Question

1. who takes the puppies away for an education?

a. boxer.
b. napoleon.
c. snowball.

1. what happened to the milk and apples?

a. the pigs took them to eat.
b. the sheep took them to sell.
c. mr. jones destroyed them.

1. what does squealer say to make the animals afraid?

a. if the pigs aren’t healthy, mr. jones will come back.
b. if the animals don’t work hard, they will be hungry.
c. if the animals eat the milk and apples, they will get sick.

1. what are boxer’s strong points?
2. who did the most speaking in the sunday meetings?
3. who could never agree in the sunday meetings?
4. why do you think the cat joined the re - education committee?
5. why did snowball summarize the seven commandments into “four legs good, two legs bad”?
6. where did the new puppies go? for what reason?

discussion

1. what further examples of the difference between the pigs and the other animals occur in this chapter?
2. what shows that there are already problems in the leadership of the new government?
3. considering the pigs are in charge, do you think it is fair that only the pigs are allowed to drink the milk produced? why or why not?

who?
instructions: identify the character from the quote or description.

1. “day and night we are watching over your welfare.”
2. he was the admiration of everybody.
3. they did not work, but directed and supervised the others.
4. they continued to behave very much as before, and when treated with generosity simply took advantage of it.

a successful society

1. instructions: think about the essential functions of government needed for a society to be successful. the word “function” can be thought of as job. examples could be: making sure that police officers are honest, teachers are well - trained, etc.

a. write these ideas in your notebook.
b. get together with another student and discuss your ideas.
c. share your ideas with the whole class.

1. instructions: now think of how your community functions and how the government works. use this information and compare it to animal farm using the table on the next page. there are a number of different categories to fill in. a few examples have been given for you

Answer:

To answer these questions, we analyze each one based on the content of "Animal Farm":

Multiple - Choice Questions

Question 7

• In "Animal Farm", Napoleon takes the puppies away to educate them (to train them as his personal guard later). So the answer is B. Napoleon.

Question 8

• The pigs take the milk and apples for themselves, claiming they need them for their work (brainwork). So the answer is A. The pigs took them to eat.

Question 9

• Squealer uses the threat of Mr. Jones coming back if the pigs are not healthy (and thus not able to lead) to make the animals afraid. So the answer is A. If the pigs aren’t healthy, Mr. Jones will come back.

"Who?" Section (Character Identification)

Question 1

• The quote "Day and night we are watching over your welfare" is said by Squealer, who is a pig that acts as a propagandist for Napoleon.

Question 2

• "He was the admiration of everybody" likely refers to Boxer, the hard - working horse who is admired for his strength and dedication.

Question 3

• "They did not work, but directed and supervised the others" refers to the pigs, as they take on the leadership and supervisory roles on the farm without doing physical labor.

Question 4

• "They continued to behave very much as before, and when treated with generosity simply took advantage of it" likely refers to the cats, who are self - serving and do not change their behavior much after the revolution.

"A Successful Society" Section (Brief Ideas for Question 1)

Part A (Idea Writing)

• Some essential functions of government for a successful society could be:
• Providing public safety: Ensuring that laws are enforced and citizens are protected from crime and external threats. For example, having a well - equipped and trained police force.
• Education: Making sure that all citizens have access to quality education, from primary to higher education levels. This includes training teachers properly and providing educational resources.
• Healthcare: Offering accessible and affordable healthcare services to all citizens, including preventive care, treatment of illnesses, and public health initiatives like vaccination programs.
• Infrastructure development: Building and maintaining roads, bridges, public transportation, and utilities (like water and electricity supply) to support economic activity and the daily lives of citizens.
• Economic regulation: Creating policies that promote fair trade, protect workers' rights (such as minimum wage, safe working conditions), and support business growth while preventing monopolies.
• Social welfare: Providing support to the most vulnerable members of society, such as the elderly, disabled, and poor, through programs like social security, food assistance, and housing support.

Part B (Discussion)

• When discussing with another student, you can compare your lists of government functions. For example, one student might emphasize environmental protection as a key function (regulating pollution, protecting natural resources), while another might focus more on cultural preservation (supporting arts, heritage sites). You can discuss the importance of each function and how they contribute to a successful society.

Part C (Class Sharing)

• When sharing with the class, you can explain the reasoning behind your chosen functions. For example, if you chose public safety, you can explain that without safety, citizens cannot go about their daily lives (work, study, socialize) freely, and economic activities will be disrupted. If you chose education, you can mention that an educated population is more productive, innovative, and able to participate in a democratic society.

"Discussion" Section (Brief Answers)

Question 1

• Further examples of the difference between the pigs and other animals: The pigs move into the farmhouse and sleep in beds (while the other animals are forbidden from doing so), they start wearing clothes, and they make all the major decisions about the farm's operations (like trading with humans) without much input from the other animals. The other animals do most of the physical labor (like Boxer working on the windmill) while the pigs enjoy the fruits of their labor (milk, apples, better living conditions).

Question 2

• Problems in the leadership of the new government (the pig - led government) are shown by the power struggle between Napoleon and Snowball (Napoleon eventually drives Snowball off the farm), the use of propaganda by Squealer to manipulate the other animals, and the unequal distribution of resources (pigs get milk and apples, others don't). Also, the pigs start to act more and more like the humans they overthrew, going against the original principles of Animalism.

Question 3

• It is not fair that only the pigs are allowed to drink the milk. The pigs claim they need it for their "brainwork", but the other animals do the majority of the physical labor that keeps the farm running (like Boxer's hard work on the windmill). All animals contributed to the revolution, and resources should be distributed more equitably. Also, the pigs' claim that they need the milk for their work is a form of manipulation, as they are using it to gain more power and privilege over the other animals.