Animal Farm: Key Theme: Leadership (AQA GCSE English Literature): Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Animal Farm mind map   

The theme of leadership in key chapters of Animal Farm:

Chapter

Quote

Summary

2

“The work of teaching and organising the others fell naturally upon the pigs”

Due to their intelligence, the pigs assume leadership roles very quickly after the rebellion

4

“Snowball now gave the signal for the charge”

Snowball demonstrates brave and strategic leadership during the “Battle of the Cowshed”

5

“All questions relating to working of the farm would be settled by a special committee of pigs” 

Napoleon establishes his absolute rule by removing decision-making from most of the animals 

6

“This work was strictly voluntary, but any animal who absented himself from it would have his rations reduced”

In order to manipulate the animals and control their behaviour, the pigs disguise work on Sundays as voluntary 

7

“Napoleon acted swiftly and ruthlessly”

Napoleon enforces his leadership through fear, threats and executions, all of which keeps the animals under total control

What are the elements of leadership in Animal Farm?

  • Napoleon’s ruthlessness: Napoleon is able to assume totalitarian control over the farm through his “nine enormous dogs”. The dogs are used to intimidate the animals and prevent them from challenging Napoleon’s authority. Their presence marks Napoleon’s shift from a manipulative leader to a ruthless dictator.

  • Pigs as natural leaders: Leadership is first established when the pigs assume control of the farm. At first, they aspire to equality and Napoleon uses Old Major’s ideas and turns them into Animalism. However, his continuous amendments to the Commandments illustrate his willingness to subvert the laws for his own gain.

  • Squealer’s propaganda: Squealer’s use of propaganda enables Napoleon to maintain his leadership and ensures the animals remain loyal and obedient. This becomes a method of oppression and exploitation.

  • Fear and control: Napoleon strengthens and enforces his leadership by using fear and violence. By securing the support of the sheep and encouraging them to chant “Four legs good, two legs bad” during debates, it prevents the other animals from presenting their own opinions, meaning Napoleon’s leadership is never questioned. This removal of democracy ensures the pigs have complete control.

The impact of leadership on characters

The theme of leadership is prevalent throughout the novella and has an impact on many characters. 

Character

Impact

Mr Jones

  • Jones is an irresponsible and self-indulgent leader who is “too drunk to remember to shut the pop-holes” on his farm:

    • His fondness of alcohol also signifies his weakness as a leader which enables the animals to drive him off

    • He finally dies in “an inebriates’ home” after trying to reclaim the farm 

Old Major

  • Old Major’s leadership is depicted as visionary: 

    • His inspirational speech and his leadership qualities act as a catalyst for the rebellion

Snowball

  • Snowball is initially a successful leader and shows empathy for the animals:

    • His ideas revolve around education and better conditions on the farm

    • Although his leadership is flawed, he is intended to be presented as a better alternative to Napoleon

Napoleon

  • Napoleon rules through fear and uses intimidation, threats and propaganda to achieve total control over the animals:

    • In his leadership position, he makes the animals’ lives more miserable than they had been under Mr Jones

The pigs

  • The pigs use their intelligence to quickly assume leadership positions on the farm:

    • The pigs realise the benefits of this and become corrupted by their complete power over the other animals

Why does Orwell use the theme of leadership in his novella?

1.  Setting and atmosphere 

  • Establishes leadership as central to how the farm is governed and creates an atmosphere of control and fear

2. Plot driver 

  • Drives the conflict of the novella by signalling the betrayal of the original ideals of the revolution

3. Audience appeal 

  • Reflects historical events, particularly the Russian Revolution, and the dangerous rise of authoritarian regimes 

4. Narrative device    

  • Creates irony as the pigs who initially espoused equality finally become indistinguishable from the oppressive humans they replaced

Exam-style questions on the theme of leadership

Try planning a response to the following essay questions as part of your revision of the theme of leadership:

  • How does Orwell use the theme of leadership to explore the differences between good and evil? (You could start with the contrast between Snowball’s democratic leadership and Napoleon’s authoritarian rule, showing how leadership can be used for either progress or control.)

  • How does Orwell use leadership to show how certain characters manipulate the animals for personal gain? (You could start with Squealer’s role in spreading propaganda and keeping the animals loyal through deception.)

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Nick Redgrove

Author: Nick Redgrove

Expertise: English Senior Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.