exaggerates and distorts differences of Arab and African peoples and cultures as compared to that of Europe and the U.S. It often involves seeing Arab culture as exotic, backward, uncivilized, and at times dangerous. Morally good/ Saviour / Compassionate Lost/ Needs saving/ Victim of savagery In the 19th century, Victorians perceived themselves as morally superior to other cultures (who were often viewed as barbaric and savage)… Victorian literature often played on this (self-serving and largely constructed) contrast…

Task: Read the below (extracts from R. M
Task: Read the below (extracts from R.M. Ballantyne’s The Coral Island) When I awoke on the morning after the shipwreck, I found myself in this most delightful condition; and, as I lay on my back upon my bed of leaves, gazing up through the branches of the cocoa-nut trees into the clear blue sky, and watched the few fleecy clouds that passed slowly across it, my heart expanded more and more with an exulting gladness, the like of which I had never felt before. While thus meditating, I naturally bethought me of my Bible, for I had faithfully kept the promise, which I gave at parting to my beloved mother, that I would read it every morning; and it was with a feeling of dismay that I remembered I had left it in the ship. I was much troubled about this. However, I consoled myself with reflecting that I could keep the second part of my promise to her, namely, that I should never omit to say my prayers. So I rose quietly, lest I should disturb my companions, who were still asleep, and stepped aside into the bushes for this purpose… I now remembered having heard that it is a custom among the Feejee islanders, that when the reigning chief grows old or infirm, the heir to the chieftainship has a right to depose his father; in which case he is considered as dead, and is buried alive. The young chief was now about to follow this custom, and, despite my earnest entreaties and pleadings, the old chief was buried that day before my eyes in the same grave with his four strangled wives! Oh! my heart groaned when I saw this, and I prayed to God to open the hearts of these poor creatures, as he had already opened mine, and pour into them the light and the love of the gospel of Jesus. My prayer was answered very soon. A week afterwards, the son, who was now chief of the tribe, came to me, bearing his god on his shoulders, and groaning beneath its weight. Flinging it down at my feet, he desired me to burn it!... During the short time that we remained at the island, repairing our vessel and getting her ready for sea, the natives had commenced building a large and commodious church, under the superintendence of the missionary, and several rows of new cottages were marked out; so that the place bid fair to become, in a few months, as prosperous and beautiful as the Christian village at the other end of the island.

Read through the text carefully…
Learning question: What is ‘Orientalism’, what forms does it take and what purpose does it serve? Task: 1). What is the form of the text (play, poem, novel)? 2). What is the ‘story’ of the text (what events occur)? Read through the text carefully… 3). What is the theme of the text (love, war, death etc.)? 4). What might be the message (authorial intention)? …and answer the following questions… 5). What might the lines ‘despite my earnest entreaties and pleadings, the old chief was buried that day before my eyes in the same grave with his four strangled wives! Oh! my heart groaned when I saw this, and I prayed to God to open the hearts of these poor creatures, as he had already opened mine’ suggest and why? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re showing your understanding. 3). You’re beginning to think critically. 4). Don’t stop now – you’re analysing! 5). It’s getting harder now – keep going! 6). You’re doing amazingly; don’t give up! 7). You’re almost there! High Five! 8). You. Are. Awesome. #growthmindset! 6). What might the phrase ‘During the short time that we remained at the island […] the natives had commenced building a large and commodious church’ imply and why? 7). Do you notice anything interesting about the structure of the text? Challenge: Can find any additional evidence to support your interpretations for any of the above?

What are some of the things you’ve learnt this lesson?
Learning question: What is ‘Orientalism’, what forms does it take and what purpose does it serve? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? When was Orientalist literature popular? Orientalism is a way of presenting other cultures as relatively immoral and barbaric in order to create the subtext of superiority. What does it imply? What are the dangers of Orientalism? How did the events of the 20th century mock an Orientalist outlook? 30 seconds internal Dialogue (shhh)! Can you think of any instances in your own life where you’ve adopted an ‘Orientalist’ mindset? What impression of ‘the West’ remained as a result? Set yourself a target for the next lesson… Emotional… Presentational… Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

What happened to William Golding’s worldview and why?
Learning Objective: To understand the effect of World War II on our conception of humanity in the West. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to Western culture today? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Before the second World War, I believed in the perfectability of social man: that a correct structure of society produced goodwill; and that therefore you could remove all social ills by a reorganisation of society.” – William Golding 1). When was ‘The Coral Island’ written? Why is this important? “Imperialism was more than a set of economic, political and military phenomena, it was a habit of mind, a dominant idea in the era of European world supremacy which had widespread intellectual, cultural and technical expressions.” – Mackenzie 2). What is the story of the text? 3). What is the theme of the text? 4). What can be considered to be its message? Challenge: Can you think of any modern day cultural equivalents?

Task #1: Guess the academic word of the day…
Learning question: What did knowledge of the horrors of World War II do to Western man’s conception of himself? Task #1: Guess the academic word of the day… “There were undoubtedly concentration camp guards who went about their gruesome work whilst listening to Schubert” – A.C. Grayling The horrors of the 20th century, in particular the atrocities committed in concentration camps all over Europe, seemed to disprove Enlightenment values (that education created more moral individuals). This prompted a re-evaluation (within European culture) of the essence of man. Task #2: Can I have a volunteer? Notice how you, as educated, seemingly kind, well brought up individuals enjoy causing others pain… Realising your own capacity for sadism should prompt you to think about who you really are, and the fragility of civilised society… This is what the holocaust did for many Western intellectuals…

Task: Read the below (extracts from William Golding’s The Hot Gates)
“Before the second World War, I believed in the perfectability of social man: that a correct structure of society produced goodwill; and that therefore you could remove all social ills by a reorganisation of society. It is possible that I believe something of the same again; but after the war I did not because I was unable to. I had discovered what one man could do to another. I’m not just talking of one man killing another with a gun, or dropping a bomb on him or blowing him up or torpedoing him. I am thinking of the vileness beyond all words that went on, year after year, in the totalitarian states. They were not done by the head hunters of New Guinea, or by some primitive tribe in the Amazon. They were done, skilfully, coldly, by educated men, doctors, lawyers, by men with a tradition of civilisation behind them, to beings of their own kind. I must say that anyone who moved through those years without understanding that man produces evil as a bee produces honey, must have been blind or wrong in the head. I believed then, that man was sick—not exceptional man, but average man. I believed that the condition of man was to be a morally diseased creation and that the best job I could do at the time was to trace the connection between his diseased nature and the international mess he gets himself into.”

1). What is the form of the text (play, poem, novel, essay)?
Learning question: What did knowledge of the horrors of World War II do to Western man’s conception of himself? Task: 1). What is the form of the text (play, poem, novel, essay)? Read through the text carefully… 2). What is the ‘story’ of the text (what is happening)? 3). What is the theme of the text (love, war, death etc.)? 4). What might be the message (authorial intention)? …and answer the following questions… Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re showing your understanding. 3). You’re beginning to think critically. 4). Don’t stop now – your analysing! 5). It’s getting harder now – keep going! 6). You’re doing amazingly; don’t give up! 7). You’re almost there! High Five! 8). You. Are. Awesome. #growthmindset! 5). What might the lines ‘They were done, skilfully, coldly, by educated men, doctors, lawyers, by men with a tradition of civilisation behind them, to beings of their own kind’ suggest and why? 6). What might the word/ phrase ‘They were not done by the head hunters of New Guinea’ imply and why? 7). Do you notice anything interesting about the tense of the text? Challenge: What do the lines “to trace the connection between his diseased nature and the international mess” imply about Golding’s intentions?

Learning question: What did knowledge of the horrors of World War II do to Western man’s conception of himself? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? How can we describe Golding’s view of man prior to the war? The holocaust revealed that the correlation between education and morality was folly; civilised society had not eradicated man’s capacity for savagery. What impact did the atrocities of the holocaust have on man’s conception of himself? 30 seconds internal Dialogue (shhh)! What did Golding come to believe about man? Why do individuals habitually see themselves as moral creatures? What are some of the things you’ve learnt this term? Set yourself a target for the next lesson… What is Orientalism? Why is ‘The Coral Island’ an Orientalist text? Emotional… Presentational… How did the events of the 20th century mock an Orientalist outlook? Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

How does Golding create meaning in the opening chapter?
Learning Objective: To analyse the opening chapter of Lord of the Flies and compare this with The Coral Island. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “I'm a pessimist because of intelligence, but an optimist because of will.” – Antonio Gramsci “The man who is a pessimist before 48 knows too much; if he is an optimist after it he knows too little.” – Mark Twain 1). What was Golding’s view of man prior to the second world war? “Men who look on nature, and their fellow-men, and cry that all is dark and gloomy, are in the right.” – Charles Dickens 2). Why did this view change? 3). What did he come to believe about man? 4). What do you think the theme of ‘Lord of the Flies’ might be? Challenge: Can you think of an alternative title for the novel?

Learning question: How does the opening chapter of Lord of the Flies compare this with The Coral Island and why? Task #1: Guess the academic word of the day… Philosophical Pessimism: a philosophy or worldview that directly challenges the notion of progress . For Golding (and many other Western intellectuals), the holocaust revealed that the correlation between education and morality was folly; civilised society had not eradicated man’s capacity for savagery. The first time I did break duty… What defence, if any, might we offer of those who behaved in such atrocious ways during the 20th century?

Task: Read through the opening chapter of lord of the Flies…
1). What is the form of the text (play, poem, novel, essay)? Task: 2). What is the ‘story’ of the text (what is happening)? Read through the text carefully… 3). What is the theme of the text (love, war, death etc.)? …and answer the following questions… 4). We are told that “Here at last was the imagined but never fully realized place leaping into real life.” How is the island initially presented? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re showing your understanding. 3). You’re beginning to think critically. 4). Don’t stop now – your analysing! 5). It’s getting harder now – keep going! 6). You’re doing amazingly; don’t give up! 7). You’re almost there! High Five! 8). 7 questions down; only two more to go! 9). You. Are. Awesome. #growthmindset! 5). The title of the chapter is ‘The Sound of the Shell’. What happens when Ralph blows the conch? Why is this significant? 6). What might the word/ phrase ‘[for Ralph]to put on a grey shirt once more was strangely pleasing.”’ imply and why? 7). Are there any adults on the island? Why is this important? 8). Do you notice anything interesting about the names of the characters? Challenge: Why do you think Golding set this novel on an island?

