Year 9 Library Skills BookletNAME: TEACHER:

Every library lesson, we will read a passage related to Lord of the Flies.There will also be a homework task for you to complete.

Reading 1 – Democracy and Dictatorship – Page 2 Reading 2 – William Golding – Page 7 Reading 3 –The Cold War – Page 13

Reading 4 – The Robbers Cave Experiment – Page 19 Reading 5 – LotF: A Male World? – Page 25

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Reading 1 – The Great DepressionPre-Reading Think-Pair-Share Activity

What purpose does voting have?If people didn’t vote for their leaders, would we have a better country? Why or why not?

This week’s reading comes from the BBC GCSE bitesize History section..

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Notes from class discussion

Focussed QuestionsUsing your notes from the class discussion, answer these questions below:

1. How is the media treated differently in a democracy and a dictatorship?

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2. a) When was this reading made?

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b) What does copyright © mean?

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3. How do leaders in democracies come to power?

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4. How do leaders in dictatorships maintain their power?

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5. Who are the two people in the middle of the picture? If you didn’t know, how could you find out?

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6. Using an example from the text, explain how and why dashes are used.

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7. Using examples from the text, identify the two main uses of commas.

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8. a) The United Kingdom is a democracy. List three ways your life would be different if the United Kingdom was a dictatorship.

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b) Would you prefer to live in a democracy or a dictatorship? Explain your answer.

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Extended ResponseImagine you are part of a group that is stranded on a remote island.The group has 24 people in it: 12 boys and 12 girls. They are all roughly the same age as you. There are no adults.Outline the steps you think are needed to establish a democracy on this island.

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Homework – Emmeline Pankhurst research task

Research facts about Emmeline Pankhurst. Use the internet or library books. Some of these tasks require you to use the facts you learn to answer a question.

Born: ________________ Died: ______________

Political union she founded: ______________________________

Husband’s name and occupation: __________________________________

What was Pankhurst’s key political aim? Did she achieve it?

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Do you think Pankhurst’s upbringing affected her involvement with political activities? Why or why not?

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Why did Pankhurst put a halt to her activities when WW1 began?

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Do you think Emmeline Pankhurst’s activities had any effect on the plot and/or characters of Lord of the Flies? Explain your answer.

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Pankhurst was named as one of the 100 most influential people of the twentieth century. Do you think she deserves to be on that list?

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Reading 2 – William GoldingPre-Reading Think-Pair-Share ActivityComplete the following three vocabulary windows.The first is done for you as an example.You need to fill in the remaining three boxes of the other two.

WORD

suffragetteWORD FUNCTIONnoun

DEFINITIONA woman seeking the right to vote through organised protest.

WORD IN A SENTENCEEmmeline Pankhurst was the leader of the British suffragette movement who helped women win the right to vote.

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optedpast tense of ‘opt’

WORD FUNCTION

DEFINITION WORD IN A SENTENCE

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aptlyWORD FUNCTION

DEFINITION WORD IN A SENTENCE

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posthumouslyWORD FUNCTION

DEFINITION WORD IN A SENTENCE

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Notes from class discussion

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Focussed QuestionsUsing your notes from the class discussion, answer these questions below:

1. a) Using an example from the last paragraph, explain how and why brackets are used.

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b) Write your own sentence that uses brackets.

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2. What different jobs did Golding have in his life?

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3. Why do you think Golding bullied others when he was younger?

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4. “He was survived by his wife and their two children”. What does this mean?

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5. How can you tell that this is part of a series of biographies?

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6. a) What are the purposes of the ‘Quick Facts’ and ‘Best Known For’ boxes? Who might they be useful for?

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b) Is it effective to have those boxes AND a synopsis section? Why or why not?

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7. “In 1954, after 21 rejections, Golding published his first and most acclaimed novel, Lord of the Flies.” Using this information, think of an adjective to describe Golding. Explain the reason for your choice of adjective.

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8. Using evidence from this text, infer the reason(s) why Golding was awarded the Nobel Prize for Literature in 1983.

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Extended ResponseAnswer these following questions.What did Golding’s WW2 experiences lead him to conclude about mankind and evil?Do you agree with him?How might these thoughts have influenced Lord of the Flies?What other aspects of his life may have influences Lord of the Flies?

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Homework – Coral IslandIt’s time to research a book that helped to inspire Lord of the Flies.

Who wrote Coral Island? ____________________________________

When was it published? _____________________________

What is the book about?

