1. An Inspector Calls by J B Priestley

2. Learning Objectives:
Understand the exam requirements
know the premise of the story, and understand some facts about the social and historical context

3. Paper 2: Modern texts and poetry
What's assessed: •Modern texts • Poetry • Unseen poetry How it's assessed: •written exam: 2 hour 15 minutes •96 marks •60% of GCSE Questions Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.

4. Reading comprehension and reading critically
• Literal and inferential comprehension: understanding words, phrases or sentences in context; exploring plot, characterisation, events & settings; distinguishing between explicit & implied meanings; explaining motivation, sequence of events & the relationship between actions or events
•Critical reading: identifying themes; supporting a POV by referring to evidence; recognising the possibility of & evaluating different responses to a text; understanding writers’ social, historical & cultural contexts; making an informed personal response.
• Evaluation of a writer’s choice of vocabulary, grammatical & structural features: analysing & evaluating how language, structure, form & presentation contribute to quality & impact; using linguistic & literary terminology for evaluation
Writing
• producing clear & coherent writing ; commenting effectively about literature for a range of purposes such as: to, analyse & evaluate; discussing & maintaining a POV; selecting & emphasising key points; using relevant quotation & using detailed textual references
• Accurate Standard English: accurate SPaG

5. How your work will be assessed:
Level 6 Convincing, critical analysis and exploration 26–30 marks
Level 5 Thoughtful, developed consideration 21–25 marks
Level 4 Clear understanding 16–20 marks
Level 3 Explained, structured comments 11–15 marks
Level 2 Supported, relevant comments 6–10 marks
Level 1 Simple, explicit comments 1–5 marks

6. Who is to blame for the girl’s death?
Modern Dilemma
Who is to blame for the girl’s death?

7. J B Priestley

8. Biography
Born 13th September 1894 died 14th August 1984.
Mother died in the year he was born.
Left school at 16 ‘to write’ and began work in as a junior clerk at a wool firm.
Priestley stated that it was the period that ‘set their stamp upon me’ (the time before the first world war).

9. Biography
Priestley surrounded himself with ‘people who read a great deal, cared a lot for the arts and preferred real talk and hot argument to social chit chat’.
He found himself having political discussions with his father’s socialist friends.

10. Socialism
What is socialism?

11. Socialist principles
“The establishment of a system of society based upon the common ownership and democratic control of the means and instruments for producing and distributing wealth by and in the interest of the whole community.” The Socialist party of Great Britain.

12. Back to Priestley…
World war one broke out in 1914.
Priestley joined the infantry at age 20.
He left the army in 1919 after seeing active front line service in France.
He narrowly escaped being killed when a German shell exploded near him and was the victim of a gas attack.
His experiences in the war affected his writing; “I was lucky in that war and never ceased to be aware of the fact.”

13. After the war…
Priestley took a degree in Modern History and Political Science at Cambridge University.
In 1921 he completed his degree, married and left for London with his wife.
He began his writing career with essays and achieved success with novels and plays

14. The play, An Inspector Calls was written in 1945.
His work
With the outbreak of WW2 in 1939, Priestley continued writing and worked for BBC radio. However, his programmes were cancelled by the British Government for being too critical of their actions in the war.
The play, An Inspector Calls was written in

15. Was set in 1912 (before WW1) and first performed in London in 1946.
An Inspector Calls
Was set in 1912 (before WW1) and first performed in London in 1946.
A thriller, An Inspector Calls has been running in theatres ever since….

16. The Theatre
Before WW2 theatres were very popular.
Since the introduction of cinemas, theatres had been competing with musicals with lavish sets, costumes and budgets.
With the coming of WW2, theatres opened and closed erratically due to air raids.
Performances were relocated to the North or the Midlands.
By 1944 the Old Vic Theatre Company had returned to London and the play was first staged in 1946.

17. What can you tell about the play from the book covers?
The Play itself…
What can you tell about the play from the book covers?

18. The Play itself…
A straightforward detective thriller……....or is it?

19. Trailers https://www.youtube.com/watch?v=bWvwdxJeYCc
e=active

20. Social and Historical Context
What effect did poverty have on children’s weight and height?
Why did only 25% of 3rd class passengers get saved (as compared to % of the 1st class passengers)?