Learning question: How does the opening chapter of Lord of the Flies compare this with The Coral Island and why? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? Why are there no adults on the island and how is the island first presented to us? Golding presents us with an updated, distorted version of ‘The Coral Island’ in order to reveal the way Western man’s self-conception has changed in the 20th century. What does Ralph’s pleasure at putting his shirt back on suggest? Why do the boys follow ‘the sound of the shell’? 30 seconds internal Dialogue (shhh)! Why are there no savage natives on this island, as opposed to Bannatyme’s novel? What are some of the things you’ve learnt this term? Set yourself a target for the next lesson… How did the events of the 20th century mock an Orientalist outlook? Emotional… Presentational… What do the boys bring to the savages of ‘The Coral Island’ in Bannatyne’s self-serving novel? Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

What is it that Jack wants and how will achieve it?
Learning Objective: To analyse the opening chapter of Lord of the Flies and analyse Jack’s character. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “The search for Nirvana, or the end of history or the classless society, is ultimately a futile and dangerous one. It involves, if it does not necessitate, the sleep of reason. There is no escape from anxiety and struggle.” – Christopher Hitchens 1). What do the boys bring to the savages of ‘The Coral Island’ in Bannatyne’s self-serving novel? “The stupidity of people comes from having an answer for everything. The wisdom of the novel comes from having a question for everything....The novelist teaches the reader to comprehend the world as a question. There is wisdom and tolerance in that attitude.” – Milan Kundera 2). Why are there no savage natives on this island, as opposed to Bannatyme’s novel? 3). What does Ralph’s pleasure at putting his shirt back on suggest? 4). Why do the boys follow ‘the sound of the shell’? Challenge: Can you think of an alternative title for the opening chapter?

Learning question: How is Jack presented in the opening chapter of Lord of the Flies and why?
Task #1: Guess the academic word of the day… “Here at last was the imagined but never fully realized place leaping into real life. Ralph's lips parted in a delighted smile.” Utopia: a place of ideal perfection. Task #2: Guess the academic word of the day… Golding has placed these boys on an earthly paradise, beautiful and with an abundance of food, water, and the materials for shelter. He therefore excludes the struggle for survival, and external sources of aggression. There is thus no need for conflict of any type. You have 30 seconds to write down a recipe for happiness… Why? For example: Good health Financial security A home A dog Good friends who I see regularly “It was, if you will, a state of nature inhabited by free and equal individuals. If anything were to go wrong, as it tragically did, it could only come, then, from within; the only enemy of man was himself.” – William Golding If you were granted all this and were still not content, what would that suggest about you?

Learning question: How is Jack presented in the opening chapter of Lord of the Flies and why? Task: 1). What is the ‘story’ of the text (what is happening)? 2). What is being suggested by the phrase “This toy of voting”? Read through the text carefully… 3). We are told that, “with dreary obedience, the choir raised their hands” to vote for Jack; what does this imply? What’s interesting about the word ‘obedience’? …and answer the following questions… Mr. Morrison’s Growth Chart: 1). You’re showing your understanding. 2). You’re beginning to think critically. 3). It’s getting harder now – keep going! 4). You’re doing amazingly; don’t give up! 5). You’re almost there! High Five! 6). You. Are. Awesome. #growthmindset! 4). What does Jack’s surprise at the voting process, and his choice of occupation for the choirboys suggest about him? Why? 5). After the pig’s escape, we are told that “They knew very well why he hadn’t: because of the enormity of the knife descending and cutting into living flesh; because of the unbearable blood.” What does this imply about the boys at this stage in the novel? 6). What’s being suggested by the use of punctuation when Jack says ““I was choosing a place. Next time—!”?

Learning question: How is Jack presented in the opening chapter of Lord of the Flies and why? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What does Jack’s surprise at the voting process suggest about his political inclinations? Jack is governed by a will to power; he is attracted to savagery as a means of achieving this (and demonstrating it to others)… Why does Jack fail to kill the pig at this stage in the novel? 30 seconds internal Dialogue (shhh)! What is Jack ruled by and how does he achieve this? Do you know a boy like Jack? Are there any in this group? Do the other characters remind you of anyone? What are some of the things you’ve learnt this term? Set yourself a target for the next lesson… How do the boys’ treatment of each other differ to Bannatyme’s novel? Emotional… Which do you consider the more realistic? Presentational… Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

How does Golding use structure to create meaning?
Learning Objective: To analyse the use of structural techniques in the opening few chapters and how these create meaning. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Do you, good people, believe that Adam and Eve were created in the Garden of Eden and that they were forbidden to eat from the tree of knowledge? I do. The church has always been afraid of that tree. It still is afraid of knowledge. Some of you say religion makes people happy. So does laughing gas. So does whiskey. I believe in the brain of man.” - Clarence Darrow 1). Why is the novel set on an island? 2). If things go wrong, where will such wrongness come from? “By the way, if you get mad at your Mac laptop and wonder who designed this demonic device, notice the manufacturer's icon on top: an apple with a bite out of it.” – Peter Kreeft 3). What is Jack ruled by and how does he achieve this? 4). Why does Jack fail to kill the pig in the opening chapter of the novel? Challenge: Where else might Golding have set the novel in order to create the same meaning?

“The story of the garden of Eden is about…”
Learning question: How does Golding use foreshadowing and biblical imagery to create meaning? Task #1: Guess the academic word of the day… Golding has arranged the different parts of the story in a purposeful way. Foreshadowing: When the author provides clues about what will happen in the future of the story… The question for us, as readers, is to determine what he’s trying to say by organizing the story in the way that he has… Task #2: In your pairs, you have ten words with which to describe the story of the garden of Eden. Many critics have described the setting of the island as Eden-like in its beauty… “The story of the garden of Eden is about…” This is particularly evident in Chapter 3: “He came at last to a place where sunshine fell…The whole space was walled with dark aromatic bushes, and was a bowl of heat and light… the sounds of the bright, fantastic birds, the bee-sounds…the bars of honey-coloured sunlight decreased: they slid up the bushes, passed over the green, candle-like buds…” (P.58)

Learning question: How does Golding use foreshadowing and biblical imagery to create meaning? 1). Why do you think Golding has echoed the story of Genesis in his setting? What happens in that story and why? Task: Read through the text carefully… 2). Earlier in the novel, the littluns claim to see a “A snake-thing. Ever so big […] In the woods.” (P.32) Is there really a snake? What does the snake represent in the old testament? What does this imply about the boys? …and answer the following questions… Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re showing your understanding. 3). You’re beginning to think critically. 4). Don’t stop now – your analysing! 5). It’s getting harder now – keep going! 6). You’re doing amazingly; don’t give up! 7). You’re almost there! High Five! 8). 7 questions down; only two more to go! 9). You. Are. Awesome. #growthmindset! 4). When Jack and the choirboys are first presented to us, we are told that “the creature stepped from mirage on to clear sand, and they saw that the darkness was not all shadow but mostly clothing… Their bodies, from throat to ankle, were hidden by black cloaks” (P.15). How would you describe the imagery (the images the language creates in your mind) here? Why do you think this is? Challenge: What are the differences between the story of the garden of Eden and the text?

Learning question: How does Golding use foreshadowing and biblical imagery to create meaning? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What is foreshadowing? The allusions to the Garden of Eden are used not only to imply the fall of man from this Utopian state, but also to highlight the naivety of the Christian myth. Here, the snake is imagined; the evil exists within the boys minds. How does Golding use biblical imagery to create meaning? What does such imagery imply about what’s going to happen in the novel and why? 30 seconds internal Dialogue (shhh)! What are some of the things you’ve learnt this term? Can you think of other instances where we imagine evil? What does this imply about us? Set yourself a target for the next lesson… How did the events of the 20th century mock an Orientalist outlook? How does Golding’s novel subvert ‘The Coral Island’ and why? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

How does Golding use conflict to create tension?
Learning Objective: To analyse the use of structural techniques in the middle chapters and how these create meaning. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Do you, good people, believe that Adam and Eve were created in the Garden of Eden and that they were forbidden to eat from the tree of knowledge? I do. The church has always been afraid of that tree. It still is afraid of knowledge. Some of you say religion makes people happy. So does laughing gas. So does whiskey. I believe in the brain of man.” - Clarence Darrow 1). What is foreshadowing? 2). How does Golding use biblical imagery to create meaning? “By the way, if you get mad at your Mac laptop and wonder who designed this demonic device, notice the manufacturer's icon on top: an apple with a bite out of it.” – Peter Kreeft 3). What does such imagery imply about what’s going to happen in the novel and why? 4). Why did Golding set the novel in an Eden-like Utopia with an abundance of food and no natural enemies? Challenge: How does Golding feel about the Christian myth?