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Look at the quote below, which is from one of the characters – Peterkin:

There was indeed no note of discord whatever in that symphony we played together on that sweet coral island.Based on this quote, do the shipwrecked boys in Coral Island enjoy their experience?

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How is this different to the experience of the boys in Lord of the Flies?

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In your opinion, which book gives a more realistic depiction of what might happen in the situation where young children are shipwrecked with no adults? Explain your answer.

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What experiences do you think shaped Golding’s decision to give the boys in Lord of the Flies a different experience to those in Coral Island?

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Reading 3 – The Cold WarPre-Reading Think-Pair-Share Activity

Look at the photograph above.It is a picture from an American advert campaign from the 1950s informing people about what to do in the event of a nuclear war.Why have they used a cartoon character in this poster?How would you feel to live in a world that is always under the threat of nuclear attack?

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Reading 3 – The Cold War

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Notes from class discussion

Focussed QuestionsUsing your notes from the class discussion, answer these questions below:

1. Who were the two superpowers in the Cold War?

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2. a) in your own words, define these two terms:

Communism: ___________________________________________________________________

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Capitalism: ____________________________________________________________________

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3. Why did the Cold War begin?

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4. What was the Cuban Missile Crisis?

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5. This reading contains very few complex sentences. Referring to the intended audience, explain why this is.

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6. a) “North Korea became communist. South Korea was a capitalist country.” Merge those two sentences so that they form a compound sentence.

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a) “The United Nations sent soldiers to help South Korea. China sent soldiers to help North Korea.” Merge those two sentences so that they form a complex sentence.

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a) “The war ended in 1953. Neither side won. Korea is still divided.” Merge those three sentences so that they form a compound-complex sentence.

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7. Are we still feeling the effects of the Korean War today? Explain your answer.

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8. Do you think completing the ‘before you read’ activities and the ‘after you read’ activities will give you a good and lasting understanding of the reading? Explain your answer, with reference to the purposes of those activities.

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9. Would this reading be better with pictures or diagrams? Why? If you had to include some, what would you include and why?

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10.Why is the Cold War relevant to Lord of the Flies?

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Extended Response – Leading to homeworkFill in the following columns. Then use the information from the first and third columns to complete the next page.

What I learned about the Cold War from Reading 3

Questions I still have about the Cold War (think of at least 5)

My research

Question 1:

Question 2:

Question 3:

Question 4:

Question 5:

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Use the information from the first and third columns to complete this task:

Write an informative speech for your peers that tells them about the Cold War and how it affected life in the 1940s and 1950s.______________________________________________________________________________

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Reading 4 – The Robbers Cave ExperimentPre-Reading Think-Pair-Share Activity

Look at the image above of a flag.Would you carry a flag with this motto? Why or why not?Why might someone view this flag as a sign of aggressive behaviour?

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The Robber’s Cave ExperimentBy Eliezer Yudkowsky

Did you ever wonder, when you were a kid, whether "summer camp" actually had some kind of hidden purpose—say, it was all a science experiment and the "camp counselors" were really researchers observing your behaviour?

Me neither.

But we'd have been more paranoid if we'd read Intergroup Conflict and Cooperation:   The Robbers Cave Experiment by Sherif, Harvey, White, Hood, and Sherif (1954/1961).  In this study, the experimental subjects—"campers"—were 22 boys between 5th and 6th grade, selected from 22 different schools in Oklahoma City.  They were as well-adjusted and as similar to each other as the researchers could manage. 

The experiment aimed to explore how conflict between groups is started and how it can be fixed. The 22 boys were divided into two groups of 11 campers.

The researchers' original plans called for the experiment to be conducted in three stages.   In Stage 1, each group of campers would settle in, unaware of the other group's existence.  Toward the end of Stage 1, the groups would gradually be made aware of each other.   In Stage 2, a set of contests and prize competitions would set the two groups at odds.

They needn't have bothered with Stage 2.  There was hostility almost from the moment each group became aware of the other group's existence:  They were using our campground, our baseball diamond.  On their first meeting, the two groups began hurling insults.  They named themselves the Rattlers and the Eagles (they hadn't needed names when they were the only group on the campground).

When the contests and prizes were announced, in accordance with pre-established experimental procedure, the intergroup rivalry rose to a fever pitch.  Good sportsmanship in the contests was evident for the first two days but rapidly disintegrated.

