AIC-Booklet-English-Literature.pdf, Study notes of English Literature

Download AIC-Booklet-English-Literature.pdf and more Study notes English Literature in PDF only on Docsity! English Literature Paper 2 Modern Text Section A Name _______________________ Class ______________ English Literature Overview Paper 1: Shakespeare and the 19th century novel + Paper 2: Modern text and Poetry What’s assessed:  Shakespeare – Macbeth  19th century novel – Jekyll and Hyde What’s assessed:  Modern text – An Inspector Calls  Poetry – Power and Conflict Cluster  Unseen Poetry How it’s assessed:  written exam: 1 hour 45 minutes  64 marks  40% of GCSE How it’s assessed:  written exam: 2 hours 15 minutes  96 marks  60% of GCSE Questions: Section A Shakespeare: Students will answer one question on Macbeth. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B 19th century novel: Students will answer one question on Jekyll and Hyde. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole. Questions: Section A Modern text: Students will answer one essay question from a choice of two on An Inspector Calls. Section B Poetry: Students will answer one comparative question on one named poem printed on the poem and one other poem from the power and conflict cluster. Section C Unseen Poetry: Students will answer two questions – one question on one unseen poem and one question comparing this poem with a second unseen poem. What will you be assessed on? Assessment Objectives (AOs) AO1 Read, understand and respond to texts. Students should be able to:  maintain a critical style and develop an informed personal response  use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Play Production Priestley wrote the play for a stage and he uses dramatic devices to build tension and create conflict. Complete the boxes below with quotes from the stage directions. Explain the significance of the device and how Priestley uses it to create a dramatic play. An inspector Calls by SE Priestley Focus The title The furniture and characters ‘WHAT ARE THE CONNOTATIONS OF THE WORD INSPECTOR’ WHAT BOTTLES ARE OW THE TABLE? ‘WHAT IS THE LIGHTING LIKE? Question HOT What sort of word is 'an'? Why is this significant? Question EXTRA HOT Compare the word ‘inspector’ to the acehe thal is described in the stage directions— do the kwo go together? What inferences and deductions can be made Who has attended the Tegarding the dinner party? What deductions can be made about the atmosphere of the party and the closeness of the family? class and position in society of the Birlings? Whak impressions does Priestley wish bo give about this family? How should the audience feel about them? Your question Relevant Vocabulary – find the full quote/example in the play. Suburban (adjective) A residential area on the edge of a city or town where people who work in the city or town often live. Prosperous (adjective) Successful, usually by earning a lot of money. Rich and wealthy. Decanter (noun) A decorative glass container for wine and other alcoholic drink. Scaremonger (noun) A person who spreads stories that cause public fear. Port (noun) A strong, sweet red wine. Often served after dinner. Portentous (adjective) Serious and trying to be very important. Shows arrogance and conceit. Provincial (adjective) Having opinions and ideas that are old- fashioned and simple. Agitations (noun) Worry and anxiety Guffaws (verb) To laugh loudly, especially at something stupid that someone has said or done. Squiffy (adjective) Slightly drunk. Fiddlesticks (exclamation) Used to express disagreement or to say that something in nonsense. Capital (noun) A large amount of money used for producing more wealth. Cranks (noun) A person who has strange or unusual beliefs. Disconcerting (adjective) Anxious, unsettled and worried. Infirmary (noun) An old name for a hospital. Labour (noun) A polity party that believes in social equality, a more equal sharing of wealth and the rights of workers. TEN VOCABULARY QUESTIONS Which adjective means ‘successful, rich and wealthy’? 1. Portentous. 2. Prosperous. 3. Port. 4. Provincial. Which verb means to deceive someone? 1. Guffaws. 2. Modestly. 3. Savagely. 4. Bluffed. Which noun shows a large amount of money used for producing more wealth? 1. Capitalist. 2. Capitalism. 3. Capital. 4. Capitalisation. Which adjective means ‘stupid and unreasonable? 1. Agitated. 2. Vindictive. 3. Absurd. 4. Wretched. A euphemism is… 1. The situation in which the audience of a play knows something that the characters do not. 2. Showing an unreasonable dislike for something or someone. 3. Used to express disagreement or to say that something in nonsense. 4. A word or phrase used to avoid saying an unpleasant or offensive word. Which adjective means to ‘know everything’? 1. Officious. 2. Omniscient. 3. Impertinent. 4. Provincial. What expression is used to show ‘surprise’? 1. Guffaws. 2. By Jove. 3. Squiffy. 4. Fiddlesticks. Which noun represents equality? 1. Responsibility. 2. Labour. 3. Socialism. 4. Society. Which adjective is used to describe someone who is easily influenced? 1. Modestly. 2. Disconcerting 3. Cranks. 4. Impressionable. Prejudice is … 1. Used to express disagreement or to say that something in nonsense. 2. The situation in which the audience of a play knows something that the characters do not. 3. A word or phrase used to avoid saying an unpleasant or offensive word. 4. Showing an unreasonable dislike for something or someone. An Inspector Calls J.B.Priestley It is a spring evening in 1912 at the Brumley home of the Birlings, a prosperous industrial family in the North Midlands. The family is enjoying a dinner party celebrating the engagement of their daughter to a man who is heir to the most successful family business in the North - but they are about to be interrupted by the persistent Police Inspector, Inspector Goole. Act One: a family affair in 1912 Arthur Birling, a wealthy businessman, and his family are celebrating the engagement of his daughter Sheila. The play begins with the idea that all is well at the Birling household. Arthur gives a speech to Gerald and Eric about business. He says that every man should look after himself. The doorbell rings and they receive a visit from an Inspector, Inspector Goole, who has come to inform them that a young working class girl called Eva Smith has committed suicide by drinking disinfectant and that he is there to investigate her sudden suicide. It turns out that Arthur Birling sacked Eva Smith from his factory and Sheila Birling asked for Eva Smith