Learning question: How does Golding use language and structure to create tension?
Task #1: Guess the academic word of the day… Task #2: You have 30 seconds to write down all the things you would do if you knew you wouldn’t get caught… Deterrent: the inhibition of immoral or criminal behaviour through fear of punishment. For example: Rob a bank Shoot someone in the face Attack someone in the street In Lord of the Flies, there is a tension between the impulse towards savagery and the need for civilization… The boys’ behaviour is initially kept in check through social conditioning, but once the fear of punishment fades (in the absence of authority figures), the boys begin to regress…

Task: Read the below (extracts from William Golding’s Lord of the Flies)
“Roger and Maurice came out of the forest… Roger led the way straight through the castles, kicking them over, burying the flowers, scattering the chosen stones. Maurice followed laughing, and added to the destruction” - P. 62 “In his other life Maurice had received chastisement for filling a younger eye with sand. Now, though there was no parent to let fall a heavy hand, Maurice still felt the unease of wrong-doing.” - P. 63 “Here, invisible yet strong, was the taboo of the old life. Round the squatting child was the protection of parents and school and policeman and the law. Roger’s arm was conditioned by a civilization that knew nothing of him and was in ruins.” - P.65 “Kill the pig. Cut her throat. Spill her blood… ‘I cut the pig’s throat,’ said Jack proudly, and yet twitched as he said it.” -P.73

Learning question: How does Golding use language and structure to create tension? Task: 1). Looking at the quotes, which of the two impulses (the desire for savagery and the need for civilisation) is the stronger once fear of punishment is removed? Why? Read through the text carefully… 2). How can the first quote be considered an allegory for what was happening in Europe at the time in which the book was being written? …and answer the following questions… Mr. Morrison’s Growth Chart: 1). You’ve made a start. 3). You’re beginning to think imaginatively. 3). Don’t stop now – your analysing! 4). It’s getting harder now – keep going! 5). You’re almost there! High Five! 6). You. Are. Awesome. #growthmindset! 3). Why does Maurice still feel the “unease of wrong-doing”? What does his reason for doing so imply about what will happen later in the novel? 4). What protects the child from Roger’s arm? How can the last line – the reference to civilisation – be considered ironic in this regard? 5). Why do you think Jack ‘twitches’ as he said it? Challenge: Look again at the page numbers; what do you notice about what’s happening to the boys?

Learning question: How does Golding use language and structure to create tension? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What is a deterrent? As the boys’ fear of punishment fades in the absence of authority figures, the boys begin to regress: suggesting that in the conflict between the impulse towards savagery and the need for civilisation, the former is more powerful How does Golding use structure to convey the boys’ savagery? If the boys only act well out of fear of punishment, what does this imply about them? 30 seconds internal Dialogue (shhh)! What are some of the things you’ve learnt this term? Why are the boys on the island in the first place? What does this imply about ‘civilised’ society? Set yourself a target for the next lesson… How does Golding’s novel subvert ‘The Coral Island’ and why? What is Jack ruled by and how does he achieve this? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

Learning question: How does Golding use language and structure to create tension?
Which: (Which technique or idea are you going to talk about?): In the middle chapters, Golding shows the regression of morality (and also civilised society, therefore) on the island: (Where is the evidence for this?): “He took a step, and able at last to hit someone, stuck his fist into Piggy’s stomach…Piggy’s glasses flew off and tinkled on the rocks.” P. 75 What: (What is the writer trying to tell us?): By showing society regress in this way, Golding appears to be suggesting that, despite all the advances humanity has made – technologically, socially, morally -, in our hearts, we retain an impulse towards savagery. Before coming to the island, the boys had been conditioned to act morally and lawfully, but now, left to their own devices, they are unlearning these habits, and what remains is a lust for violence and power. Golding is implying, therefore, that in the conflict between savagery and the need for civilization, the former is perhaps the more powerful. Why: (Why has the writer done this?) : Jack’s actions here suggest that violence has superseded law in this society. No one berates him for this assault and Piggy’s voice (a symbol of democracy and equality) is silenced as a result. The strongest individuals, physically speaking, are now in control, and this is the hallmark of primitive communities: where disputes are settled by violence, as opposed to debate or the rule of law. Word: (Can you zoom in on one or two words, or a piece of punctuation and explain its significance?): Furthermore, the shattering of Piggy’s glasses “on the rocks” implies a newfound lack of respect for science, rational thought and intelligence: that is to say: the values of western civilisation. For “glasses” are not merely a stereotypical symbol of intelligence; they also represent the scientific and technological advances of modern society. By destroying these, therefore, Jack is rejecting the values of civilized society.

What is Ralph beginning to understand?
Learning Objective: To analyse the character development of Ralph in the middle section of the novel. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Before the second World War, I believed in the perfectability of social man: that a correct structure of society produced goodwill; and that therefore you could remove all social ills by a reorganisation of society. It is possible that I believe something of the same again; but after the war I did not because I was unable to.” – William Golding 1). Which thematic conflict are we presented with in the middle chapters? “I believed that the condition of man was to be a morally diseased creation and that the best job I could do at the time was to trace the connection between his diseased nature and the international mess he gets himself into.” – William Golding 2). How does Golding use structure to convey the boys’ savagery? 3). Why is it ironic that Roger has been conditioned by civilisation? 4). Why do the boys act in a civil manner to begin with? What does this imply about their hearts and minds?

Task #1: Guess the academic phrase of the day…
Learning question: How does Golding use Ralph´s character development to demonstrate the boys´ regression? Task #1: Guess the academic phrase of the day… Task #2: You have 30 seconds to write down all the things you believed as a child which you now recognise as a lie… For example: That life has meaning That love is real That people care about others Ralph best represents the tension between savagery and the need for civilization – he is elected leader and builds huts or “homes”, but does so reluctantly. “You could see he might make a boxer, as far as width and heaviness in the shoulders went, but there was a mildness about his mouth and eyes that proclaimed no devil…” P.5 He feels the burden of sacrificing his freedom, and at times is drawn to the thrill of violence and hunting. “Here at last was the imagined but never fully realized place leaping into real life. Ralph’s lips parted in a delighted smile.” P. 10

“This meeting must not be fun, but business”
Task: Read the below (extracts from William Golding’s Lord of the Flies) Task #1: Read through chapter 5… “Remembering that first bright exploration as though it were part of a brighter childhood, he smiled jeeringly.” “This meeting must not be fun, but business” “In a moment the platform was full of arguing, gesticulating. To Ralph, seated, this seemed the breaking up of sanity.” “Ralph felt a kind of affectionate reverence for the conch.” “He found himself understanding the wearisomeness of this life” “Thought was a valuable thing, that got results…Ralph was a specialist in thought now.” “He had learnt as a practical business that fundamental statements like this had to be said at least twice.”

Learning question: How does Golding use Ralph´s character development to demonstrate the boys´ regression? Task: 1). What is the ‘story’ of chapter 5; what happens in this part of the novel? Read through the text carefully… 2). Why is it becoming harder to conduct a meeting and to decide upon a set of rules; what is happening to the boys? …and answer the following questions… 3). What does the word ‘jeeringly’ suggest about Ralph’s perception of his previous naivety? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re beginning to think critically. 3). Don’t stop now – you´re analysing! 4). It’s getting harder now – keep going! 5). You’re almost there! High Five! 6). You. Are. Awesome. #growthmindset! 4). What do you notice about the following words - ´thought´, ´business´, ´wearisomeness´; what is happening to Ralph in this part of the novel? 5). What is implied by the phrase “affectionate reverence”; why do you think Ralph feels this way about the conch? Challenge: How does Ralph´s feelings for Piggy change in this section of the novel? Why?

Learning question: How does Golding use Ralph´s character development to demonstrate the boys´ regression? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? How does Ralph view his younger self at this point in the novel? In this section of the novel, we see Ralph grow up as he comes to understand the ´insanity´ that governs human behaviour. He feels the burdens of leadership as he tries to contain some measure of civilised behaviour in the face of the boys´ desire for savagery. Why? What does he come to understand about life? What is “the wearisomeness” of this life do you think? 30 seconds internal Dialogue (shhh)! What are some of the things you’ve learnt this term? An ancient Chinese proverb states that “Innocence plays in the backyard of ignorance.” Do you agree? Set yourself a target for the next lesson… Why do the boys follow ‘the sound of the shell’? What do the boys bring to the savages of ‘The Coral Island’ in Bannatyne’s self-serving novel? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

In chapter five, Golding describes Ralph’s loss of innocence:
Learning question: How does Golding use Ralph´s character development to demonstrate the boys´ regression? Which: (Which technique, feeling or idea are you going to talk about?): In chapter five, Golding describes Ralph’s loss of innocence: Where (Where is the evidence for this?): “This meeting must not be fun but business.” Why (Why has the writer done this?): This suggests that Ralph has had to grow up quickly on the island; he is no longer a carefree boy: life has taken on a new seriousness for him. And the language used here serves to highlight this: “business”, for example, is a term one would associate with an adult male. Word (Can you zoom in on one or two words, or a piece of punctuation and explain its significance?): Furthermore, the word “must” highlights a newfound sense of urgency within the boy. Ralph understands the weight of necessity now – the need to get things done (for fear of what might otherwise happen); he is concerned, therefore, not with having “fun”, but practical matters of responsibility. What(What is the writer trying to tell us?): Yet Ralph’s loss of innocence comes from newfound knowledge and understanding; Golding tells us that Ralph “found himself understanding the wearisomeness of this life”. His lost innocence, therefore, stems not from something which has been done to him, but from knowledge of man’s capacity for evil. When he says, in chapter 5, “rules are the only thing we’ve got!” it’s because he has come to understand that, without rules, mankind’s instinct for power and savagery will lead to chaos.

What does the conch represent and why is this important?
Learning Objective: To analyse the boys’ changing relationship to the conch as a political symbol. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Deep in the human unconscious is a pervasive need for a logical universe that makes sense. But the real universe is always one step beyond logic.” – Frank Herbert 1). What does Ralph come to understand about the society in the middle stages of the novel? “Chaos was the law of nature; Order was the dream of man.” - Henry Adams 2). How does his attitude towards Piggy and the conch change as a result? “Here’s a list in no particular order: chaos, confusion, and disorganization.”- Jarod Kintz 3). Why is it becoming harder for Ralph to conduct a meeting and to decide upon a set of rules; what is happening to the boys? Challenge: What aspect of his own life do you think Golding was drawing on in this section of the novel?