The Eagles stole the Rattlers' flag and burned it.  Rattlers raided the Eagles' cabin and stole the blue jeans of the group leader, which they painted orange and carried as a flag the next day, inscribed with the legend "The Last of the Eagles".  The Eagles launched a retaliatory raid on the Rattlers, turning over beds, scattering dirt.  Then they returned to their cabin where they entrenched and prepared weapons (socks filled with rocks) in case of a return raid.  After the Eagles won the last contest planned for Stage 2, the Rattlers raided their cabin and stole the prizes.  This developed into a fistfight that the staff had to shut down for fear of injury.  The Eagles, retelling the tale among themselves, turned the whole affair into a magnificent victory—they'd chased the Rattlers "over halfway back to their cabin" (they hadn't).

Each group developed a negative stereotype of Them and a contrasting positive stereotype of Us.  The Eagles developed an image of themselves as proper-and-moral; the Rattlers developed an image of themselves as rough-and-tough.

Group members held their noses when members of the other group passed.

In Stage 3, the researchers tried to reduce friction between the two groups.

Mere contact (being present without contesting) did not reduce friction between the two groups.  Attending pleasant events together—for example, shooting off Fourth of July fireworks—did not reduce friction; instead it developed into a food fight.

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Would you care to guess what did work?

The boys were informed that there might be a water shortage in the whole camp, due to mysterious trouble with the water system—possibly due to vandals.  (The Outside Enemy, one of the oldest tricks in the book.)

The area between the camp and the reservoir would have to be inspected by four search details.   (Initially, these search details were composed uniformly of members from each group.)  All details would meet up at the water tank if nothing was found.  As nothing was found, the groups met at the water tank and observed for themselves that no water was coming from the faucet.   The two groups of boys discussed where the problem might lie, pounded the sides of the water tank, discovered a ladder to the top, verified that the water tank was full, and finally found the sack stuffed in the water faucet.  All the boys gathered around the faucet to clear it.  Suggestions from members of both groups were thrown at the problem and boys from both sides tried to implement them.

When the faucet was finally cleared, the Rattlers, who had canteens, did not object to the Eagles taking a first turn at the faucets (the Eagles didn't have canteens with them).  No insults were hurled, not even the customary "Ladies first".

It wasn't the end of the rivalry.  There was another food fight, with insults, the next morning.  But a few more common tasks, requiring cooperation from both groups—e.g. restarting a stalled truck—did the job.  At the end of the trip, the Rattlers used $5 won in a bean-toss contest to buy malts for all the boys in both groups.

Notes from class discussion

Focussed QuestionsUsing your notes from the class discussion, answer these questions below:

1. What were the aims of this experiment?

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2. Why does the author suggest that the researchers “needn’t have bothered with Stage 2”?

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3. Explain why the pronouns ‘us’, ‘them’ and ‘our’ have been put in italics.

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4. In your own words, describe how the researchers managed to get the two groups to work together.

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5. “Attending pleasant events together—for example, shooting off Fourth of July fireworks—did not reduce friction; instead it developed into a food fight.”Using this sentence, explain how and why:

a. Dashes are used

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b. Semi colons are used

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6. Who is the intended audience of this reading? Refer to sentence structure, vocabulary and tone in your answer.

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7. Evaluate the author’s use of rhetorical devices such as questioning. Does it make the text more or less effective?

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8. Did the researchers achieve the aims of the experiment? Give evidence.

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Extended ResponseThis question requires that you apply the findings of the Robbers Cave experiment to Lord of the Flies.

Firstly, use the findings of the Robbers Cave experiment to suggest a possible cause for the boys of Lord of the Flies to start fighting.

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Secondly, use the findings of the Robbers Cave experiment to suggest what could be done to make the boys in Lord of the Flies work together.

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HomeworkThis homework task requires you to research the terms ‘bystander effect’ and ‘mob mentality’.

A good starting point is this youtube video: www.youtube.com/watch?v=OSsPfbup0ac

What is meant by the term ‘mob mentality’?

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What is the bystander effect?

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What does the bystander effect suggest about human behaviour?

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How is ‘mob mentality’ appropriate for Lord of the Flies?

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Are any of the characters in Lord of the Flies ‘guilty’ of the bystander effect? Explain.

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Reading 5 – LotF: A Male World?Pre-Reading Think-Pair-Share ActivityComplete the following four vocabulary windows.

