1. Didactic and Methodical Considerations

Barring some occasional flashbacks most chapters of the novel are told as the drama unfolds. This linear, chronological progression of events as well as the lucid organization of the novelīs subject matter give the teacher the chance to arrange its study in class into thematic units.

As a rule, these units are introduced by a succinct interpretation or by introductory information supposed to contribute to a more profound insight into those specific Australian problems mentioned in the novel.

The "Teaching Suggestions" which follow each interpretation or introductory information provide a variety of different teaching and learning methods such as pair/group work and individual assignments, blackboard sketches or diagrams, stimuli for discussion in class, research work on the internet, and finally a number of home assignments.

However, they are meant merely as a guideline, for the decision as to which priorities are to be set, or how many lessons are needed for each unit, depends on the abilities and interests of the students and is therefore ultimately left to the teacher her/himself.

The Divine Wind

Garry Disher, The Divine Wind, Teachers' Guide


1. Didactic and Methodical Considerations

2. Sample
3. Detailed Bibliography


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