Law Freedom Equality of rights
Learning question: How does Golding use the boys’ changing attitude towards the conch to demonstrate the boys´ regression? Task #1: Guess the academic phrase of the day… Task #2: Imagine that I died (peacefully, in my bed: a bit like in the notebook). You have 10 seconds to vote for your new leader… Democracy is the most civilized political system the world has known. Each democratic citizen has equal rights; each is entitled to freedom of speech and action (as long as this does not infringe on others’ rights) and this system is maintained through laws which protect everyone. For example: Afonso/ Frederica/ Vicente The conch shell is a powerful symbol of democracy (and thus civilisation). During the meetings, the boy who holds the shell holds the right to speak… Law “‘I’ll give the conch to the next person to speak. He can hold it when he’s speaking…And he won’t be interrupted…We’ll have rules!’” P.31 Freedom Equality of rights

Learning question: How does Golding use the boys’ changing attitude towards the conch to demonstrate the boys´ regression? “Ralph wrested the conch from someone and sat down breathlessly. ‘There’s too much talking out of turn’” – P.97 “Jack was the first to make himself heard. He had not got the conch and thus spoke against the rules; but nobody minded... ‘Bollocks to the rules! We’re strong – we hunt! If there’s a beast, we’ll hunt it down!’” – P.94- P.99 “‘You haven’t got the conch,’ [Ralph] said. ‘Sit down.’ Jack’s face went so white that the freckles showed as clear, brown flecks. He licked his lips and remained standing.” – P.111 “‘Conch! Conch!’ Shouted Jack, ‘we don’t need the conch anymore. We know who ought to say things. What good did Simon do speaking, or Bill, or Walter? It’s time some people knew they’ve got to keep quiet and leave deciding things to the rest of us –’” – P.111

1). Thematically, what is happening in this section of the novel?
Learning question: How does Golding use the boys’ changing attitude towards the conch to demonstrate the boys´ regression? Task: 1). Thematically, what is happening in this section of the novel? Read through the text carefully… 2). Who leads this shift against the established order; why do you think he does so? …and answer the following questions… 3). Jack says that the rules don’t matter because “We’re strong - we hunt!”. What is the rule of law being replaced with here? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re beginning to think critically. 3). Don’t stop now – you´re analysing! 4). It’s getting harder now – keep going! 5). You’re almost there! High Five! 6). You. Are. Awesome. #growthmindset! 4). What’s significant about the following phrase: “He licked his lips and remained standing.” What does this imply about Jack? 5). Jack states that “It’s time some people knew they’ve got to keep quiet and leave deciding things to the rest of us.” What political system is he advocating here? Challenge: Ralph states that “‘Thing’s are breaking up. I don’t understand why. We began well; we were happy. And then-.” Why are things “breaking up”?

Learning question: How does Golding use the boys’ changing attitude towards the conch to demonstrate the boys´ regression? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What is democracy? In this section of the novel, we see the boys’ respect for democracy (and the laws they themselves have agreed upon) diminish. Rule of law is replaced by rule of man (a society in which one person, or a group of persons, rules arbitrarily). Why does the conch represent democracy? What is the political system that Jack is advocating in his disregard for the conch? 30 seconds internal Dialogue (shhh)! What are some of the things you’ve learnt this term? Might Jack be a better leader than Ralph? Why? Set yourself a target for the next lesson… Why do the boys act morally in the opening section of the novel? If the boys only act well out of fear of punishment, what does this imply about them? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

How does the political society on the island change and why?
Learning Objective: To analyse the changing political system on the island and the reasons for this. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “However advanced it might otherwise seem, a society where the strongest rule, is a primitive society” – Winston Churchill 1). Why does the conch represent democracy? “I must study politics and war that my sons may have liberty to study mathematics and philosophy.” – John Adams 2). What is the political system that Jack is advocating in his disregard for the conch? “I disapprove of what you say, but I will defend to the death your right to say it” - Voltaire 3). We are told that “Ralph felt a kind of affectionate reverence for the conch”, whilst “Piggy sought in his mind for words to convey his passionate willingness to carry the conch against all odds.” What do these characters understand?

For Golding, the political is an expression of the personal!
Learning question: How does the political system on the island change and why? Task #1: Guess the academic phrase of the day… Task #2: Imagine that you were a dictator for a day. What rule would you enforce? For example: I would Increase, dramatically, the status of teaching (via financial incentives if necessary), and thus the quality of education (and thus social mobility, and thus social equality). Dictatorship: a society in which absolute power is exercised by one individual. “I believed that the condition of man was to be a morally diseased creation and that the best job I could do at the time was to trace the connection between his diseased nature and the international mess he gets himself into.” - Golding “‘Let’s have a vote!’” “‘Yes!’” “‘Vote for a chief!’” “‘Let’s vote’” P.18 “‘I’ll give the conch to the next person to speak. He can hold it when he’s speaking…And he won’t be interrupted…We’ll have rules!’” P.31 For Golding, the political is an expression of the personal! “Which is better – to have rules and agree, or to hunt and kill?... Which is better, law and rescue, or hunting and breaking things up?’” P. 200

Learning question: How does the political system on the island change and why?
“‘And you shut up! Who are you, anyway? Sitting there – telling people what to do. You can’t hunt, you can’t sing –’ ‘I’m chief. I was chosen.’ ‘Why should choosing make any difference?’” – P.98 “‘You let me carry the conch, Ralph. I’ll show him the one thing he hasn’t got…I’m going to him with this conch in my hands. I’m going to hold it out. Look, I’m goin’ to say, you’re stronger than I am and you haven’t got asthma… But I don’t ask for my glasses back, not asa a favour…I’ll say, not because you’re strong, but because what’s right’s right. Give me my glasses, I’m going to say – you got to!” – P.111 “Piggy still holding out the talisman, the fragile, shining beauty of the shell. The storm of sound beat at them” - P. 200 “The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and ceased to exist.” – P.200 “The body of Piggy was gone…Suddenly Jack bounded from the tribe and began screaming wildly. ‘See? See? That’s what you’ll get! I meant that! There isn’t a tribe for you any more! The conch is gone –’ He ran forward, stooping. ‘I’m chief!’” – P.201

Learning question: How does the political system on the island change and why? Task: 1). What is happening to the political system on the island (in this section of the novel) and why? Read through the text carefully… 2). Jack asks “‘Why should choosing make any difference?’”; what does this imply about the way he sees others? What does he not understand? …and answer the following questions… 3). What does Piggy mean when he says “I’ll show him the one thing he hasn’t got”? What is this? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 3). You’re beginning to think imaginatively. 3). Don’t stop now – your analysing! 4). It’s getting harder now – keep going! 5). You’re almost there! High Five! 6). You. Are. Awesome. #growthmindset! 4). Why do you think Golding describes the conch as a “fragile, shining beauty”? What does its destruction symbolise? 5). Jack declares that “The conch is gone –’ He ran forward, stooping. ‘I’m chief!’” Why is this structurally significant? Challenge: Why is it significant that Piggy dies alongside the conch?

Learning question: How does the political system on the island change and why? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What is a dictatorship? Rule of law is replaced by rule of man (a society in which one person, or a group of persons, rules arbitrarily), as Jack’s will to power supersedes democratic rule by playing to the boys’ instinct for savagery. What is the relationship, for Golding, between man’s nature and the political society he establishes? Why did the boys support Jack’s coup? What do you think will happen now that Jack is “chief”? 30 seconds internal Dialogue (shhh)! How do these events reflect what was happening in Europe around the time the novel was written? What are some of the things you’ve learnt this term? Set yourself a target for the next lesson… Why does the conch represent democracy? How does Golding use structure to convey the boys’ savagery? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

EQ: What kind of society do the boys establish on the island and how does Golding present this?
Point: (Which technique or idea are you going to talk about?): In the middle chapters, we see democracy degenerate into a dictatorship on the island: (Where is the evidence for this?): “He [Jack] was a chief now in truth; and he made stabbing motions with his spear. From his left hand dangled Piggy’s broken glasses…’The conch is gone –’ He ran forward, stooping. ‘I’m chief!’” – P Why: (Why has the writer done this?): This suggests that... Analysis: (Can you zoom in on one or two words, or a piece of punctuation and explain its significance?): Furthermore, the word/ phrase is significant because… Thesis: (What is the writer trying to tell us?): By showing the boys regress in this way, Golding appears to be suggesting that…

EQ: What kind of society do the boys establish on the island and how does Golding present this?
Which: (Which technique or idea are you going to talk about?) = AO2: In the middle chapters, we see democracy degenerate into a dictatorship on the island: (Where is the evidence for this?) = AO2: “‘Conch! Conch!’ Shouted Jack, ‘we don’t need the conch anymore. We know who ought to say things. What good did Simon do speaking, or Bill, or Walter? It’s time some people knew they’ve got to keep quiet and leave deciding things to the rest of us –’” – P.111 What: (What is the writer trying to tell us?) = AO1: It is interesting that, when the boys first arrived on the island, their initial instinct was to mimic the democratic values of the society in which they had been raised. However, as they become accustomed to a life without the threat of punishment, their political inclinations shift, and their society gradual regresses from a democracy to a dictatorship. The suggestion being that, when man is placed in his natural state, he will revert back to the Homeric values often observed in primitive communities: where the strongest rule by force, and the mantle of power is protected through violence and bloodshed. One should not be surprised by Jack’s ascension to power because, for Golding, the political is a product of the personal. Thus, in having Jack assume control over the island, Golding repeats, on a political scale, the personal process we see in the characters: whereby their savage impulses supersede their want of civilised society. Why: (Why has the writer done this?) = AO2: Jack’s outspokenness here constitutes an assault upon the values of democracy which the boys had previously agreed upon. His assertion that only certain individuals have the right to talk undermines a central tenet of democracy, that is: the freedom of speech; whilst his dismissal of the opinions of others (“What good did Simon do speaking?”) betrays a belief in social darwinism: the idea that only the strongest should rule. Word: (Can you zoom in on one or two words, or a piece of punctuation and explain its significance?) = AO2: This explains why he is so belittling in his attitude towards the conch: which, as a symbol for the freedom of speech, represents democracy. He repeatedly shouts out the word, and each exclamation mark amplifies the disgust Jack feels towards the “fragile, shining…shell”. Thus, the reader is forced, almost, to spit the monosyllabic words out (“Conch! Conch!”), thereby mimicking Jack’s level of revulsion for the democratic political system which, in prioritizing liberty and equality, stifles his own selfish impulses towards violence and power.