21. Understanding of Act 1 (characters, dramatic techniques, plot)
Learning Objective:
Understanding of Act 1 (characters, dramatic techniques, plot)

22. Staging the Play
Priestley leaves the director and actors much less room than usual to choose how to set the stage or act their roles – he does this by providing many and very clear stage directions.
Look at the opening stage directions and work out what Priestley seems to have wanted the audience to think about the Birling family before any words are spoken?
Such a setting evokes certain “cultural narratives” in the audience’s mind – narratives that Priestley knew would work in his favour to help make the play’s themes yet more persuasive.
Be sure to consider all stage directions as you revise.
“Cultural narratives” are the very many “stories” we each carry with us that help form our world view. They can be easily evoked by the creation of certain forms , i.e. sounds and images. Priestley depends in part upon the evocation of these cultural narratives that would help generate the kind of negative attitude that will help the development of his socialist themes. The kind of characters that these narratives involve are often set “types” and often stereotypes. This kind of analysis is subtle yet quite easy for students to undertsand – and can lead to high marks in exams and CAs.

23. What effects does Priestley create in Act 1 and why
What effects does Priestley create in Act 1 and why? Consider both plot and theme.
The reactions to the stage setting.
The Birling family celebrate Sheila’s engagement to Gerald.
A police inspector calls.
Mr Birling and Sheila are questioned.
It’s always a good idea to revise the ideas of “effects” and “purposes” as the analysis of a play is best done through the eyes of the audience. In this way the effects of Priestley’s uses of forms, structure and language can more easily be considered and analysed – thus covering aspects of form, structure and language so necessary for high marks. The concepts of “plot” and “theme” are so very useful to the students’ analysis and discussion but might need careful revision or explanation – “plot” being the way characters and action are created by the author – and the way action unfolds in a sequence or structure that creates an absorbing tale full of suspense and tension, “theme” being the ideas, thoughts and feelings about the real world that Priestley weaves into his fictional play. Looked at this way, the story or narrative is a highly persuasive device.

24. The Inspector questions Gerald.
What effects does Priestley create in Act 2 and why? Consider both plot and theme.
The Inspector questions Gerald.
Sheila breaks off her engagement to Gerald.
Mrs Birling is questioned.
Sheila and, eventually, the others realise that Eric is involved.

25. What effects does Priestley create in Act 3 and why
What effects does Priestley create in Act 3 and why? Consider both plot and theme.
Eric confesses his involvement in Eva’s death.
The inspector leaves after making a key speech about social responsibility.
Gerald raises doubts about the “inspector” and makes phone calls to the Chief Constable and local hospital.
Some lessons are learned; some are not.
The play closes with the telephone ringing. It’s the police; a girl has died and a police inspector is about to call…

26. Characters Key points to consider:
Character are created to have effects on the audience for two broad purposes – plot and theme.
Think about Priestley’s use s of the main characters at these two key levels.

27. Arthur Birling: ‘hard-headed business man’
‘Portentous & rather provincial in his speech’ – given a northern accent. Consider Priestley’s use of accents – how might Gerald speak in comparison? How might Mrs. Birling and Sheila speak? And what about Eric?
What is the effect and purposes of this use of accents? Consider once again the idea of “cultural narratives” and how these can be invoked just by the way a person speaks.
Birling wants: ‘lower costs and higher prices’ and thinks ‘there isn’t a chance of war’. How is Priestley creating effects on the audience and why. Think – as always – in terms of both plot and themes?
Even voice can invoke cultural narratives and the set “types” these narratives involve. Priestley could be said to use these narratives as a means of developing the social themes of the play.

28. Arthur Birling
Thinks every man should ‘look after himself and his own’
‘not the kind of father a chap could go to’ – Gerald

29. Arthur Birling
Sacks ‘Eva Smith’ because she helped lead a strike at Birling’s factory. Thinks she had ‘far too much to say’
Attempts to assert power over the Inspector by name dropping: he and the Chief Constable ‘play golf together’
A character who Priestley ensures never changes in significant ways: he learns nothing from the Inspector’s actions: ‘I only did what any employer might have done.’
Narratives involve change – and those characters who do not change are a key aspect of narratives – it’s worth discussing which characters change and which don’t – and the effects and reasons for this. Birling is presented as the son of a man who “made good” and so he was “closer” to his workers than, say, Gerald. Priestley seems to feel especial venom for this character.