to be sacked from Millwards (a clothing shop) last year. The Inspector explains that Eva Smith changed her name to Daisy Renton. Gerald appears shocked and Eric leaves. Act Two: the Inspector’s investigation continues The family are, in turn, interrogated by the Inspector, and evident cracks appear in their relationships with one another. Under the pressure of the Inspector’s interrogation, every member of the family turn out to have a shameful secret linking them with Eva’s death. Gerald is forced to confess he spent last summer with Daisy Renton, who was his mistress. Sheila returns his engagement ring and Gerald leaves. Sybil Birling (who sits on the Woman’s Charity Organisation) confesses to having rejected Eva/Daisy’s appeal for help. Sybil blames the father of Eva/Daisy’s unborn child for her death. Sheila guess that Eric is the father of the child. Act Three: who is responsible? Eric returns and confesses to being the father of Eva/Daisy’s unborn child. He describes how he drunkenly forced her to have sex with him, got her pregnant and then stole money from his father’s office to support her. Evan/Daisy rejected the money and went to Sybil’s charity for help. Eric blames his mother, Sybil, for having murdered her own grandchild. The Inspector reminds everyone that they have all been responsible for the death of Eva/Daisy. He warns the Birling’s that everyone must look after one another. The Inspector leaves. Act Three: the big reveal Gerald returns and announces that there is no ‘Inspector Goole’ at Brumley police station. Arthur Birling confirms this when he calls the station. Gerald then calls the infirmary and no one has committed suicide. Mr Birling, Sybil and Gerald all believe it was hoax and begin to relax. Sheila and Eric argue that they are all still guilty and must take responsibility. The phone then rings, informing the family that a young woman has been found dead after drinking disinfectant and a Police Inspector is to visit them that evening. The curtain falls CONTEXT Britain in 1912 and 1945 – What key events happened during this time period? Label the events below. Match the quote to the event Mr Birling is describing. Explain the significance of each context point – write your answers around the outside of each hexagon. Mr Birling: “Last month, just because the miners came out on strike, there’s a lot of wild talk about possible labour trouble in the near future. Don’t worry. We’ve seen the worst of it.” Mr Birling: “Just because the Kaiser makes a speech or two, or a few German officers have too much to drink and begin talking nonsense, you’ll hear some people say that war’s inevitable. And to that I say – fiddlesticks!” Mr Birling: “The world’s developing so fast that it’ll make war impossible.” Mr Birling: “the Titanic – she sails next week – forty-six thousand eight hundred tons – forty-six thousand eight hundred tons – New York in five days – and every luxury – and unsinkable, absolutely unsinkable.” Mr Birling: “And we’re in for a time of steadily increasing prosperity.” Mr Birling: “…in the forties…by that time you’ll be living in a world that’ll have forgotten all these Capital versus Labour agitations and all these silly war scares.” Mr Birling: “they suddenly decided to ask for more money…it’s my duty to keep labour costs down.” Why did Priestley write the play in 1945 but set the play in 1912? Act One: a family affair As the play begins we see the Birlings, a middle-class family, celebrating the engagement of their daughter Sheila to Gerald Croft. Everyone is joyous and content, saying the right things and creating a perfect picture. But underneath the surface there are hints of conflict. Arthur Birling is keen to impress Gerald, who is from a more established and socially superior family. His anxiety is portrayed through pompous speeches in a bid to prove that his daughter will make an eligible wife. Sheila is suspicious of Gerald’s whereabouts the previous summer and is not satisfied by Gerald’s excuse that he was working all summer. We begin to see the differences in what is expected of men and women in 1912. Act One: Consolidation Summary: fill in the gaps! The Birling family live in ____________. It is described as an ___________ city in the North Midlands and would likely to have had factories and housing for the thousands of workers. When the play opens the Birling family are celebrating the _____________ of Sheila and Gerald _______. The mood seems to be __________, friendly and happy. Arthur Birling hopes that the marriage will help his ______________. The ladies retire to the _________ and leave the men to drink their __________ and have a ‘man to man’ chat. Birling’s social aspirations become apparent when he tells Gerald that he might be in line for a ___________________. He says that ‘a man has to make his________________’ and not worry about ______________. As he is telling them this the ______________ rings and an impressive and serious man enters. Comprehension: answer in full sentences on lined paper.  What type of person is Mr Birling? How does he define himself?  How does Priestley show the confidence of the Birlings in their social position?  What does Mr Birling want to achieve through his speeches?  How does Priestley want Mr Birling to appear to the audience? Why?  What does Eric reveal about Sheila?  What phrase does Mr Birling repeat 3 times? Why is this significant?  What clues are there that all is not as perfect as it seems? In these extracts, Arthur Birling presents his views on war and business. 1. Give each speech a heading from those listed below to sum up what it is about. 