How do the boys emancipate themselves from their learned morality?
Learning Objective: To analyse the strategies used by the boys to reveal their true, savage selves. 5 minutes silent reading (with pages recorded to promote literacy). Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.” – Albert Einstein “Punishment is now unfashionable... because it creates moral distinctions among men, which, to the democratic mind, are odious. We prefer a meaningless collective guilt to a meaningful individual responsibility.” – Peter Kreeft 1). What is a deterrent? 2). Why do the boys initially feel “unease” at the prospect of causing pain and destruction? “Is there a check in men, deep in them, that stops or punishes? There doesn't seem to be. The only punishment is for failure. In effect no crime is committed unless a criminal is caught.” – John Steinbeck 3). What does this imply about human nature? 4). How does Golding structure the novel to convey these ideas? Provide as many examples from the novel as you can…

Task #1: Guess the academic phrase of the day…
Learning question: Which strategies do the boys use to throw off their learned morality and social conditioning? Task #1: Guess the academic phrase of the day… Task #2: Think of the worst swearword you know... Shout it out at the top of your voice. Mob mentality: the behaviours and thought processes of individuals within a crowd. This is heavily influenced by the loss of responsibility of the individual and the impression of universality of behaviour. Why did you feel free to do that? "Men go mad in herds; they only recover their senses slowly, and one by one.” - Charles Mackay If morality is a social construction, preserved by the fear of punishment (be it prison or shame)… Being swallowed up in a crowd diminishes the fear of punishment (if everyone’s doing it, what are the chances of being caught?); only in a crowd do we see individuals for what they really are…

“The mask was a thing on its own, behind which Jack hid, liberated from shame and self-consciousness” “‘But they’ll be painted! You know how it is –’ The others nodded. They understood only too well the liberation into savagery that the concealing paint brought” P. 191 “The circle moved in and round…They got his arms and legs. Ralph, carried away by a sudden thick excitement, grabbed Eric’s spear and jabbed at Robert with it.” - P. 125 “‘Bollocks to the rules’ ... He [Jack] gave a wild whoop and leapt down to the pale sand. At once the platform was full of noise and excitement, scramblings, screams and laughter. The assembly shredded away and became a discursive and random scatter from the palms to the water… The dispersed figures had come together and were a dense black mass that revolved. They were chanting something … The dancing, chatting had worked themselves away till their sound was nothing but a wordless rhythm” - P. 100 “Jack leapt onto the sand. ‘Do our dance! Come on! Dance!’ Between the flashes of lightning the air was dark and terrible; and the boys followed him, clamorously […] They were glad to touch brown backs of the fence that hemmed in the terror and made it governable” - P. 168

Learning question: Which strategies do the boys use to throw off their learned morality and social conditioning? Task: 1). Looking at the quotes, which two strategies do the boys adopt in order to liberate themselves from the shackles of learned morality and civilised behaviour? Read through the text carefully… …and answer the following questions… 2). What does the need for these strategies imply about the boys in the earlier part of the novel? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 3). You’re beginning to think imaginatively. 3). Don’t stop now – your synthesising info! 4). It’s getting harder now – keep going! 5). You. Are. Awesome. #growthmindset! 3). We are told that “Ralph, carried away by a sudden thick excitement, grabbed Eric’s spear…” Why is this important? What does it imply about humanity and its relationship to savagery? 4). Look at the bottom two quotes; what does Jack seem to understand about the boys? How does he use this to his advantage? 5). Structurally, what follows the boys’ use of these strategies? What does this imply about the human condition?

Learning question: Which strategies do the boys use to throw off their learned morality and social conditioning? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? Which two strategies do the boys use to free themselves from their learned morality? Being in a mob, or hiding behind a mask dilutes the likelihood of being caught (and thus the fear of punishment). Where this fear is absent, the boys are free to embrace their “diseased nature”. Why does being in a crowd or wearing a mask allow one to embrace savagery? Why does the fact that the boys’ freedom is followed by violence imply about them? 30 seconds internal Dialogue (shhh)! Can you think of any times when you’ve been swept up by mob mentality? What does this imply about you? What are some of the things you’ve learnt this term? What is Jack ruled by and how does he achieve this? Set yourself a target for the next lesson… What is the relationship, for Golding, between man’s nature and the political society he establishes? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

What forms does ‘The Beast’ take and where does it come from?
Learning Objective: To understand the various forms that ‘the beast’ takes and where it comes from. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Even if she be not harmed, her heart may fail her in so much and so many horrors; and hereafter she may suffer--both in waking, from her nerves, and in sleep, from her dreams.” – Bram Stoker 1). Which two strategies do the boys use to free themselves from their learned morality? “Your nightmares follow you like a shadow, forever. ” - Aleksandar Hemon 2). Why do these strategies prove effective? “But dreams come through stone walls, light up dark rooms, or darken light ones, and their persons make their exists and their entrances as they please, and laugh at locksmiths. ” – Joseph Sheridan 3). Why does the fact that the boys’ freedom is followed by violence imply about them? Challenge: Why do the boys still need strategies until late in the novel? When does this change?

“‘I’m frightened. Of us.’” - P.174
Learning question: What is ‘The Beast’, what forms does it take and where does it come from? Task #1: Guess the academic word of the day… Task #2: Write down all the things the boys are afraid of on the island… Snakes Transference is a phenomenon characterized by unconscious redirection of feelings from one thing or person to another. The beast from the water The beast from the air Elsewhere, Golding writes of humans that “they fear the air where there is nothing”… Tree vines A child’s nightmare “‘I’m frightened. Of us.’” - P.174 A dead parachutist Unconsciously, the boys recognise there is something to fear within us; they transfer this evil onto the world as a psychological defence mechanism… Where do these come from? Why are the boys afraid?

“He wants to know what you’re going to do about the snake-thing…He says in the morning it turned into them things like ropes in the trees and hung in the branches.” - P.35 “If you’re hunting sometimes you catch yourself feeling as if - … as if you’re not hunting, but – being hunted; as if something’s behind you all the time in the jungle” - P.53 “They [the ‘littluns’] suffered untold terrors in the dark and huddled together for comfort.” - P. 61 “‘I know there isn’t no beast – not with claws and all that, I mean – but I know there isn’t no fear either…Unless…Unless we get frightened of people.’ A sound, half-laugh, half-jeer rose among the seated boys.” – P.90 “Ralph says you scream in the night. What does that mean but nightmares? Anyway, you don’t hunt or build or help – you’re a lot of cry-babies and sissies. That’s what. And as for the fear – you’ll have to put up with that like the rest of us” - P.88 “‘Maybe…Maybe there is a beast… We could be sort of…’ Simon became inarticulate in his efforts to express mankind’s essential illness’” – P.96 “‘Fancy thinking the beast was something you could hunt and kill!’ said the head… ‘You knew didn’t you? I’m part of you? Close, close, close! I’m the reason why it’s no go? Why things are what they are?’” - P.158

Learning question: What is ‘The Beast’, what forms does it take and where does it come from? Task: 1). What is the ‘story’ of these extracts? What is happening to the boys’? 2). Why is the reference to the “snake thing” interesting; where does it come from and how does this link to Golding’s perception of the Christian myth? Read through the text carefully… …and answer the following questions… 3). Why is it interesting that the ‘littluns’ “suffer untold terrors in the dark”? 4). At various points, Simon grapples with the idea that “there isn’t no beast – not with claws and all that”, but later he says “Maybe…Maybe there is a beast… We could be sort of.” What does he understand and why does he have trouble articulating this do you think? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). You’re showing your understanding. 3). Don’t stop now – your analysing! 4). It’s getting harder now – keep going! 5). You’re doing amazingly; don’t give up! 6). You’re almost there! High Five! 7). You. Are. Awesome. #growthmindset! 5). Why is it significant that Jack says “as for the fear – you’ll have to put up with that like the rest of us.” Why should we not be surprised that Jack feels fear too? 6). What does Simon’s hallucinatory discussion with the pig reveal? What is meant by the repetition of “Close, close, close!”? Challenge: What is the Lord of the Flies?

Learning question: What is ‘The Beast’, what forms does it take and where does it come from? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What is the beast? ‘The Beast’ is the imaginative expression of the boys’ fear (the snake-thing, the beast from the water and air, the Lord of the Flies). These exists because the boys project their inner savagery out onto the world as a defence mechanism. What forms does it take? What does Simon understand? Why can he not articulate this fully? Why is it important that the ‘littluns’ suffer fear as much as anyone else? 30 seconds internal Dialogue (shhh)! Do you agree with Golding that humans “fear the air where there is nothing” because they recognise something to fear within themselves? What are some of the things you’ve learnt this term? Set yourself a target for the next lesson… What is transference? What do the boys bring to the savages of ‘The Coral Island’ in Bannatyne’s self-serving novel? Emotional… Presentational… Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

How do the boys respond to Simon’s death and why is this significant?
Learning Objective: To analyse the boys’ respond to Simon’s death and explore why is this significant. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Most men would rather deny a hard truth than face it.” – George R.R. Martin “The human mind isn't a terribly logical or consistent place. Most people, given the choice to face a hideous or terrifying truth or to conveniently avoid it, choose the convenience and peace of normality. That doesn't make them strong or weak people, or good or bad people. It just makes them people.” – Jim Butcher 1). What is the beast? 2). What forms does it take? 3). What does Simon understand? Why can he not articulate this fully? Challenge: What is the ‘Lord of the Flies’? What is this novel about?

