Term
| Describe the background in which 'The Last Lesson' of Alphonse Daudet has been set. |
|
Definition
| 'The Last Lesson' is set in the days of the Franco-Prussian War (1870-1871). France was defeated by Prussia (Germany). By an order from Berlin, German language was imposed on the French districts of Alsace and Lorraine. |
|
|
Term
| What was Franz expected to be prepared with for school that day? Why was he in great dread of scolding? |
|
Definition
| Franz had not prepared his lesson. His teacher, M. Hamel, had said that he would question the students on participles. But Franz didn't know even the first word about them. He feared a scolding from M. Hamel. Moreover, he started for school very late. |
|
|
Term
| Why did Franz think of running away and spending the day out of doors? |
|
Definition
| Franz started for school very late. His teacher, M. Hamel had said that he would question them on 'participles'. Franz knew nothing about them. He feared a scolding from M. Hamel. |
|
|
Term
| What was the temptation and how did Franz resist it ? |
|
Definition
| M. Hamel was to question the students on participles. Franz knew nothing about them and feared a scolding. For a moment he was tempted to run away and spend the day out of doors.But he overcame his temptation and hurried off to school. |
|
|
Term
| What did Franz see when he passed in front of the town hall on the way to school ? |
|
Definition
| There was a great crowd in front of the bulletin-board. For the past two years all their bad news had come from there. The people thronged there to hear the news of last battles or the orders of the commanding officer. |
|
|
Term
| Why was there a crowd in front of the bulletin-board at the town hall ? |
|
Definition
| Usually there used to be a crowd in front of the bulletin-board at the town hall. All the bad news had come from there for the last two years. But today another bad news shocked the residents of the town. An order has come from Berlin. German language was to be imposed on the people of Alsace and Lorraine. |
|
|
Term
| Describe at least two changes that could be seen in M. Hamel after he came to know of that order from Berlin. |
|
Definition
| M. Hamel was a hard task-master. But the order from Berlin completely changed him. He didn't rebuke Franz when he entered the classroom quite late. Nor did he scold him when he got mixed up and confused when it was his turn to recite. |
|
|
Term
| How was the scene in the school in the morning of the last lesson different from that on other days ? |
|
Definition
| It was the last lesson in French. German was going to be imposed on them from the next day. Hence, all students and even the village elders had gathered there. |
|
|
Term
| What did Franz see through the window when he reached his school once the laws were imposed ? |
|
Definition
| Through the window Franz saw his classmates. They were already in their places. M. Hamel was tense walking up and down. He had that "terrible" ruler under his arm. It was all very quiet—as quiet as Sunday morning. The usual commotion and activities were absent. |
|
|
Term
| What was the thing that surprised the narrator most once the laws were imposed? Why was everybody sad? |
|
Definition
| The whole school seemed so strange and silent. But the thing that surprised Franz most was to see the village people on the back benches. Generally they were always empty. Everybody sat quietly and looked sad. Everybody was sad to know that German would be taught in all schools of Alsace. |
|
|
Term
| Why didn't M. Hamel get angry with Franz for being late after French was banned? |
|
Definition
| M. Hamel was much disturbed by the news that came from Berlin. He was delivering his 'last lesson' in French. So he didn't get angry with Franz for being late. Rather he said very kindly, "Go to your place, little Franz". |
|
|
Term
| How did M. Hamel give the shocking news to the students and the villagers and with what effect ? |
|
Definition
| The villagers sat along with the students on the back desks. M. Hamel mounted on his chair. He spoke in a grave and gentle tone. He made it clear that it was his last French lesson. An order had come from Berlin. All the schools of Alsace and Lorraine would teach only German. A new teacher would replace him the next day. |
|
|
Term
| Why had M. Hamel put on his fine Sunday clothes ? Why were the old men of the village sitting there in the back of the classroom ? |
|
Definition
| Hamel had put on his fine Sunday clothes to highlight the occasion. The old men of the village had come there to show their sympathy and respect to the teacher. It was their way to thank M. Hamel for his forty years of faithful service. |
|
|
Term
| How did Franz perform when his turn came to recite? How did M. Hamel react? |
|
Definition
| It was Franz's turn to recite. In spite of his best effort, he got mixed up. His heart was beating and he did not dare to look up. M. Hamel assured in a polite tone that he would not scold him. He was not the only one who neglected learning French. Many others in Alsace shared his fate. |