30. Gerald Croft
An aristocrat – a member of the “landed gentry”. The son of Sir George and Lady Croft – ‘Croft’s Limited is both older and larger than Birling and Company’
Has an affair with Daisy: ‘wonderful Fairy Prince’; but the Inspector says, ‘at least he had some affection for her’
Is genuinely shocked at her death
Doesn’t seem to learn from the Inspector’s visit: ‘We’ve been had’ – but if he marries Sheila?
The use of an aristocratic character wanting to marry into a family whose wealth is not from inherited land but business and industry is interesting. Students are unlikely to understand the differences and these are worthy of discussion as Birling, being the son of a member of the poorer classes who did well and succeeded in creating a successful business should surely be more aware of poverty and the distress it causes – and yet he is the least sympathetic of all.

31. Mrs Sybil Birling
Created to be an arrogant and controlling woman who speaks ill of both the Inspector and “Eva”: “girls of that class.”
Lacks understanding of even her own children, ‘[Eric]’s only a boy’
Chairs a charitable committee but fails to understand the distress of “Eva/Daisy” and refuses to help her.
Sees no reason to share responsibility: “[S]he had only herself to blame.”
Despite Priestley creating this character in ways that develop no sympathy from the audience, it can be productive to consider her life as an upper middle class woman in this highly patriarchal society.

32. Miss Sheila Birling
Is responsible for Eva losing her job; uses her ‘power’ ‘to punish the girl’
Shows shock and distress on learning of Eva’s death: ‘Oh, horrible, horrible!’
Recognises her responsibilities: ‘...I’m to blame – and I’m desperately sorry’
Created as character who develops and changes as the action of the play progresses: “[W]e really must stop these silly pretences... at least you’ve [Gerald] been honest.”

33. Eric Birling
Dominated by overpowering parents, probably drinking excessively to overcome feelings of inferiority: “squiffy”.
Meets Eva/Daisy in the “Palace Bar” and forcibly seduces her: “threatened to make a row”.
Used [Eva/Daisy] “as if she was an animal”.
Helps Eva/Daisy by stealing cash from his father’s business to help her out.
Created to be a character who changes and develops as the action of the play proceeds. He accepts responsibility for his actions and the results these produced: “[W]e all helped to kill her.”
The audience are brought to have sympathy for this character – it’s worth discussing how and why this occurs.

34. Eva Smith/Daisy Renton
Young and “very pretty”.
“All she wanted was to talk – a little friendliness”
“very gallant”
Realised that Eric “didn’t love her” and refused to marry him.
Refused the offer of cash from Eric– created as a woman of honesty and dignity even though she suffered such degradation.
Why is there no image of Eva Smith?

35. Inspector Goole Far-sighted, “prophetic”.
Authoritative: “one line of inquiry at a time”.
“[P]ublic men have responsibilities as well as privileges”
Recognises the way a “chain of events” can lead to effects on others.
Wants the Birlings and Gerald – symbolising the upper and middle classes – to understand and take their share of responsibility or suffer “fire and blood and anguish” if society chooses revolution as predicted by Marx.

36. THEMES
Consider the following themes. Can you link characters to each theme and explain how and why Priestley created them:
Social responsibility
Power
Social class
Men’s and women’s roles
Morality

37. Dramatic Devices
Dramatic irony This is created by the playwright when the audience is allowed to know more than a character on stage. It is a key device that creates engagement and suspense and tension.
Symbolism The use of images or ideas (sometimes recurring as motifs) to develop deeper levels of meaning .
Questions and answers A device to engage the audience in the action of the play.

38. Dramatic Devices
Suspense and tension The use of a “plot” to create the desire in the audience to want to know “what will happen next”.\
Hyperbole The use of acceptable exaggeration used for effect.
The “Secretive Photo” device.
“Coups de theatre” The use of a sudden turns of events.

39. Structure
Priestley carefully sequences the action of the play to build up suspense and tension and ends with a “coups de theatre”.
Students often struggle to fully understand how to discuss the effects of structure – yet it is so vital for high marks. Thinking of “sequence” can make their analysis easier – working out how and why Priestley arranges the action and events of the play to create suspense and tension.

40. Read p10-18
Comprehension questions
P10-18
How did the girl die? (P11)
When did Eva Smith leave Mr Birling's firm? (P13)
What did Eva Smith do that lead to her being sacked? 
(P14)
How old was Eva Smith? (P18)
On P14, Mr Birling says: " If we were all responsible for 
everything that happened to everybody we'd had 
anything to do with, it would be very awkward"
What do you think?
Do you agree with Mr Birling?
Why/why not?

42. The exam is 2 hours, 15 minutes long.
For section A, you have 45 minutes to answer a question on “An Inspector Calls”.
You will have a choice of two questions, but you must only do one.