Learning question: What is ‘The Beast’, what forms does it take and where does it come from?
Task #1: Guess the academic word of the day… Task #2: Write down some of the things you’re ashamed of doing in your life… Task #3: Now write down the strategies you used to protect yourself from the possibility that you’re not a good person… Defence Mechanism: a mental process initiated unconsciously to avoid experiencing conflict or anxiety. The Lord of the Flies is an Arabic name (‘Beezlebub’) for the Devil… For example: I once took money out of my mum’s purse… I used to tell myself I’d pay her back but I never have and never will… This is a novel about human evil and our attempts to disguise that truth… Unconsciously, the boys recognise there is something to fear within us; they transfer this evil onto the world as a psychological defence mechanism…

“‘Piggy….that was murder.’
Learning question: How do the boys respond to Simon’s death and why is this significant? “‘Piggy….that was murder.’ ‘You stop it!’ said Piggy, shrilly. ‘What good’re you doing talking like that?’ ‘Don’t you understand, Piggy? The things we did-’ ‘He may still be-’ ‘No.’ ‘P’raps he ws only pretending-’ Piggy’s voice trailed off at the sight of Ralph’s face” P.172 What does he use of the exclamation mark imply about Piggy’s response? What does he understand? Why do you think Piggy asks ‘what good’re you doing’? What does he mean by this? Why is the word good significant? What’s notable about Ralph’s use of a dash in the third line? What does this imply? What’s he beginning to do? Why do you think Piggy suggests he was ‘only pretending’? Do you think Piggy believes this? What’s he trying to do? What is Golding saying about the human heart here? What can we not accept? How does this relate to the beast?

‘We was scared!...It wasn’t – what you said.’
Learning question: How do the boys respond to Simon’s death and why is this significant? “‘It was dark. There was that – that bloody dance. There was lightning and thunder and rain. We was scared!’ ‘I wasn’t scared,’ said Ralph slowly, ‘I was – I don’t know what I was’. ‘We was scared!...It wasn’t – what you said.’ He [Piggy] was gesticulating, searching for a formula.” P. 173 What is Piggy attempting to do in the opening few lines from this extract? Why? What is Ralph almost capable of admitting here? Why is the dash important? What does it imply? What’s significant about the line ‘I don’t know what I was.’ What’s Ralph’s ego doing here? Why? Why is the word ‘formula’ important? What’s he searching for? How can this be considered ironic? What is Golding saying about the human heart here? What can we not accept? How does this relate to the beast?

He [Piggy] gesticulated widely again. ‘It was an accident.’
Learning question: How do the boys respond to Simon’s death and why is this significant? What is Piggy attempting to do in the opening few lines from this extract? Why? “‘It was an accident…he had no business crawling like that out of the dark. He was batty. He asked for it.’ He [Piggy] gesticulated widely again. ‘It was an accident.’ ‘You didn’t see what they did-’ ‘Look Ralph. We got to forget this. We can’t do no good thinking about it, see?’” – P. 173 Why do you think Piggy repeatedly says ‘it was an accident’? What perverse logic is he employing here? What’s significant about the line ‘You didn’t see what they did-.’ How does this differ from Ralph’s previous descriptions of Simon’s death? Why is the dash important also? Why do you think Piggy says ‘we got to forget this’? Why is it so essential that they do so? What is Golding saying about the human heart here? What can we not accept? How does this relate to the beast?

‘So was I,’ muttered Ralph, ‘I was on the outside too.’
Learning question: How do the boys respond to Simon’s death and why is this significant? Why is Piggy determined to reassert that he ‘was on the outside’ do you think? “‘It was an accident,’ said Piggy stubbornly, ‘and that’s that…Anyway, you said I was only on the outside-’ ‘So was I,’ muttered Ralph, ‘I was on the outside too.’ Piggy nodded eagerly. ‘That’s right. We was on the outside. We never done nothing, we never seen nothing.’” What’s significant about the line ‘I was on the outside too.’ How does this differ from Ralph’s previous descriptions of Simon’s death? Why do you think Piggy nods eagerly? What does he seem to understand (consciously or otherwise) about humanity? How would you describe the tone of Piggy’s last statement? Who does he sound like? Also, why do you think he repeats himself? What perverse logic is he employing here? What is Golding saying about the human heart here? What can we not accept? Why? How does this relate to the beast?

Learning question: How do the boys respond to Simon’s death and why is this significant?
Why does Sam repeat himself here? What perverse logic is he trying to employ? Why? “‘We were very tired’…‘Yes. We were very tired,’ repeated Sam, ‘so we left early. Was it a good – ‘ The air was heavy with unspoken knowledge…Memory of the dance that none of them had attended shook all the four boys convulsively. ‘We left early.’” - P.175 What’s significant about the use of the dash in the third line? What is Sam unable or unwilling to do? Why is this? Why is the air described as heavy? Why does the knowledge remain ‘unspoken’ do you think? Why do all the boys shake ‘convulsively’ at the memory of the dance? What could this imply? Try to think of more than one interpretation if you can! What is Golding saying about the human heart here? What can we not accept? Why? How does this relate to the beast?

Learning question: How do the boys respond to Simon’s death and why is this significant? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? Why does Piggy want the boys to deny responsibility for Simon’s death? With the help of Piggy, the boys (even Ralph) gradually come to eradicate themselves from blame for Simon’s death, so as to protect their ego from accepting the truth: that they committed the murder of a friend. How does Ralph’s description of the murder change? Why did the boys kill Simon? What did he understand about the human condition? 30 seconds internal Dialogue (shhh)! What are some of the things you’ve learnt this term? However Simon thought of the beast, there rose before his inward sight the picture of a human at once heroic and sick.” In what ways are humans heroic? In what ways are we sick? Does our sickness make us heroic? How can we describe Golding’s view of man prior to the war? Set yourself a target for the next lesson… Why are there no adults on the island and how is the island first presented to us? Emotional… Presentational… Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

Learning question: How do the boys respond to Simon’s death and why is this significant?
Which: (Which technique or idea are you going to talk about?): In chapter eight, Golding uses the pigs head – the ‘lord of the flies’ – to reveal the truth about human nature. What (What is the writer trying to tell us?): Golding appears to be suggesting then, that not only is there evil within each human, but that we project it outwards into the world so as to ignore this reality. The boys create “the lord of the flies” in the same way that they create the “beast”, but they can’t bring themselves to accept that these are manifestations of their inner savage. This defence mechanism, however, is also perhaps what makes us “at once both heroic and sick”, for despite suffering from “the terrible disease of being human”, or being inherently evil, it is the boys’ steadfast belief (in the face of all evidence to the contrary) that they are civilised which allows them to create some semblance of a functioning society on the island, at least in the beginning. Golding appears to be implying then that, though we are, in essence, bloodthirsty savages, our delusions of grandeur are what allows humans to maintain the pretence of civilised society. Unfortunately, however, despite the boys’ willingness to ignore the darkness which exists in their own heart, their true nature continues to reveal itself, and so, as their social conditioning dissolves, this (lust for violence, control and and bloodshed) is what becomes the dominant force on the island. (Where is the evidence for this?): “You knew, didn’t you? I’m part of you ... Get back to the others and we’ll forget the whole thing” P. 158 Why: (Why has the writer done this?): Here, Golding is implying that, inherent within every man is the capacity for evil. For in Arabic, ‘The Lord of the flies’ translates as ‘Beezlebub’, which is what the devil is called in the Bible. Thus, when the pig’s head tells Simon: ‘I’m part of you’, Golding is stating very clearly that evil lurks even within the best of us (Simon is, after all, the most naturally good character in the novel). Word: (Can you zoom in on one or two words, or a piece of punctuation and explain its significance?): Furthermore, the instruction to “forget” highlights man’s inability to confront the truth about his evil nature. This explains, perhaps, why Simon is killed later in the novel, for what he understands is too frightening for the boys to comprehend. It also reveals why, after Simon’s murder, the boys are so willing to ignore what really happened (Golding tells us of the boys’ “memory of a dance that none of them had attended”).

What is the significance of Simon’s character and how is he described?
Learning Objective: To analyse the characterisation of Simon and how he is used to create meaning. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Just keep asking yourself: What would Jesus not do?” - Chuck Palahniuk “Every day people are straying away from the church and going back to God.” - Lenny Bruce 1). What is a defence mechanism? “For some reason, the most vocal Christians among us never mention the Beatitudes. "Blessed are the merciful" in a courtroom? "Blessed are the peacemakers" in the Pentagon? Give me a break!” – Kurt Vonnegut 2). Why does Piggy want the boys to deny responsibility for Simon’s death? 3). How does Ralph’s description of the murder change? 4). Why did the boys kill Simon? What did he understand about the human condition?

Who does Simon remind you of (Hint: it’s not Afonso)?
Learning question: What does Simon represent and how is his character used to create meaning? 1). Why do you think Golding has echoed the story of Genesis in his setting? What happens in that story and why? 2). Earlier in the novel, the littluns claim to see a “A snake-thing. Ever so big […] In the woods.” (P.32) Is there really a snake? What does the snake represent in the old testament? What does this imply about the boys? 3). How does this relate to the title of the novel? Question: Who does Simon remind you of (Hint: it’s not Afonso)? Throughout the text, Golding appears to mock the naivety of the Christian myth. Evil does not exist outside of man – in the form of a snake – but in his own heart. It is this “disease of being human” which ensures the impossibility of Eden: of a Utopia.