2. Annotate each speech with comments on the use and impact of dramatic irony. Strikes War won’t happen Progress No such thing as society Business prospects Look after number one History doesn’t matter The future looks good “There’s a good deal of silly talk about these days – but – and I speak as a hard-headed business man, who has to take risks and know what he’s about – I say, you can ignore all this silly pessimistic talk. When you marry you’ll be marrying at a very good time. Yes, a very good time – and soon it’ll be an even better time.” “Last month, just because the miners came on strike, there’s lots of wild talk about possible labour trouble in the near future. Don’t worry. We’ve passed the worst of it.” “We employers at last are coming together to see that our interests – and the interests of Capital – are properly protected. And we’re in for a time of steadily increasing prosperity.” “Glad you mentioned it, Eric. I’m coming to that. Just because the Kaiser makes a speech or two, or a few German officers have too much to drink and begin talking nonsense, you’ll hear some people say that war’s inevitable. And to that I say – fiddlesticks! The Germans don’t want war. Nobody wants war, except some half- civilised folks in the Balkans. And why? There’s too much at stake these days. Everything to lose and nothing to gain by war.” “Look at the progress we’re making. In a year or two we’ll have aeroplanes that will be able to go anywhere. And look at the way the auto- mobile’s making headway – bigger and faster all the time. And then ships. Why, a friend of mine went over this new liner last week – the Titanic – she sails next week – forty-six thousand eight hundred tons - forty-six thousand eight hundred – New York in five days – and every luxury – and unsinkable, absolutely unsinkable.” “In twenty or thirty years’ time – let’s say, in 1940 – you may be giving a little party like this – your son or daughter might be getting engaged – and I tell you, by that time you’ll be living in a world that will have forgotten all these Capital versus Labour agitations and all these silly little war scares. There’ll be peace and prosperity and rapid progress everywhere – except of course in Russia, which will always be behindhand naturally.” “But what so many of you don’t seem to understand now, when things are so much easier, is that a man has to make is own way – has to look after himself – and his family too of course, when he has one – and so long as he does that he won’t come to much harm.” “But the way some of these cranks talk and write now, you’d think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive – community and all that nonsense.” __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How is Birling presented in this extract? Sample Answer How does the writer achieve it? Lit AO1: use textual references, including quotations, to support and illustrate interpretations.  Identify a technique/ interesting use of language  Use a quote Priestley portrays Mr Birling as a successful but self-important business man who shows no compassion for the working class, “working together – for lower costs and higher prices.” Mr Birling believes that he is a team player and wants Gerald, the son of his rival and finance to his daughter, to recognise this. Priestley however presents Arthur as arrogant through the use of the dash creating a subsidiary clause implying that like many upper class men his thoughts are self-indulgent and ignorant to the plight of the lower classes. Priestley shows Birling’s capitalist nature “higher prices”, the adjective signaling him as a hardheaded man of business who has ambitions to merge with the larger company owned by Gerald’s father. Birling does not think about his workers as anything more than cheap labour, “lower prices” and he fails to recognise his responsibility as their employer, a symbolic message that cannot be ignored after Mr Birling is implicated in the death of Eva Smith. From the start of the play the audience is positioned against Mr Birling who reflects the characteristics of the upper class elite in Edwardian society. It was a period of rapid industrial growth and perhaps Priestley was using Birling to show the need for social equality and equal pay in the workplace. What is the writer’s intention? Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response Lit AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.  Link to purpose and audience  Writer’s message  Writers’ attitude Why is it effective? Lit AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written.  Does it link to Edwardian society, values or beliefs?  Does it link to Priestley’s own beliefs?  Read the sample paragraph provided.  Tick the bullet-points which have been achieved and draw arrows to where this happened (using different colours will make it easier to spot).  If possible, identify the different AOs where they appear.  Go back to your paragraph. Choose a bullet-point you didn’t include. Use a purple pen to add this to your work. Arthur Birling Mr Birling is a successful businessman who is well respected in Brumley. He owns a factory and is head of the Birling factory. Explain what the following quotations tell us about him: “I might find my way into the next honours list. Just a knighthood of course.” “But the way some of these cranks talk and write now, you’d think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive....”. “Rubbish! If you don’t come down sharply on some of these people, they’d soon be asking for the earth.” “Look here, Inspector, I consider this uncalled-for and officious. I’ve half a mind to report you.....” “Well I only did what any employer might have done.” (Page 37) “Of course. Somebody put that fellow up to coming here and hoaxing us. There are people in this town who dislike me enough to do that.” SOURCE B The Real Story of the RMS Titanic Taken from www.teenink.com an online magazine written for teens, by teens SOS! SOS! On April 15, 1912, RMS Titanic frantically summons help as the ship sinks farther and farther in the frigid water. Sadly, all the other nearby ships have their radios off at night and no-one answers the Titanic’s call for help. Shortly before midnight, the Titanic struck an iceberg and sank. The wreck changed 706 people’s lives and ended the lives of 1,517 more. Claimed ‘Unsinkable’, the Titanic did not live up to its name. However, what made this accident such a big deal was the huge error the White Star Line made. The ship had a lifeboat capacity of 1,178 people, yet carried 3,547 passengers. When the ship started to sink, people panicked and left with the lifeboats only half-full. Many people jumped off the boat, only to catch hypothermia and die. Surviving passengers still remember the ghostly wails of dying passengers. To truly understand the awful fate of the Titanic you have to go back to the very beginning. The Titanic was christened the ‘Unsinkable’ ship, but soon proved its nickname to be wrong. The actual voyage of the Titanic got off on the wrong foot. As the Titanic was pulling away from the port for the first time, the suction from its enormous size caused the ropes of a nearby boat to snap. The small boat almost crashed into the Titanic. Some passengers took this to be a bad omen and coincidentally or not, it was. There are a number of odd rumours and legends about the Titanic but most are false. Among the more popular ones are that the bottle of