Unit Summary
The core text Purple Hibiscus fits within the year-long theme of the individual in society, as Adichie uses parallel plotlines to portray how the Achike family is a microcosm of the Nigerian society they live in. Through her portrayal of political and familial violence, Adichie invites readers to debate whether an individual should stay in an unjust and oppressive society in order to create change or leave that society for a better life. Students also explore the sacrifices individuals make for freedom.
Prior to reading the novel, students will engage with Binyavanga Wainaina's essay "How to Write About Africa" and Chimamanda Ngozi Adichie's Ted Talk "The Danger of a Single Story" to explore how both texts call attention to the West's harmful stereotypes about Africa and Africans. These readings prepare students for Purple Hibiscus, which uses a dynamic Nigerian main character, Kambili, to depict the complexity of postcolonial Nigerian experiences, thus interrupting the West's single stories about Africa. Through Kambili's voice, students learn about the detrimental ripple effects of colonialism, and they explore why it is sometimes necessary to defy tyrannical authority figures.
As students read Purple Hibiscus, they will trace the significance of different motifs across the novel. At the end of the unit, students will write a literary analysis essay about how the evolution of one or two closely connected motifs develops a theme that resonates with their own lives or the world they live in.
Texts and Materials
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Core Materials
Book:Purple Hibiscus by Chimamanda Ngozi Adichie (Algonquin Books, 2012)
Supporting Materials
Article:“How to Write about Africa” by Binyavanga Wainaina (Granta, 2006)
Poem:“Hanging Fire” by Audre Lorde
Poem:“They Don't Love You Like I Love You” by Natalie Diaz (Poets.org)
Rubric:Purple Hibiscus Literary Analysis Prompt and Rubric 9–12
Transcript:“The Danger of a Single Story” by Chimamanda Ngozi Adichie (Facing History)
Video:“Ibrahim Babangida: Military Dictator and Nigeria's Complex History” by African Biographics (YouTube)
Video:“The Scramble for Africa: A History of Independence” (Aljazeera)
Video:“TED Talk: The Danger of a Single Story” by Chimamanda Ngozi Adichie
Video:“The Genius of Fela Kuti and Afrobeats” by Sound Field (YouTube)
- Resource: Recommended Texts for Independent Reading
Purchase Books
Assessment
This assessment accompanies Unit 13 and should begiven on the suggested assessment day or after completing theunit.
Download Socratic Seminar
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Key Knowledge
Intellectual Prep
Suggestions for how to prepare to teach this unit
Unit Launch
Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.
Essential Questions
The central thematic questions addressed in the unit or across units
- What does it mean to be truly free? What is the relationship between freedom and sacrifice?
- How does the tension between tradition and colonialism impact individuals and communities?
- How can family dynamics be reflective of a society?
- How do our identities change depending on the community we are a part of?
- How can beliefs and actions be in contradiction to one another?
Vocabulary
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Text-based
abjectbenevolencecoupculturally consciousdefiantdecreedesecrateengrossedevocativeheathenimplicateinvigoratedingrainedmalignmicrocosmpacifypatronizingpenitentpilgrimagereconcilerebukedrecountedsacrilegioussolemnitysubduedtaboothwarttraditionalist
Literary Terms
allusionanecdotecharacterizationenjambmentexternal dialoguefoilhyperboleinternal dialoguemetaphormotifmoodparallel plotspostcolonial literaturerefrainrhetorical questionsatirestructurethemeunderstatementverbal irony
To see all the vocabulary for Unit 2, view our 10th Grade Vocabulary Glossary.