43. Your task
What do we learn about Gerald and Sheila’s relationship in Act 1 of “An Inspector Calls”? Using the notes and quotations you will have gathered today, you will be producing a written response to the question above.

44. An Inspector Calls – Sheila’s turn
Make a list of facts you know about Sheila from the play so far.
How do you feel about Sheila? Describe your impression.
How do you think the writer intends for the audience to receive Sheila?
“Yes, go on, Mummy. You must drink our health.” p2
“(same tone as before) Yes, that’s what you say.” p3
“You’re squiffy.” p3
“(quiet and serious now) All right then. I drink to you, Gerald.” p5

45. An Inspector Calls – Gerald and Sheila
Make a list of facts you know about Sheila and Gerald’s relationship so far in the play.
Find a positive exchange that they have and describe how this is shown.
Find a more negative exchange that they have and describe how this is shown.
Extension question
Why might the class difference between the characters be significant in the play?

46. Gerald and Sheila Think about: How does Sheila first talk?
How does Sheila’s talk change through out the first act?
How does Gerald respond to Sheila?
How does Act One end? Why is this important to our understanding of their relationship?
How has Priestley used language and structure for effect in this stage direction?
She looks at him almost in triumph. He looks crushed. The door slowly opens and the Inspector appears, looking steadily and searchingly at them. p26

47. Your task
What do we learn about Gerald and Sheila’s relationship in Act 1 of “An Inspector Calls”?

48. What should an essay plan look like?
Start with a mini mind map of all the ideas you want to include
Then organise your ideas into a list: make sure your ideas are in a logical order
List the quotations you intend to use (around 4 or 5).
You should now be ready to write 

49. Exploring Language Use
How does this quotation show that Sheila is angry? “Were you seeing her last spring and summer during that time when you hardly came near me and said you were so busy? Were you?” How does this quotation show that Gerald is not really sorry? “I’m sorry Sheila. But it was all over and done with last summer”

50. How your work will be assessed:
Level 6 Convincing, critical analysis and exploration 26–30 marks
Level 5 Thoughtful, developed consideration 21–25 marks
Level 4 Clear understanding 16–20 marks
Level 3 Explained, structured comments 11–15 marks
Level 2 Supported, relevant comments 6–10 marks
Level 1 Simple, explicit comments 1–5 marks

51. Refer to the writer throughout your essay
What do we learn about Gerald and Sheila’s relationship in Act 1 of “An Inspector Calls”?
At the start of Act 1, Gerald and Sheila are… Their relationship seems… However,… By the end of the scene, we can tell that… Priestley has shown… The audience would feel…
Refer to the writer throughout your essay
Remember it’s a play!

52. Read through your partner’s essay once.
Peer Assessment
Read through your partner’s essay once.
Now re-read, and complete the assessment grid
Add a final comment
Give your partner a mark out of 30

53. How to achieve your target
Having read the assessment criteria, what do YOU need to do in your responses to meet your target? To meet my target, I must make sure I…

54. 2. Where did Eric meet Eva Smith?(P51)
Read p50-56
P50-56
1. Why does the Inspector say that it is fine for Eric to have a drink? (P51)
2. Where did Eric meet Eva Smith?(P51)
3. How much money did Eric give her? (P53)
4. Why didn't Eric go directly to his father for help? (P54)
5. What is the meaning of the Inspector's final speech on P56? (Explain it in your own words)
6. Which of the characters do you think has been most touched or changed by the 
Inspector's visit?

55. Discuss with your partner Now produce a response
Exploring Language
Read P57 again. How does the language use (including punctuation) show the anger felt by the characters?
Discuss with your partner
Now produce a response

56. Exploring the text
Find a quotation on P58 which tells us what Mr Birling was saying when the Inspector arrived.
Why do you think Sheila and Gerald side with the Inspector, but Mr and Mrs Birling do not?
Re-read Sheila’s long speech on P59. Explain in your own words why she thinks it doesn’t matter if the Inspector is a real Inspector or not.

57. Read P61-66
How does Gerald know it wasn’t a real Inspector?
Find a quotation from P64 which shows that Eric is still very upset.
Find a quotation from P65 which shows that Sheila is ashamed of her parents.
Extension question: what does Sheila mean when she says “Well, he inspected us all right.” (P66)

58. Read P66-end
Sum up how each of the characters has been affected by the evening’s events.
How would an audience react to the ending of the play?
Extension question: Why does the phone ring when it does (P72)

59. How does the film differ to the play?

60. P29. Discuss who the inspector is. Be ready to feed back your ideas.

61. If a tree falls in a forest and no one is around to hear it, does it make a sound?"
If Eva Smith didn’t really die, are the 
characters still responsible for their actions?