champagne used to christen the Titanic didn’t break on the first swing. This is untrue however, as the White Star Line did not believe in the custom. Other rumours include the fact that the Titanic had the cursed Hope diamond aboard the ship and that’s why it sank, but this is also false. Another is that one of the ship’s builders was accidentally sealed in the hull – also false. Silly rumours or not, they seemed to have predicted the Titanic’s future better than we did. At 11:40 pm on April 14, 1912, the two lookouts on duty, Fredrick Fleet and Reginald Lee spotted a large mass of ice and immediately rang the warning bell three times. “DING! DING! DING!” was all that the captain heard as he hurriedly gave the order “hard-a-starboard”, meaning an abrupt turn toward the left. The iceberg managed to brush the right-side of the ship crushing the hull. The Titanic’s safe design included water-tight compartments that would allow the ship to stay floating in case of a minor incident. However, the ship could only stay floating as long as less than 5 compartments were filled; 5 compartments were filling fast. Several ships hear the Titanic’s calls for help but are too far away to be of any assistance. The ship’s crew members were given the awful job of trying to persuade reluctant passengers that the boat was really sinking. Many passengers only heard a dull scraping noise as the ice went past the ship’s side and went back to sleep. Q1: Read lines 6 to 20 of Source A. Choose four statements below which are TRUE. A. Elizabeth was, at first, unconcerned by the noise B. The noise was not noticed by other passengers C. Margaret was nervous and her hand trembled D. The officer lied to reassure Elizabeth all was OK E. The women put on their own life-jackets F. The stewardess put on their life-jackets G. Their friend’s mother was waiting below deck Q2: Refer to Source A and Source B. Write a summary of the differences between the two texts. Aim to write 100 – 150 words. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Q3: Re-read the extract below, taken from Source A. Now only pale faces, each form strapped about with those white bars. So gruesome a scene. We passed on. The awful good-byes. The quiet look of hope in the brave men's eyes as their wives were put into the lifeboats. Nothing escaped one at this fearful moment. We left from the sun deck, seventy-five feet above the water. Mr Case and Mr Roebling, brave American men, saw us to the lifeboat, made no effort to save themselves, but stepped back on deck. Later they went to an honoured grave. Our lifeboat, with thirty-six in it, began lowering to the sea. This was done amid the greatest confusion. Rough seamen all giving different orders. No officer aboard. As only one side of the ropes worked, the lifeboat at one time was in such a position that it seemed we must capsize in mid-air. At last the ropes worked together, and we drew nearer and nearer the black, oily water. The first touch of our lifeboat on that black sea came to me as a last good-bye to life, and so we put off - a tiny boat on a great sea - rowed away from what had been a safe home for five days.” How does the writer use language to convey a sense of fear to the reader? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What is the Function of the Inspector in ‘An Inspector Calls’? Function Quotation Exploration To maintain an aloof professionalism. Birling: … I know the Brumley police officers pretty well – and I thought I’d never seen you before. The Inspector: Quite so. He doesn’t appear very friendly and is not impressed by Mr. Birling’s credentials, showing that he is solely here to uncover the truth. He does not believe that social status and reputation put you above the law, therefore is not intimidated by Birling’s suggestions that he has friends in high places. To control speech and movement on stage. Birling: But I don’t understand why you should come here, Inspector- Inspector: (cutting through, massively) To create moments of tension and intrigue. Gerald: Any particular reason why I shouldn’t see this girl’s photograph, Inspector? Inspector: (cooly, looking hard at him) There might be. To show the characters and audience that all our lives are linked; to act as a vehicle for Priestley’s moral message; ‘Because what happened to her then may have determined what happened to her afterwards…’ To force the characters to reveal their involvement in Eva’s suicide. Inspector: I think you remember Eva Smith now, don’t you, Mr Birling? To shock the characters, and the audience, with the consequences of their involvement in Eva Smith’s life. Inspector: She wasn’t pretty when I saw her today, but she had been pretty – very pretty. Mr Birling Vs Inspector Goole Match up the explanation with the quotes. Mr Birling: “Have a glass of port …” Inspector: “No, thank you…” The Inspector is organised and methodical. He is tenacious – he will not give up his questions. Mr Birling: “I was alderman…lord mayor…still on the bench.” Inspector: “Quite so” The inspector implies that Sheila and Gerald are involved. There is an air of mystery which allows him to have his power – he explains nothing, only shows a photograph to one character at a time. Mr Birling: (rather impatiently)…why should you come here, Inspector – Inspector: (cutting through massively) Mr Birling tries to draw the Inspector into his atmosphere of celebration and at the same time show his privileged status. He gives blunt, monosyllabic answers which Mr Birling cannot answer. Inspector: “It’s the way I like to work. One person and one line of enquiry at a time.” Mr Birling tries to keep control of the conversation but the Inspector will not let him. Inspector: “I see. Mr Croft is going to marry Miss Sheila Birling…Then I’d prefer you to stay” The inspector is forcing Mr B to contradict himself – thus showing that Mr B’s values are flawed. Mr Birling: “(to Eric) Look – just you keep out of this” Mr Birling in a show of power implies that he is of a higher status and that he has the support of the highest ranking officers. However, the inspector is not impressed. Mr Birling: “I can’t accept any responsibility… (To Eric) …It’s about time you learnt to face a few responsibilities” Mr Birling becomes agitated and flustered. Killer Quotation How does the Inspector’s arrival change the mood? Stretch yourself by including sophisticated vocabulary: omniscient, impertinent, officious, infirmary, unmovable, incorruptible, rational How does the writer achieve it?  