“Amid the roar of bees in the afternoon sunlight, Simon found for them [the littluns] the fruit they could not reach, pulled off the choicest from up in the foliage, passend them back down to the endless, outstretched hands.” - P. 56 “Piggy’s glasses flew off and tinkled on the rocks. Piggy cried out in terror: ‘My specs!’ He went crouching and feeling over the rocks but Simon, who got there first, found them for him.” - P. 75 “Then the clouds opened and let down the rain like a waterfall. The water bounded from the mountain-top, tore leaves and branches from the trees, poured like a cold shower over the struggling heap on the sand. Presently the heap broke up and figures staggered away. Only the beast lay still, a few yards from the sea… Now a great wind blew the rain sideways, cascading water from the forest trees.” – P. 169 “Get back to the others and we’ll forget the whole thing…You know perfectly well you’ll only meet me down there – so don’t try to escape!...I’m warning you…You’re not wanted. Understand? We are going to have fun on this island. Understand? We are going to have fun on this island!” – P. 158 “What are you going to do with them?” Jesus asked. Satan answered: “Oh, I am going to have some fun with them!” “I am really going to have fun!” (Matthew 19: 4-6) “The whole country was covered with darkness, which lasted for three hours...The earth shook, the rocks split apart” – Matthew

Learning question: What does Simon represent and how is his character used to create meaning? 1). Looking at the first few quotations, how would you describe Simon’s character? Why is it significant that he’s viewed by the other boys as “queer”, “funny”, “strange”? Task: Read through the text carefully… 2). What do you notice about Simon’s conversation with the pig’s head and Jesus’ conversation with Satan? What are the similarities? What are the differences? …and answer the following questions… 3). What do you notice about the descriptions of the weather following Simon’s death and that of Jesus? What are the differences in what happened following the death of both Simon and Jesus? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 3). You’re beginning to think imaginatively. 3). Don’t stop now – your analysing! 4). It’s getting harder now – keep going! 5). You’re almost there! High Five! 6). You. Are. Awesome. #growthmindset! 4). In the gospel of Mark (3.23), we are asked ‘How can Satan drive out Satan?’” How might this explain the difference between the legacies of the two figures? 5). Why do the boys kill Simon? Challenge: In what ways is the novel itself like the character of Simon?

Learning question: What does Simon represent and how is his character used to create meaning? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? How is Simon different from the other boys and why is it significant that they kill him? Simon represents the capacity for human goodness; this is way the boys view him as an outside and eventually kill him. His parallels with Jesus serve to highlight, again, the naivety of the Christian myth: the devil cannot be defeated for the devil exists within us. What are the similarities and differences between Simon and Jesus? Which are more important? How is Simon like the novel itself? 30 seconds internal Dialogue (shhh)! What are some of the things you’ve learnt this term? Who is Simon talking to during his conversation with the pig’s head (the lord of the flies)? Why? Set yourself a target for the next lesson… How does Golding’s novel subvert ‘The Coral Island’ and why? What is Jack ruled by and how does he achieve this? Emotional… Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

What is the significance of violence and conflict and how is it described?
Learning Objective: To analyse the way violence and conflict is described in order to create meaning. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “I know not with what weapons World War III will be fought, but World War IV will be fought with sticks and stones.” – Albert Einstein 1). How is Simon different from the other boys and why is it significant that they kill him? “There are causes worth dying for, but none worth killing for.” - Albert Camus “It is forbidden to kill; therefore all murderers are punished unless they kill in large numbers and to the sound of trumpets.” - Voltaire 2). What are the similarities and differences between Simon and Jesus? Which are more important? 3). Who is Simon talking to during his conversation with the pig’s head? Why is this important? Challenge: How is Simon like the novel itself?

“14, 500” “4 billion” “160 million” “1 million”
Learning question: How does Golding describe violence and conflict so as to create meaning? “14, 500” Task #1: If these are the answers, what are the questions… “4 billion” “160 million” “1 million” Question: Which theme are we going to be studying this lesson? The human race will be wiped out by war. "Didn't you hear what the pilot said? About the atom bomb? They're all dead." Ralph and Jack are engaged in a political war. “Daddy taught me [to swim]. He’s a commander in the Navy.” Golding is waging war on the values of his culture. “A sign came down from the world of grown-ups…There was a speck above the island, a figure dropping swiftly beneath a parachute, a figure that hung with dangling limbs.” War is an omnipresent theme in the novel. “Roger's arm was conditioned by a civilisation that knew nothing of him and was in ruins.” Agree Disagree

“‘There was lashings of blood,’ said Jack, laughing and shuddering, ‘you should have seen it!...[he] stood up as he said this, the bloodied knife in his hand. The two boys faced each other. There was the brilliant world of hunting, tactics, fierce exhilaration, skill; and there was the world of longing and baffled common-sense. Jack transferred the knife to his left hand and smudged blood over his forehead as he pushed down the plastered hair.” P. 75 “Then there was a vicious snarling in the mouth of the shelter and the plunge and thump of living things...Ralph hit out; then he and what seemed like a dozen others were rolling over and over, hitting, biting, scratching. He was torn and jolted, found fingers in his mouth and bit them. A fist withdrew and came back like a piston, so that the whole shelter exploded into light. Ralph twisted sideways on top of a writhing body and felt hot breath on his cheek. He began to pound the mouth below him, using his clenched fist as a hammer; he hit with more and more passionate hysteria as the face became slippery. A knee jerked up between his legs and he fell sideways, busying himself with his pain, and the fight rolled over him. Then the shelter collapsed with smothering finality; and the anonymous shapes fought their way out and through. Dark figures drew themselves out of the wreckage and flitted away, till the screams of the littleuns and Piggy’s gasps were once more audible…The pointed end of a stick appeared. In panic, Ralph thrust his own stick through the crack and struck with all his might” P “Ralph too was fighting to get near, to get a handful of that brown, vulnerable flesh. The desire to squeeze and hurt was over-mastering…‘I hit him! The spear stuck in- … I hit him alright. The spear stuck in. I wounded him!’” P. 125 “Here, struck down by the heat, the sow fell and the hunters hurled themselves at her…and the air was full of sweat and noise…Jack was on top of the sow, stabbing downward with his knife…Then Jack found the throat and hot blood spouted over his hands. The sow collapsed under them and they were heavy and fulfilled upon her.” P. 149

Learning question: How does Golding describe violence and conflict so as to create meaning? Task: 1). What do you notice about the imagery of Ralph “fighting to get a handful of that brown, vulnerable flesh […] The spear stuck in- … I hit him alright. The spear stuck in.” What does this imply about the relationship between man and violence? Read through the text carefully… …and answer the following questions… 2). Look at the quotation from p. 149; which words/ phrases are most important here in terms of creating meaning? What do they imply? Mr. Morrison’s Growth Chart: 1). You’ve made a start. 2). Don’t stop now – your analysing! 3). You’re almost there! High Five! 4). You. Are. Awesome. #growthmindset! 3). We are told that, “In panic, Ralph thrust his own stick through the crack and struck with all his might.” What might be being implied about men’s relationship with conflict here? What are they seeking to do perhaps? Challenge: How can these quotations be read pessimistically, in terms of their image of man’s future? Why is this?

Learning question: How does Golding describe violence and conflict so as to create meaning? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What imagery is used by Golding to describe the boys’ acts of violence? Golding appears to be suggesting that the boys’ bloodlust is precisely that: an insatiable desire for violence as natural, universal and as satisfying as the desire for sex. For Golding, it seems that the human race cannot escape bloodshed anymore than it can sexual intercourse: for these are essential parts of our make-up. What does this imply about the boys’ relationship to violence? Why is this terrifying? What does it suggest about man’s future? 30 seconds internal Dialogue (shhh)! Do you agree with Golding? Are there similarities between acts of violence and sexual gratification? What are some of the things you’ve learnt this term? Set yourself a target for the next lesson… What is the beast? Emotional… What forms does it take? Presentational… Learn (verb) To acquire knowledge of or skill through study. Intellectual… Are you holding yourself to high expectations? What do you think will happen if you don’t?

Learning question: How does Golding describe violence and conflict so as to create meaning?
Which: (Which technique or idea are you going to talk about?): As the novel progresses, the boys’ willingness to embrace violence increases markedly. (Where is the evidence for this?): “The sow fell and the hunters hurled themselves at her…and the air was full of sweat and noise…Jack was on top of the sow, stabbing downward with his knife…Then Jack found the throat and hot blood spouted over his hands. The sow collapsed under them and they were heavy and fulfilled upon her.” P. 158 What (What is the writer trying to tell us?): Golding appears to be suggesting, therefore, that the boys’ bloodlust is precisely that: an insatiable desire for violence as natural, universal and as satisfying as the desire for sex. The analogy – between sex and violence - is an interesting one: because (aside from sex) there is certainly nothing that excites adolescent boys more than the possibility of physical conflict. However, it is also terrifying: for it highlights the fragility of civilised society and the folly of optimism. For Golding, it seems that the human race cannot escape bloodshed anymore than it can sexual intercourse: for these are essential parts of our make-up. Civilisation, therefore, appears as little more than a plaster on a gangrenous wound, a temporary solution at best, and one which is ultimately destined to fail: which is perhaps why the novel is set against the backdrop of a nuclear war: so as remind us that the ‘civilisation’ which the boys long to return to is really nothing of the sort. Why: (Why has the writer done this?): This suggests that the boys are regressing on the island. After all, shortly after arriving, Jack was unable to kill a pig; for in his old life he had been conditioned to act morally and lawfully. However, with the threat of punishment from “parents and school and policeman” having now dissolved, Jack and the other boys are free to act upon their savage impulses, and thus they torture and brutally murder the sow. Word: (Can you zoom in on one or two words, or a piece of punctuation and explain its significance?): This description is particularly notable, however, for its sexual undertones. The boys are not simply murdering the pig for sustenance; they appear to be enjoying it. Both the reference to “sweat and noise”, and the description of Jack “on top…heavy and fulfilled upon her” are better suited, one feels, to an erotic novel than an allegorical deconstruction of the human heart; and yet Golding is making an interesting comparison: for he appears to be implying that humans desire violence much in the same way they desire sex. And, indeed, the act of killing appears to provide the boys with a similar level of gratification as a sexual feat: with the “blood spouted over [Jack’s] hands” analogous to an ejaculation, whilst the breathless sense of fulfilment which follows also comparable to sexual satisfaction.