62. Taboo!
On the following slide there are some pictures. One person will stand in front of the picture, and try to guess what it is. On the screen are some words: these are TABOO! No-one must say them or any part of them. If you would like to give a clue, put your hand up!

63. Taboo words:
Inspector
Goole
Police officer

64. Taboo words:
Theatre
Audience
Play

65. Taboo words:
Titanic
Ship
Boat
Iceberg

66. Taboo words:
Disinfectant
Bleach
Suicide

67. Taboo words:
World War 1
Trenches
Soldiers

68. Taboo words:
Police Officer
Law
Inspector

69. Taboo words:
Edna
Maid
Door

70. Taboo words:
Engagement Ring
Gerald
Sheila

71. Taboo words:
Factory
Mr Birling
Eva Smith

72. Themes Responsibility
Class
Sex
Age

73. Setting and Subtle Hints
Irony and Tone
The Inspector
Tension and Timing
The Ending

74. Characters

75. What themes are covered in the play?
Relationships
Honesty and lies
Social class
Responsibility
Wickedness/ evil
Appearance and reality
Socialism v Capitalism
Arrogance/ humility

76. An Inspector Calls: assessment
In order to achieve your target grade, you need to make sure your essay addresses all of the following:
Discussion of the characters
Understanding of the plot (the story)
Understanding of the play’s setting and context
Consideration of the dramatic effect of the events and characters (how would the audience react?)
Discussion of the language used in the play
You have used quotations
You have answered the question in the essay title
You have given your personal response

77. How does Priestley present Sybil Birling in An Inspector Calls?
Question:
How does Priestley present Sybil Birling in An Inspector Calls?
(30 marks)
SPaG: (4 marks)

78. How to approach the exam
Work out what the question is asking you to do.
How does Priestley present Sybil Birling in An Inspector Calls?
What methods can a playwright use?
Which ones are used to present Mrs Birling?
What will you say about Sybil (Mrs Birling)? Which quotations will you use?

79. Methods and materials used to build a house
Bricks
Cement
Glass for windows
Putty to hold glass in
Wood/plastic for doors and windows and joints
Start with the foundations, end with the roof

80. Methods and materials used to write a play
Plot (the story). Make sure there are lots of good dramatic events
Characters. Make sure they are interesting and complicated
Character interaction. Make sure there are lots of clashes between characters to make the play dramatic.
Words. Choose language that fits the story and the characters. Use language that will be memorable and dramatic.
Dramatic techniques. When people enter or exit, it should create tension or drama. When scenes end, it should leave the audience wanting more.

81. What methods has Priestly used to present Sybil?
He has made her:
Different to the other characters (more snobbish, doesn’t respond to the Inspector like the others did)
The worst one. Her refusal to help Eva/Daisy led directly to her suicide.
Guilty of saying the father of the child (Eric) should have a strong punishment
He has given her harsh language
He made her condemn the father of the child before she knew it was Eric, for dramatic effect
Which quotations can you find to support these points?

82. Make sure you use quotations to support your points
In your response…
Make sure you answer the question- discuss Sybil Birling and how she is presented.
Make sure you include the word Priestley or the writer in every paragraph
Make sure you use quotations to support your points

83. How does Priestley present Eric in An Inspector Calls?
Produce a 5 point plan
Introduction: what you are going to do in your essay? ( who Eric is, and how he is presented)
What Eric says and does in the play ( his involvement with Eva Smith, how he reacts to the Inspector)
How other characters respond to him ( his sister and the Inspector is sympathetic, his father is sharp to him, his mother treats him like a little boy)
How Priestley presents him ( think about entrances and exits, the words the writer gives this character. The presentation of Eric is sympathetic; how does the writer achieve this?)
Conclusion: what do YOU think of Eric? Is this how the writer wanted you to respond to him?

84. Produce a 5 point plan for this essay
Now find 3 quotations that you will use in this essay
January 2012

85. Create an object to represent Eva Smith
Playdough!
Create an object to represent Eva Smith
Create an object to represent the Inspector
Create an object to represent Sheila
Create an object to represent Mr Birling

86. 2 minute tasks
It is Christmas 1918, WW1 is finally over. Sheila sits by the fire in her home. What does she have to say? (Is she married? Did she marry Gerald? Does she have children? Does she think about the Inspector?).
At the end of the play, the Inspector disappears. Where does he go? What does he have to say when he gets there?