Identify a technique or interesting use of language  Use a quote Why is it effective?  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context  Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How does the Inspector’s arrival change the mood? Key Quotation Key Quotation Key Quotation Key Quotation Look Both Ways Sheila Looking Back . Sheila Looking Forward ses Ge “ ow 'e, ots “ We ve & ft ge ~ 5325, yr a be Sho seg? Oe, xs? ae? 0, 40, ot HS oo" oy ‘be, wr ® ey, a no Sepp. 4a, c& fe So, ae™ %, ‘San e Ge, “a & "ey © ee ee 4 Ny Se, Gh on 5, Oh oa &, oy, of "ap So, oe “Bey ta D, sr Lae ey of oe eg Ne Go as®™ Pag a ey  Killer Quotation How is Sheila presented as a forgivable character? Stretch yourself by including sophisticated vocabulary: materialistic, socialist, impressionable, responsibility, moral, strong-minded, egocentric, vacuous, perturbed, altered, matured. How does the writer achieve it?  Identify a technique or interesting use of language  Use a quote Why is it effective?  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context  Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How is Sheila presented as a forgivable character? Key Quotation Key Quotation Key Quotation Key Quotation __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ __ Killer Quotation How is Gerald presented as a stereotypical man of his time? Stretch yourself by including sophisticated vocabulary: masculine, privileged, gentleman, exploitative, compartmentalised. How does the writer achieve it?  Identify a technique or interesting use of language  Use a quote Why is it effective?  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context  Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How is Gerald presented as a stereotypical man of his time? Key Quotation Key Quotation Key Quotation Key Quotation __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Killer Quotation How is Mrs Birling presented as pretending to be something she is not? Stretch yourself by including sophisticated vocabulary: self-righteous, opinionated, hypocrite, moralistic, naïve, aesthetic, prejudiced. How does the writer achieve it?  Identify a technique or interesting use of language  Use a quote Why is it effective?  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context  Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How is Mrs Birling presented as pretending to be something she is not? Key Quotation Key Quotation Key Quotation Key Quotation __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Act Two: Eric Returns Right at the end of the scene, as Mrs Birling denounces the father of the child and claims he needs to be made an example of, Sheila (and the audience) realise that Eric is involved. When Eric comes into the room, the act ends. Act Three: Eric’s Confession There is a bitter meeting between Eric and his parents, which the Inspector interrupts so that he can question Eric. Eric tells the story of his own involvement with the girl. He had met her in the same theatre bar as Gerald, had got drunk and had accompanied her back to her lodgings. He almost turned violent when she didn't let him in, so she relented and they made love. When he met her two weeks later they slept together again and soon afterwards she discovered that she was pregnant. She did not want to marry Eric because she knew he didn't love her, but she did accept gifts of money from him until she realised it was stolen. Eric admits that he had taken about £50 from Mr Birling's office - at which Mr and Mrs Birling are furious Act Three: Consolidation Summary: fill in the gaps! Eric seems ____________ and awkward from the start of the play. It becomes clear to the audience (and the ________________ that he is a hardened ________________ although it takes his ____________ longer to realise this. He is not intimidated by the Inspector’s questioning and he feels _______ and frustrated with himself for his relationship with the girl. Eric is horrified that his thoughtless actions had such terrible __________________. He had some ________________, as although he got her pregnant he was concerned enough to give her money. He was obviously less worried about __________ from his father’s office than he was about the girl’s future. Eric is appalled by his _____________ inability to admit their responsibility and tells them he is ashamed of them. Comprehension: answer in full sentences on lined paper.  What do the stage directions tell the audience about Eric at the beginning of the scene?  What comment half way down page 50 tells us that Eric is angry at his mother?  What have the family learnt about Eric?  What action by the Inspector tells us that he is in charge now, not Mr Birling?  What is Eric politely suggesting that he might have done to Eva, at the top of page 52?  What does Eric’s attitude towards Eva reveal about the way wealthy young men treat working class women?  Why does Mr Birling send Sheila and his wife out? What does this tell us about gender roles during the period?  What is revealed about the relationship between Eric and his father on page 54?  How does Priestley use punctuation to show Eric’s distress on page 55?  What is now revealed about the mother/son relationship? _________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________________________________ ___ Killer Quotation How is Eric presented as both a villain and a victim? Stretch yourself by including sophisticated vocabulary: affable, wayward, impetuous, directionless, misguided, impulsive, reformed. How does the writer achieve it?  Identify a technique or interesting use of language  Use a quote Why is it effective?  