Notes for Teachers
Notes to help teachers prepare for this specific unit
Purple Hibiscus contains both explicit and implicit references to disturbing content, including physical abuse and pregnancy loss. Before starting the text, it is imperative that teachers prepare students for this content, which may be sensitive and triggering for students. To foster a safe learning environment, teachers should create or re-establish their classroom contract and have a dialogue with students about what would make them feel safe when reading and discussing upsetting scenes in the novel. Prior to students reading Purple Hibiscus, teachers should provide students with an overall warning about the sensitive content in the book. Before students complete a homework reading with disturbing scenes, teachers should warn students about the upsetting content they will come across in that particular reading, so that students can mentally and emotionally prepare themselves for it. Additionally, teachers should be aware of signs of abuse, in the event that a student displays signs or discloses abuse they are experiencing inside or outside of their home.
Below are some resources to prepare yourself and your students for this text:
- Contracting by Facing History and Ourselves
- An Introduction to Content Warnings and Trigger Warnings by the University of Michigan
- Trigger Warnings by the University of Waterloo
- Recognizing Signs of Abuse in Students and How You Can Help by Education World
Lesson Map
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Common Core Standards
Core Standards
The content standards covered in this unit
RI.9-10.2
Reading Standards for Informational Text
RI.9-10.2— Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.6
Reading Standards for Informational Text
RI.9-10.6— Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RL.9-10.2
Reading Standards for Literature
RL.9-10.2— Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3
Reading Standards for Literature
RL.9-10.3— Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4
Reading Standards for Literature
RL.9-10.4— Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5
Reading Standards for Literature
RL.9-10.5— Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6
Reading Standards for Literature
RL.9-10.6— Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
SL.9-10.1
Speaking and Listening Standards
SL.9-10.1— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.1.a
Speaking and Listening Standards
SL.9-10.1.a— Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.b
Speaking and Listening Standards
SL.9-10.1.b— Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.c
Speaking and Listening Standards
SL.9-10.1.c— Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.d
Speaking and Listening Standards
SL.9-10.1.d— Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.4
Speaking and Listening Standards
SL.9-10.4— Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
W.9-10.1
Writing Standards
W.9-10.1— Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1.a
Writing Standards
W.9-10.1.a— Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.b
Writing Standards
W.9-10.1.b— Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.9-10.1.c
Writing Standards
W.9-10.1.c— Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.9-10.1.d
Writing Standards
W.9-10.1.d— Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.1.e
Writing Standards
W.9-10.1.e— Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.3
Writing Standards
W.9-10.3— Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4
Writing Standards
W.9-10.4— Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5
Writing Standards
W.9-10.5— Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6
Writing Standards
W.9-10.6— Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
W.9-10.10
Writing Standards
W.9-10.10— Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Supporting Standards
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1
Language Standards
L.9-10.1— Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2
Language Standards
L.9-10.2— Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3
Language Standards
L.9-10.3— Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.5
Language Standards
L.9-10.5— Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6
Language Standards
L.9-10.6— Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.9-10.1
Reading Standards for Informational Text
RI.9-10.1— Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.1
Reading Standards for Literature
RL.9-10.1— Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2
Reading Standards for Literature
RL.9-10.2— Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3
Reading Standards for Literature
RL.9-10.3— Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4
Reading Standards for Literature
RL.9-10.4— Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5
Reading Standards for Literature
RL.9-10.5— Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6
Reading Standards for Literature
RL.9-10.6— Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
SL.9-10.1
Speaking and Listening Standards
SL.9-10.1— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.4
Speaking and Listening Standards
SL.9-10.4— Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.6
Speaking and Listening Standards
SL.9-10.6— Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.1.a
Writing Standards
W.9-10.1.a— Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.b
Writing Standards
W.9-10.1.b— Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.9-10.1.c
Writing Standards
W.9-10.1.c— Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.9-10.3
Writing Standards
W.9-10.3— Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4
Writing Standards
W.9-10.4— Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5
Writing Standards
W.9-10.5— Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.9
Writing Standards
W.9-10.9— Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10
Writing Standards
W.9-10.10— Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit 1
Altruism and Interconnectedness in Short Texts
Unit 3
Feminism and Self-Respect in Sula
