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Students examine the pressures on European Jews as they moved away from the shtetls to larger urban centers at end of the nineteenth century.
Students consider the lessons we can learn from Act One of the play, before adopting the perspectives of characters in both drama tasks and written tasks.
Students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.
Students reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.
Using a project-based learning approach, students produce a museum exhibition that displays the stories of different partisans.
Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.
Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.
Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.
Students consider the role power plays in the interactions between characters, focusing on the relationship between Eric and Eva, before discussing consent.
Students explore social inequality in the UK, discussing how an individual’s background can impact their opportunities before examining graphs that display social inequality and employment trends.
Students prepare for reading the play by considering the relationship between the individual and society, and by reflecting on identity. After discussing a poem about identity, they write their own.