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context  Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How is Eric presented as both a villain and a victim? Key Quotation Key Quotation Key Quotation Key Quotation __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Who is to blame for Eva Smith's death? Blame- worthy Blameless BLAME-O-METRE Arrange the different individuals around the blame-o-metre and explain your decisions using precise supporting quotations. “fire and blood and anguish” “anguish” The Inspector predicts a hell like future filled with ‘blood’ and ‘fire’. Priestley experienced war first hand and this is influenced the Inspector’s final speech. The Worst is Yet to Come (Revelation 8:1-13) Recognize and respond before God’s wrath is revealed (8:7- 13). In 8:7, “The first sounded, and there came hail and fire, mixed with blood, and they were thrown to the earth; and a third of the earth was burned up, and a third of the trees were burned up, and all the green grass was burned up.” In the Old Testament, hailstorms are a common element in God’s judgment. Why were these judgments “mixed with blood”? “Blood” is a key word here. Blood is the symbol of vengeance. Blood and fire were often combined as symbols of judgment. Biblical Reference: Cast out of the Garden of Eden Genesis 3:22-24 - "And the LORD God said, Behold, the man is become as one of us, to know good and evil: and now, lest he put forth his hand, and take also of the tree of life, and eat, and live for ever: Therefore the LORD God sent him forth from the garden of Eden, to till the ground from whence he was taken. So he drove out the man; and he placed at the east of the garden of Eden Cherubim, and a flaming sword which turned every way, to keep the way of the tree of life." In the bible an angel with a flaming sword casts Adam and Eve out of the Garden of Eden for eating the forbidden fruit stopping them from visiting the tree of life. The Inspector is a spirit-like prophet who was able to manipulate the characters of the Birling family by revealing the chain of events and the hypocrisy behind the Birling family. He did not want to punish the family lawfully as he was more concerned with how immoral the upper classed had become. Inspector Goole also stated in his final didactic and sermon- like speech that “if men will not learn that lesson, they will be taught it in fire and blood and anguish. This divine-like quote connotes that people will suffer the consequences if they do not accept that society should be entwined and that everyone should be responsible for each other. Priestley uses Inspector Goole as God’s messenger and a spirit who came to torment the consciousness of the living. Furthermore “anguish” can be interpreted as a reference to WW1 which shows that Inspector Goole is omniscient as the audience knows that WW1 had occurred shortly after the time in which the play was set. The Inspector prophesises a terrible future fi the Birlings don’t take responsibility for the actions and amend their ways. The ‘flaming sword’ – symbolic of Priestley’s words holding the Birling’s accountable. _________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________________________________ __ Act Three: Was it a hoax? All the Birlings now know they played a part in the girl's death. Mr and Mrs Birling are concerned about covering up their involvement, whereas Sheila and Eric are more aware of the personal tragedy and feel guilty. The Inspector leaves, after delivering a strong message about how we all should be responsible for each other Then the telephone rings. Mr Birling answers it, and after hanging up tells the family that it was the police on the line: an inspector is on his way to ask questions about the suicide of a young girl... Act Three: Consolidation Summary: fill in the gaps! After the ______________________ leaves the Birling’s are unsettled. Eric and _____________ are the most shaken and are ________________ to see their parents avoiding ___________________ for their actions. Gradually the family begin to think that the Inspector is a _____________ and not a real police inspector after all. The _____________________ mood is almost restored until the _______________ rings announcing that an Inspector is on his way to investigate a girl’s ______________. Comprehension: answer in full sentences on lined paper.  How is the generation gap highlighted in this scene?  How does Priestley use Eric and Sheila as a voice for his own purpose?  Why do you think Arthur and Sybil are reluctant to take responsibility? What does this suggest about class?  What is the impact of the stage directions in this scene?  How is the telephone used as a tool to create tension? Generation Youth vs Age The older generation are old-fashioned  Traditional views  They think they know best  They believe children should be seen and not heard  They attempt to control the younger generation  They don’t like to be challenged  The represent the ruling class  Mr and Mrs Birling don’t learn from their mistakes  Stubborn  Fixed mind-set The younger generation are different  Some are ambitious, determined, motivated  They challenge authority  Eric and Shelia accept responsibility  They represent an equal and fair future  Eva was courageous – and Mr Birling sacked her  Colloquial use of language - “squiffy”, “Don’t be an ass, Eric”  By the end of the play they are no longer controlled by their parents Priestly uses the theme of age to show his believe in the younger generation and their ability to change the future. Mr Birling refuses to accept responsibility and Mrs Birling is blind to the truth about herself and her children. Eric and Sheila, the younger generation, are more impressionable and accept the mistakes they have made. Glossary: Repentant: Pretence: Reformed: “the famous younger generation who know it all” Who says this? What tone of voice do they use? Why? What does Priestley want the audience to understand? Older vs Younger Generations Throughout the play, one of the key ideas that Priestley communicates is the differences between the older generations (Mr and Mrs Birling) and the younger (Eric and Sheila). Gerald seems to sit somewhere in the middle, sharing traditional capitalist views with Mr Birling, but also showing a tender emotional side towards Eva. However, at the end he agrees entirely with the Birling parents. Older Technique/Key Word Younger Technique/Key Word Priestley’s Idea Birling: All mixed up together like bees in a hive Sheila: But these girls are not cheap labour, they’re people! Early on in the play, Priestley is demonstrating the differences between father and daughter. Birling is a , and Sheila is a Birling: (Triumphantly) There you are! The whole story’s just a lot of moonshine. Stage directions – the word “triumphantly” shows Sheila: (tensely) I want to get out of this. It frightens me the way you talk. Stage directions – the word “tensely” shows At the end of the play, the generations respond differently to learning that the Inspector was fake and Eva Smith isn’t dead (yet). The older generations whilst the younger Birling: Nonsense! You’ll have a good laugh over it yet. Sheila: (passionately) You’re pretending everything’s just as it was before In the final scene of the play, Priestley shows us which characters have learnt a lesson, and which haven’t. Priestley seems to be on the side of the generation because Killer Quotation How is morality presented in An Inspector Calls? Stretch yourself by including sophisticated vocabulary: socialist, omniscient, justice, interrogate, integrity, principles, reformed. How does the writer achieve it?  