87. 2 minute tasks continued
After Gerald ended their relationship, Eva (Daisy) went to the seaside for a while to take time to mend her broken heart. As she looks out over the sea, what would she have to say?
Edna sees it all, but says little. When she goes home to her husband, Alfred, at the end of her working day, what does she have to tell him about life in the Birling household?

88. Now find 3 quotations that you will use in this essay
June 2011
Now find 3 quotations that you will use in this essay
Produce a 5 point plan for one of these essays

89. Produce a 5 point plan for one of these essays
Now find 3 quotations that you will use in this essay
January 2013

90. Produce a 5 point plan for one of these essays
Essay title
17. ‘Inspector Goole merely functions as a mouthpiece for Priestley’s ideas’. What do you think is the Inspector’s function in the play, and how does Priestley present him? 18. How does Priestley show the differences in attitudes between the generations in “An Inspector Calls”
Produce a 5 point plan for one of these essays
Now find 3 quotations that you will use in this essay

91. ‘Inspector Goole merely functions as a mouthpiece for Priestley’s ideas’. What do you think is the Inspector’s function in the play, and how does Priestley present him?

92. An Inspector Calls – Mrs Birling
Thinking about Mrs B – Act 1
How was Mrs Birling described by Priestley in the opening stage directions? What do his word choices imply?
Using pages 2-3. Write a list of impressions you get about Mrs B. each time she talks.
HOW does Mrs B. talk? Make two different observations and support with quotations.
At the bottom of page 5, Mrs B. says “I think Sheila and I had better go into the drawing-room and leave you men-”
What does this imply about the role of Mrs B. as a wife and mother. How is Priestley presenting women here?

93. Read the ideas below and write a summary in your own words.
Because Eva was a woman - in the days before women were valued by society and had not yet been awarded the right to vote - she was in an even worse position than a lower class man. Even upper class women had few choices. For most, the best they could hope for was to impress a rich man and marry well - which could explain why Sheila spent so long in Milwards.
For working class women, a job was crucial. There was no social security at that time, so without a job they had no money. There were very few options open to women in that situation: many saw no alternative but to turn to prostitution.

94. Look at these quotations, showing the attitude to women of some characters: Mr Birling is dismissive of the several hundred women in his factory: "we were paying the usual rates and if they didn't like those rates, they could go and work somewhere else.” Gerald saw Eva as "young and fresh and charming" - in other words, someone vulnerable he could amuse himself by helping. Mrs Birling couldn't believe that "a girl of that sort would ever refuse money. "Her charitable committee was a sham: a small amount of money was given to a small amount of women, hardly scratching the surface of the problem. Why did Priestley decide to hinge his play on the death of a young working class woman rather than the death of a young working class man?

95. Exam Practice
2013
Quote sourced from page 32

96. Thinking about Gerald
Make a list of information you ALREADY know about Gerald. How do you feel towards his character?
What does Gerald’s relationship with Daisy Renton suggest about the time the play was set?
Why do you think Gerald wanted to hide information from the Inspection?.

97. Gerld and Daisy Renton Shared Reading – Act One pp. 33-40 Think about:
How does Gerald speak throughout the reading? Does his talk change?
How does the Inspector speak to Gerald? Is it the same as the other characters?
What could Priestley be suggesting about the Aristocracy
How does Gerald behave at the end of the extract. How does Priestley make the audience feel towards him?
All three acts, which are continuous, take place in the dining room of the Birling's house in Brumley, an industrial city in the North Midlands.
It is an evening in Spring, 1912.

98. However he also takes a mistress who could be discarded at will.
Gerald and Class
On the one hand Gerald is prepared to marry Sheila, despite her lower social position.
However he also takes a mistress who could be discarded at will.
What could Priestley be commenting on here?
How does the theme of class appear throughout the play?

99. Home Learning
Plan an answer to the question above using the play we have read so far.
You need to do this in note form. I suggest you do this per paragraph:
Introduction: Introduce why class is a significant idea in the play.
5 Quotations – Explain ideas shown linked to class – pick out a feature of language or structure and link to the rest of the play. At least one quote should be a stage direction.
Conclusion: Summarise why Priestley raises the theme of class and what he might be discussing.
2013

100. Exam Practice
January 2012

105. June 2012

108. January 2012

112. January 2011