
IntroductionandOverview
Athematicapproachtoclosereading
First published in 1958, Chinua Achebe’sThings Fall Apartiseasilythemostrecognizableand
widely taught African novel in the U.S. It has been translated into at least 50 languages, and
soldover10million copiesworldwide,andhasappearedonmany“greatestbooksofalltimes”
lists around the world. But why? What is it about this classic story of transformation and
tragedythatmakesthisbooksoattractive tostudentsandeducators?Insomeways,the book
has come to represent Africa as a continent: it serves as a symbol of the injustices of
colonization and the internal forces that helped lead to the complete take‐over of Nigeria by
the British colonialists.But is has also become a symbol of postcolonial possibility, and the
importanttasktheAfricanwritertakesupwhenattemptingtoreclaimorrewritethestoriesof
his or her people. Because of this, educators have a double burden in teaching this highly
teachable book: they must both fully contextualize the novel in its own time and place, and
they must keep central to their approach to the text a constant reminder that while we can
learnmuchaboutthetruthsofthecolonialexperiencethroughthistext,itisaworkoffiction,
not a historical or anthropological tool for understanding contemporary Africa in all its
complexityanddiversity.
Todothis,wesuggestthatthebookbetaughtfromathematicframeworkwhichreliesonthe
close readingofkeypassages,emphasizing the relationship betweenthe formandcontentof
the novel and helping students navigate the development of key characters and themes to
negotiate how they create meaning in a Wi sconsin classroom.When taught from this
perspective, the book opens up worlds of opportunities for students to connect to the text,
appreciate its great literary merit, and gain a greater understanding of the themesandissues
developedinitspages.
HowtoUsethisGuide
Thelessonplansandactivitiesprovidedinthisguidearedesignedtoallowyoutheopportunity
to tailor the way you teach thenovel to your own course, interests, and goals. The individual
units could be taught over one or several days, and you can mix and match ideas from the
various sections to put together your own syllabus. Each section includes project ideas,
study/discussionquestions,andsuggestionsforfurtherteachingofthethemeorissuecovered,
as well as recommendations for material and concepts to be covered in lecture. Discussion
questionscanbeusedaspromptsforin‐classdiscussion,orforsmallgroupactivitiesorin‐class
writingassignments.
Logisticsforteachingthelessonsinthisguide
The lesson plans includedinthisguide have been sortedintonineunitsthatcanbe taught in
any sequence, but all of them except the first two generally assume that students have
TeachingThingsFallApartinWisconsin
AResourceGuidebyHeatherDuBoisBourenane