Identify a technique or interesting use of language  Use a quote Why is it effective?  Link to the actual words used  What does it make you feel/do?  What are the connotations?  Does it have an emotional impact? Context  Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How is morality presented in An Inspector Calls? 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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Themes Gender Responsibility Y o u th an d a ge C lass ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________ Eva Smith is on the poverty cliff. Each encounter with the Birlings pushes her closer to the edge. Label the diagram below showing how each member of the Birling family moves Eva closer the edge. What and Who pushes Eva Smith off the cliff? Take a highlighter and pick out the important words, then put it into context by using your own words around the micro quotation. Quotation Embedded micro quotation into a sentence "I tell you, by that time you’ll be living in a world that’ll have forgotten all these Capital versus Labor agitations and all these silly little war scares. There’ll be peace and prosperity and rapid progress everywhere." Birling Act 1 Birling: It’s a free country, I told them. Eric: It isn’t if you can’t go and work somewhere else. Act 1 Sheila: But these girls aren’t cheap labor. They’re people. Act 1 "It happened that a friend of mine, Charlie Brunswick, had gone off to Canada for six months and had let me have the key of a nice little set of rooms he had – in Morgan Terrace – and had asked me to keep an eye on them for him and use them if I wanted to. So I insisted on Daisy moving into those rooms and I made her take some money to keep her going there." Gerald Act 2 "She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position." Act 2 "There are millions and millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, with what we think and do. We don’t live alone. We are members of one body. We are responsible for each other." Inspector Act 3 Symbolic and significant events Analysis of language and feelings One Eva Smith has gone - but there are millions and millions and millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, and what we think and say and do. BIRLING (SOLEMNLY) But this is the point. I don't want to lecture you two young fellows again. But what so many of you don't seem to understand now, when things are so much easier, is that a man has to make his own way - has to look after himself - and his family too, of course, when he has one - and so long as he does that he won't come to much harm. But the way some of these cranks talk and write now, you'd think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive - community and all that nonsense. But take my word for it, An Inspector Calls GERALD (now at telephone) Of course. (At telephone.) Brumley eight seven five two. (To others as he waits.) I was going to do this anyhow. I’ve had my suspicions all along. (At telephone.) Colonel Roberts, please. Mr Arthur Birling here . . . Oh, Roberts – Birling here. Sorry to ring you up so late, but can you tell me if an Inspector Goole has joined your staff lately . . . Goole. G-O-O-L-E . . . a new man . . . tall, clean- shaven. (Here he can describe the appearance of the actor playing the INSPECTOR.) I see . . . yes . . . well, that settles it. . . . No, just a little argument we were having here. . . . Good night. (He puts down the telephone and looks at the others.) There’s no Inspector Goole on the police. That man definitely wasn’t a police inspector at all. As Gerald says – we’ve been had. MRS BIRLING I felt it all the time. He never talked like one. He never even looked like one. And I tell you that the time will soon come when, if men will not learn that lesson, when they will be taught it in fire and blood and anguish. MRS BIRLING: Secondly, I blame the young man who was the father of the child she was going to have. If, as she said, he didn’t belong to her class, and was some drunken young idler, then that’s all the more reason he shouldn’t escape. He should be made an example of. If the girl’s death is due to anybody, then it’s due to him. INSPECTOR: And if her story is true — that he was stealing money — MRS BIRLING [rather agitated now]: There’s no point in assuming that — INSPECTOR: But suppose we do, what then? MRS BIRLING: Then he’d be entirely responsible — because the girl wouldn’t have come to us, and have been refused assistance, if it hadn’t been for him — INSPECTOR: So he’s the chief culprit anyhow. MRS BIRLING: Certainly. And he ought to be dealt with very severely — SHEILA [with sudden alarm]: Mother — stop — stop! BIRLING: Be quiet, Sheila! SHEILA: But don’t you see —– MRS BIRLING [severely]: You’re behaving like an hysterical child tonight. [SHEILA begins crying quietly. MRS BIRLING turns to INSPECTOR.] And if you’d take steps to find this young man and then make sure that he’s compelled to confess in public his responsibility — instead of staying here asking quite unnecessary questions — then you really would be doing your duty. INSPECTOR [grimly]: Don’t worry, Mrs Birling. I shall do my duty. [He looks at his watch.] "an impression of massiveness, solidity and purposefulness. He is a man in his fifties, dressed in a plain darkish suit. He speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addresses before actually speaking." The Plot in pictures Complete the storyboard below with appropriate images or symbols and the correct word choices from the bottom of the next page. Think of an alternative title to replace An Inspector Calls, e.g. The Sad Tale of a Mystery Woman P ic tu re D e s c ri p ti o n 1. It is Spring 1912. The Birlings are ___________ the engagement of daughter Sheila to wealthy Gerald Croft. They are disturbed by the ______________ of an inspector. 2. He tells them a girl has committed _______________ hours earlier by drinking disinfectant. She left a diary and a _______________ . 3. The Inspector shows Birling a photograph. He ___ the girl as Eva Smith, who was in his factory. 