What is the significance of Roger’s character and how is he described?
Learning Objective: To analyse the characterisation of Roger and how this is used to create meaning. Which of these ideas do you most agree with? Why? Do any of these relate to your own life? Why? 5 minutes silent reading (with pages recorded to promote literacy). “Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them -- in order that the reader may see what they are made of.” – Kurt Vonnegut Starter: Answer the following questions (in full sentences using accurate punctuation) to consolidate previous learning: “Any man who has ever led an army, an expedition, or a group of Boy Scouts has sadism in his bones.” – Tahir Shah 1). What imagery is used by Golding to describe the boys’ acts of violence? “To see others suffer does one good, to make others suffer even more: this is a hard saying but an ancient, mighty, human, all-too-human principle [....] Without cruelty there is no festival.” - Friedrich Nietzsche 2). What does this imply about the boys’ relationship to violence? 3). Why is this terrifying? What does it suggest about man’s future? Challenge: Who in your opinion is the most sadistic boy on the island? Why?

Learning question: How does Golding describe violence and conflict so as to create meaning?
Task #1: Guess the academic word of the day… Question: What is it that motivates Jack’s savagery? Question: What is it that motivates Roger’s behaviour? Alpha: being the most dominant, powerful, or assertive person in a particular group. “Jack was on top of the sow, stabbing downward with his knife…Then Jack found the throat and the hot bloody spouted on his hands.” P. 149 “Roger ran round the heap, prodding with his spear whenever pigflesh appeared…Roger found a lodgement for his point and began to push…the spear moved forward inch by inch and the terrified squealing became a high-pitched scream.” P. 149 One feels that Roger would prefer not to murder the pig but to torture it… His bloodlust and moral depravity is represented by the sexual nature of this act…

What might this description foreshadow do you think? Why?
Learning question: What is the significance of Roger’s character and how is he described? “‘Roger’. Jack was standing under a tree about ten yards away. When Roger opened his eyes and saw him, a darker shadow crept beneath the swarthiness of his skin; but Jack noticed nothing.” P. 65 What’s significant about Roger’s reaction to Jack here? Why is this surprising? What does it imply? What might this description foreshadow do you think? Why? “‘All at once, Robert was screaming and struggling with the strength of frenzy. Jack had him by the air and was brandishing his knife. Behind him was Roger, fighting to get close. ” P. 125 What’s interesting about Golding’s description of Jack and Roger here? What might this imply about their relationship? “‘They crept forward, Roger lagging a little. Jack and Ralph turned the shoulder of the mountain together…Roger joined them. Jack whispered. ‘Let’s creep forward on hands and knees. Maybe it’s asleep.’ Roger and Ralph moved on, this time leaving Jack in the rear, for all his brave words.” P. 134 Why are these three characters the only ones who are willing to find the beast? What does this imply about them? What’s interesting about he final line? What might this foreshadow?

Learning question: What is the significance of Roger’s character and how is he described?
“‘Halt! Who goes there?’ ‘Roger’. ‘Advance friend.’ Roger advanced. ‘You could see who I was.’ ‘The Chief said we got to challenge everyone.’ ‘You couldn’t stop me coming if I wanted.’ P What’s significant about the final line here? Whose authority is Roger questioning? Why? What do you think Golding is referring to when he describes ‘some source of power…in Roger’s body’? What’s happening to Roger do you think? Why is this important? “‘Roger took up a small stone and flung it between the twins, aiming to miss. They started and Sam only just kept his footing. Some source of power began to pulse in Roger’s body.” P. 194 How does Golding describe Roger’s reaction to Piggy’s death? What does this imply? “Piggy still holding out the talisman, the fragile shining beauty of the shell. The storm of sound beat at them, an incantation of hatred. High overhead Roger, with a sense of delirious abandonment, leaned all his weight on the lever. ..Piggy fell forty feet and landed on his back…His head opened and stuff came out and turned red.” P. 201 What is Golding saying about the human heart through Roger do you think? What does Roger represent?

What do you notice about the relationship between Roger and Jack in this opening quote? Why is this important? “The Chief said no more to him but he looked down at Samneric. ‘You got to join the tribe’… ‘The Chief snatched one of the few spears that were left and poked Sam in the ribs…The prodding became rhythmic. Sam yelled. ‘That’’s not the way.’ Roger edged past the Chief, only just avoiding pushing him with his shoulder. The yelling ceased, and Samneric lay looking up in quiet terror. Roger advanced upon them as one wielding a nameless authority.” P. 202 What significant about the final line in this first extract? What does Golding mean when her refers to a ‘nameless authority’ do you think? Who are the boys afraid of? What does this imply? What might this have potentially foreshadowed do you think? Why? “After a moment’s silence, Sam spoke in a strangled voice. ‘You don’t know Roger. He’s a terror.’ ‘-and the Chief-they’re both-’ ‘-terrors.’ ‘-only Roger-’ Both boys froze. P. 210 What’s the single most significant word or phrase in these extracts do you think? Why? What is Golding saying about the human heart through Roger do you think? What does he represent?

What is Roger carrying out in this extract? Why is this important?
Learning question: What is the significance of Roger’s character and how is he described? “From the top of the towering rock came the incomprehensible reply. ‘Roger sharpened a stick at both ends.’ Roger sharpened a stick at both ends. Ralph tried to attach a meaning to this but could not…What did it mean? A stick sharpened at both ends. What was there in that?” P. 212 What does the phrase ‘sharpened a stick at both ends’ imply? Try to think of more than one interpretation of possible! Why is it significant that Ralph finds this ‘incomprehensible’? What does this suggest? “At last he heard a voice – Jack’s voice, but hushed. ‘Are you certain?’ Roger spoke. ‘If you’re fooling us-’ Immediately after this, there came a gasp, and a squeal of pain. One of the twins was there, outside the thicket, with Jack and Roger… He [Ralph] mastered his breathing for a moment, wiped his mouth, and told himself to be calm. Samneric were somewhere in that line, and hating it. Or were they? And supposing, instead of them, he met the Chief, or Roger who carried death in his hands.” P What is Roger carrying out in this extract? Why is this important? Who is Ralph most afraid of? What does this imply about the changing dynamics on the island? What is Golding saying about the human heart through Roger do you think? What does he represent?

Learning question: What is the significance of Roger’s character and how is he described? Plenary: What are some of the things you’ve learnt this lesson? Are you now able to confidently address today’s learning question? What aspect of humanity can Roger be seen to represent? Roger is the clearest example of man´s sadistic nature. It is highly significant that, as the boys´ moral conditioning erodes, he becomes increasingly significant: suggesting that, in the absence of law and order, the most depraved forms of humanity come to the fore. Why is it important the he becomes increasingly significant? How would you describe his relationship with Jack? Why is this significant? 30 seconds internal Dialogue (shhh)! “When Roger opened his eyes and saw him, a darker shadow crept beneath the swarthiness of his skin; but Jack noticed nothing.” What would have happened do you think if the boys had not been rescued on the island? Why? “Roger edged past the Chief, only just avoiding pushing him with his shoulder.” Set yourself a target for the next lesson… “Roger and Ralph moved on, this time leaving Jack in the rear, for all his brave words.” Emotional… Presentational… Intellectual… Learn (verb) To acquire knowledge of or skill through study. Are you holding yourself to high expectations? What do you think will happen if you don’t?

Which: Roger is a microcosm for the bloodlust which, for Golding, exists in man’s heart. Where: “Roger gathered a handful of stones and began to throw them. Yet there was a space round Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the taboo of the old life. Round the squatting child was the protection of parents and school and policemen and the law.” What: Golding is suggesting, therefore, that if we take away the fear of reprisal, man will revert to savagery. And it is particularly significant that Roger is not provoked in any way by Henry, and also that he has nothing to gain from overpowering a character who holds no social or political status on the island. Yet, still Roger seeks to hurt him: he gains gratification from the pain of others; not as a means to power but as an end in itself. Thus, Roger offers us a compelling vision of the evil which exists in every man, whereby if given the chance, we will act violently towards others as a source of pleasure. He represents man in both his most natural, and most unforgivable state, therefore. Why: This suggests that, at this point in the novel, the civilized instinct still dominates the savage instinct. Roger feels the urge to torment Henry, the littlun, by pelting him with stones, but the socially imposed standards of behavior from his past life are still too strong for him to give in completely to his savage urges. At this point, Roger still feels constrained by “parents and school and policemen and the law”—the figures and institutions that enforce society’s moral code. Word: The word ‘protection’ is especially significant as it implies that Roger only resists hurting Henry through fear of punishment. This is important as it suggests that man harbours no moral goodness, and is instead motivated to do good only through fear. This become evident later as, before long, Roger realises that said forces from the ‘old life’ do not exist on the island , and violence, torture, and murder break out as the boys’ natural, savage instinct replaces the need for civilization among the group.

What is the significance of the novel’s conclusion?
Learning Objective: To analyse the closing of the novel and how this is used to create meaning. Which of these ideas do you most agree with? Why? 5 minutes silent reading (with pages recorded to promote literacy). Do any of these relate to your own life? Why? Starter: Read the final three pages in the novel and answer the following questions (in full sentences using accurate punctuation): “I know not with what weapons World War III will be fought, but World War IV will be fought with sticks and stones.” – Albert Einstein 1). Why is it significant that Percival Wemys Madison can no longer recall his own name? “The past is always tense, the future perfect.” - Zadie Smith 2). What is implied by the reference to “‘I should have thought a pack of British boys […] would have been able to put up a better show.” What does he mean? Why is this ironic? “When did the future switch from being a promise to being a threat?” - Chuck Palahniuk 3). What is being implied in the final few lines; what are the boys going back to? Challenge: Why do you think Golding chooses to have the boys saved?

Learning question: How does Golding conclude the novel in a meaningful way?
Task #1: On your desk you’ll find (the front covers from) a range of editions of Lord of the Flies… Question: Which of these do you think best represents the ideas contained within the novel? Why? Task #2: If you were a publisher… …which single image would you use to represent the novel? Copy and complete: “Hmm, good question, sir; I think I would choose…because…”

What is ‘Orientalist’ literature and what function does it serve?

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What is ‘Orientalist’ literature and what function does it serve?

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