WORD

profoundlyWORD FUNCTION

DEFINITION WORD IN A SENTENCE

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repertoireWORD FUNCTION

DEFINITION WORD IN A SENTENCE

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provocationWORD FUNCTION

DEFINITION WORD IN A SENTENCE

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regulateWORD FUNCTION

DEFINITION WORD IN A SENTENCE

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Why Lord of the Flies speaks volumes about boys By Jake Wallis Simons, published in the Telegraph on 17 September 2014

Kill the pig! Cut his throat! Kill the pig! Bash him in!

You’ve guessed it: Lord of the Flies, which was published 60 years ago today.

In the decades since William Golding’s classic exploded onto the literary scene, the tale of childhood brutality has been hailed as a visionary book that unveils the dark heart of human nature with alarming vividness.

Many times it has been included in lists of the 100 best novels in the English language, including those produced by TIME magazine and the BBC’s Big Read.

But what many commentators seem to overlook is the fact that it is also a profoundly male novel. It may be about the human condition; but given the fact that there are no female protagonists on the deserted island, it could more accurately be said to be about the male human condition.

According to Dr Stephanie van Goozen, a professor of developmental psychology at Cardiff University – who has conducted extensive research into aggression in children – Golding’s masterpiece could only have been written about boys.

“In babies we don’t see a lot of emotional differences between the genders,” she says. “But from the age of two or three, girls start to control themselves and regulate their emotions a bit more.

“They are able to pick up emotional signals, and are sensitive to facial expressions. Boys, on the other hand, have violent responses much higher up in their repertoire of behaviour, and it emerges more easily in stress situations.”

In other words, you would be less likely to see a group of girls shoving a sharpened stick up a pig’s rear end (unless under extreme provocation).

This might make for a more engaging book. But does this mean that girls are more enlightened than boys? “Not necessarily,” says Professor van Goozen. “It is not socially acceptable for girls to bite and fight when they are growing up, so they find more complex ways of expressing indirect aggression.

“If Lord of the Flies focused on a group of girls, you’d have more gossiping and social exclusion, as well as sniping and cutting remarks.”

Moreover, the saint-like character of Simon, who shuns physical violence and lives a more spiritual existence, is not simply the stuff of literary imagination.

“We do see boys who are just not able to be physically aggressive, who don’t have it in their repertoire,” says Professor van Goozen. “It is possible to have more high-minded boys whose behaviour varies in the normal range. It’s definitely not all bad about men.”

(Let's pass quickly over the fact that Simon is brutally killed by his peers. Ahem.)

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But however profound the gender differences may be, when it is survival that is at stake, girls will resort to violence as intensely as boys.

According to Professor van Goozen, the fairer sex will fight tooth and nail when “backed into a corner”.

“When you have no options, if a big bear is walking towards you and it is about survival, a girl will attack as well,” she says. “That’s when all the layers of conditioning fall away and it comes down to brute instinct.”

“Girls can be as violent as boys. It’s just that they must be pushed more first.”

Notes from class discussion

Focussed QuestionsUsing your notes from the class discussion, answer these questions below:

1. According to the Dr van Goozen, what do girls start to do from age three more than boys?

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2. In your own words, explain why the author suggests that Lord of the Flies is not about the human condition, but rather is about the male condition.

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3. What does Dr van Goozen suggest would happen between girls if they were stranded on an island?

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4. a) Why has the author interviewed an expert (Dr van Goozen)?

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b) Do you think the author should have consulted a second expert? Why?

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5. Using examples from the text, explain how dashes and brackets have similar uses.

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6. “Moreover, the saint-like character of Simon, who shuns physical violence and lives a more spiritual existence, is not simply the stuff of literary imagination.”a) Identify one noun phrase in this sentence

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b) Identify the connective in this sentence. Then explain how it is used to connect to the previous sentence.

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c) Identify the subordinate clause. Then explain its purpose.

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7. Explain who the intended audience of this reading is. Then evaluate how successfully this reading communicates with that audience.

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Extended Personal ResponseThis reading makes the argument that girls need to be “pushed more” than boys in order to become violent.

Evaluate this argument. In your evaluation, address these points:

Do you agree with it?

Why might people be offended by this argument?

How might social factors play a role?

Would events have turned out differently if there were boys and girls on the island in Lord of the Flies?

Would events have turned out differently if there were only girls on the island in Lord of the Flies?

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Homework

For the purposes of these questions, consider one character of your choice from the novel Lord of the Flies.

Character you have chosen:

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What power does your character have over their own destiny? What is Golding trying to say about social order?

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How does Golding present those who have power over your character?

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Is Lord of the Flies still relevant today? Why or why not?

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