4. Birling tells the Inspector that he sacked Eva along with four or five others in September 1910 for going on strike for better _______________ . Birling sees nothing _______________ with what he did. 5. Eva was out of work for _____________________ months before she found another job at Millwards shop in December 1910. Q u o ta ti o n s Responsibility – links in a chain For each character, explain their actions towards Eva/Daisy and their motive. Explain the event in Eva/Daisy’s life and the consequence of the Birling’s action on her life. The first one has been completed for you. Mid–1909 1912 Nov 1910 Sep 1910 Spring 1912 Mid - 1909 Sept 1910 Nov 1910 Jan 1911 Spring 1912 Nov 1911 Sept 1911 March 1911 Fresh, pretty, lively orphaned country girls. Hard working at Birling’s factory. Out of work for two months and facing hunger. Dismissed a girl from his factory. As Eva was outspoken, he though her a ringleader in a strike for a 2/6d a week pay rise. He is more concerned with profit than people. v v ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________ Responsibility 15 minute challenge: How did the Inspector feel at this time? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ How do the other characters feel about it? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ How does the audience feel about it? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________ Poverty 1. Read again the last three paragraphs of Source A from lines. Choose four statements below which are TRUE. (4 marks) A Mhairi Black's constituent went without food to fund his bus fare to the Job Centre. B Whilst re-telling his account of what happened at the Job Centre, the constituent remained calm. C Whilst travelling to the Job Centre, the constituent fainted due to lack of food. D The Chancellor believes that cuts need to be made whilst the economy is improving. E In the end, Mhairi Black's constituent did have a positive experience with the Job Centre. F Mhairi Black does not think Food Banks should have to exist. G Food Bank use is in decline. H Mhairi Black is sceptical about the Minister of Employment's opinion of Food Banks Source A Mhairi Black's Maiden Speech Now, my constituency has a fascinating history far beyond the Hollywood film and historical name. from the mills of Paisley, to the industries of Johnstone, right to the weavers in Kilbarchan, it’s got a wonderful population with a cracking sense of humour and much to offer both the tourists and to those who reside there. But the truth is that within my constituency it’s not all fantastic. We’ve watched our town centres deteriorate. We’re watched our communities decline. Our unemployment level is higher than that of the UK average. One in five children in my constituency go to bed hungry every night. Paisley Job Centre has the third highest number of sanctions in the whole of Scotland. Before I was elected I volunteered for a charitable organisation and there was a gentleman who I grew very fond of. He was one of these guys who has been battered by life in every way imaginable. You name it, he’s been through it. And he used to come in to get food from this charity, and it was the only food that he had access to and it was the only meal he would get. And I sat with him and he told me about his fear of going to the Job Centre. He said “I’ve heard the stories Mhairi, they try and trick you out, they’ll tell you you’re a liar. I’m not a liar Mhairi, I’m not.” And I told him “It’s OK, calm down. Go, be honest, it’ll be fine.” I then didn’t see him for about two or three weeks. I did get very worried, and when he finally did come back in I said to him “how did you get on?” And without saying a word he burst into tears. That grown man standing in front of a 20-year-old crying his eyes out, because what had happened to him was the money that he would normally use to pay for his travel to come to the charity to get his food he decided that in order to afford to get to the Job Centre he would save that money. Because of this, he didn’t eat for five days, he didn’t drink. When he was on the bus on the way to the Job Centre he fainted due to exhaustion and dehydration. He was 15 minutes later for the Job Centre and he was sanctioned for 13 weeks. Now, when the Chancellor spoke in his budget about fixing the roof while the sun is shining, I would have to ask on who is the sun shining? When he spoke about benefits not supporting certain kinds of lifestyles, is that the kind of lifestyle that he was talking about? If we go back even further when the Minister for Employment was asked to consider if there was a correlation between the number of sanctions and the rise in food bank use she stated, and I quote, “food banks play an important role in local welfare provision.” Renfrewshire has the third highest use of food banks use and food bank use is going up and up. Food banks are not part of the welfare state, they are symbol that the welfare state is failing. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. For this question, you need to refer to the whole of Source A, together with Source B, the journalist's article about the life of the poor girl. Compare how the two writers convey their experiences of poverty. In your answer, you could:  compare their different experiences  compare the methods they use to convey their experiences  support your ideas with references to both texts. 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'No one has a divine right to food or a home. If people want to live comfortably, then they must work for that right.' Write a speech to address the House of Commons in which you explain your point of view on this statement.  Lang AO5 communicate clearly, effectively and imaginatively [24 marks]  Lang AO6/Lit AO4 accurate SPaG [16 marks] ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Analysis of characters – Key ideas and quotes Complete the table for each character. Add quotes to support your understanding. Character’s name How did they view Eva Smith and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for their actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Sheila Birling Eric Birling Analysis of characters – Key ideas and quotes Complete the table for each character. Add quotes to support your understanding. Character’s name How did they view Eva Smith and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for their actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Gerald Croft Inspector Goole Analysis of characters – Key ideas and quotes Complete the table for each character. Add quotes to support your understanding. Character’s name How did they view Eva Smith and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for their actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Eva Smith