|
|
Term
| "We've all a great deal to reproach ourselves with." Why did M. Hamel blame the parents and himself too for not showing due attention and care to the learning of French? |
|
Definition
| M. Hamel didn't scold Franz for neglecting the learning of French. Most of the people of Alsace could neither speak nor write their own language. Their parents preferred to put them to work on a farm or at the mills. Mr. Hamel didn't even spare himself. He had often sent his students to water his flowers instead of learning their lessons. |
|
|
Term
| How does M. Hamel pay a tribute to the French language ? |
|
Definition
| M. Hamel went on to talk of French language. He told that it was the most beautiful language of the world. It was the clearest and the most logical of all languages. He asked the people to guard it among themselves and never forget it. |
|
|
Term
| Why did M. Hamel ask his students and the villagers to guard French among them ? |
|
Definition
| M. Hamel was delivering his last in French to his students. From the next day the French districts of Alsace would teach German in all schools. M. Hamel was grieved but quite helpless. He praised French as the most beautiful and logical language in the world. |
|
|
Term
| How did the narrator take the last lesson in grammar and with what effect? |
|
Definition
| In the end, M. Hamel opened a grammar book. He read them their last lesson. All he said 'seemed so easy, so easy !' Franz understood it so well. He had never listened to his teacher so carefully. It seemed as if M. Hamel wanted to give them all he knew before going away. |
|
|
Term
| Describe M. Hamel's service to the school in Alsace. |
|
Definition
| For forty years M. Hamel had been serving in the same school in Alsace. He valued French language as the most beautiful language in the world. His students and even the village elders paid respect to him on the last day. He felt sorry that the people of Alsace neglected their learning. |
|
|
Term
| How did M. Hamel say farewell to his students and the village elders? |
|
Definition
| The church-clock struck twelve. It was time for the Angelus prayer. At the same moment the trumpets of the Prussians sounded. Suddenly M. Hamel grew overemotional. Patriotic feelings overpowered him. He took a piece of chalk and wrote as large as he could: "Long Live France". |
|
|
Term
| What is Linguistic Chauvinism? How do you classify M. Hamel's love and the villagers' concern for French? |
|
Definition
| 'Linguistic Chauvinism' means carrying pride in one's language too far. But the love of Hamel and the village elders for French doesn't amount to this. Rather they are victims of it. German is being imposed on the French speaking people of Alsace. M. Hamel feels genuinely proud of French language. |
|
|
Term
| Describe tragedy and name a tragic piece of literature. |
|
Definition
| A tragedy is form of drama and focuses on human suffering. Hamlet Romeo & Juliet |
|
|
Term
| What is a device often used in drama when a character speaks to himself or herself, relating thoughts and feelings, thereby also sharing them with the audience |
|
Definition
|
|
Term
| An allegory is a piece of literature that is meant to represent something else. What is a literally device that goes hand in hand with allegories? |
|
Definition
|
|
Term
| Name one of Martin Luther King JR's allusions we discussed and provide what it represents |
|
Definition
Mount Olympus-Home of Gods
Emancipation Proclamation-Freeing of slaves
Preacher like Amos-Clergy support justice
Road to Jericho-Danger |
|
|
Term
| Name a type of conflict in this story with examples. |
|
Definition
Villagers vs. Themselves (regret)
Prussians vs. France (language takeover) |
|
|
Term
Think of a situation that happened to a person in the story and decide whether you
would have done the same thing he/she did or something different. Tell what you might have done in the same situation. |
|
Definition
|
|
Term
This text told a story. What is this considered?
1.Climax
2.Poem
3. Narration |
|
Definition
|
|
Term
One of the three major types of literature, the others being prose and drama.
1.poetry
2.motivation
3.suspense |
|
Definition
|
|
Term
Sequence of events in a literary work.
1.dialect
2.speaker
3.plot |
|
Definition
|
|
Term
A category or type of literature.
1.motivation
2.genre
3.plot |
|
Definition
|
|
Term
The imaginary voice assumed by the writer of a poem.
1.dialect
2.novel
3.speaker |
|
Definition
|
|
Term
The descriptive or figurative language used in literature to create word pictures for the reader.
1.metaphor
2.sensory language
3.imagery |
|
Definition
|
|
Term
Form of language spoken by people in a particular region or group.
1.onomatopoeia
2.persuasion
3.dialect |
|
Definition
|
|
Term
The time and place of the action.
1.character
2.setting
3.tone |
|
Definition
|
|
