Gender, class, dislocation

LQ: Can I analyse how Williams makes the audience sympathise with the female struggle for identity?

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic

ironyCONTEXT TERMS: misogyny, equality, gender equality, segregation,

marginalisation, segregation, discrimination, alienation, polygamy

Gender, class, dislocationLQ: Can I analyse how Williams makes the audience sympathise

with the female struggle for identity? Use the blog:

Justuslearning.com > blog > + search “Streetcar”

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play

present struggles

EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and

form present struggles in the play, using my knowledge of social and historical context

OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the

language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom

STRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

Watch this clip, reading the lyrics.

http://www.youtube.com/watch?v=lVdde5KZqO4

How could this be seen as offensive?

What does this suggest about gender politics in the 21st Century?

EXT: is it defensible?

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom

STRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

When this dance was performed at 2013 VMA awards,who got the blame in the press?

The teenage girl dancing provocatively, or the married 36yr old grinding against a girl young enough to be his daughter?

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom

STRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

What does the reaction and controversy tell us about the difference in social acceptance of promiscuity or sexuality shown by either

gender?EXT: What does this have to do with the play?

Scene 9 Read as a class the scene.

Focus on notes to answer the following question:

How does Williams make the audience sympathise with the female struggle for identity through Blanche’s character?

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the

language, structure and form present struggles in the play, using my knowledge of

social and historical context

OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways

the language, structure and form present struggles in the play, using my knowledge of

social and historical context to illuminate alternative interpretations

KEY INGREDIENTS:Point to answer question, Quotation, Technique,

development of quotation with futher embedded quotations, social context

How does Williams make the audience sympathise with the female struggle for identity through Blanche’s character?

Use criteria to attempt one analytical paragraph, and one wider reading link paragraph. use criteria to attempt one analytical paragraph, and one wider reading link paragraph.

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

PEER ASSESS

EXT: can you improve each other’s work?

EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the

language, structure and form present struggles in the play, using my knowledge of

social and historical context

OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways

the language, structure and form present struggles in the play, using my knowledge of

social and historical context to illuminate alternative interpretations

KEY INGREDIENTS:Point to answer question, Quotation, Technique,

development of quotation with futher embedded quotations, social context