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A Doll’s House Concept/ Vocabulary Analysis

Literary Text: A Doll’s House by Henrik Ibsen Organizational Patterns This book is a play with three acts, and is approximately 80 pages long. The first act is the longest with about 35 pages, while the last two acts are about 20 pages each. The play has only nine characters in total and only five of those nine are main characters. Issues Related to this Study of Literature Theme Women’s Roles- This play was written shortly before a large women’s rights movement began, and was groundbreaking when it hit theaters. The play questions what women’s roles are in society and in the home. Nora (the main character) decides to leave her husband and children at the end, and one is left with questions of whether or not that is acceptable. It makes the reader question what are the obligations of being a woman. Men’s Roles- The play also emphasizes what society expects from men at this time period as breadwinner and head of the household. Torvald (Nora’s husband) is constantly comparing himself to Nora’s father and proving how he, Torvald, is the better man. What made a good man during

this time? Torvald also explains his actions in the light of what society expects (Of course I’m doing this, what would everybody think?). It makes readers wonder what society expected from men, and how that affected the way they treated their wives.

Bildungsroman- This play is in some ways a process of growth from childhood to adulthood for Nora. She slowly realizes how her father and husband have treated her like a pet or child. At the end, she realizes that she has never “grown-up” and transforms to an adult overnight. We see her

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transform from a weak, submissive, gentle child to a fierce, determined, strong woman. Identity- Throughout the play we never get to know who the real Nora is and what her true personality consists of. Nora also realizes that she does not know who she is, and decides to leave her life. She comments that she needs to discover who she is separate from her husband, children and more importantly society. Marriage- The play constantly questions what marriage is supposed to be. Do you need to have love to be married? What about money? Does age play a role? Most importantly, how should married couples treat each other? The play focuses on a marriage that relies on no communication and shallow expectations. If marriage is not what society says it is, then what is it? Setting The story takes place in the Helmer’s home which is in Norway during the late 1800’s. The entire play takes place during the month of December and it is important that students do a little bit of research before reading this play. For setting purposes, it will be nice to review what houses looked like inside

and out during the late 1800’s (how many floors, bedrooms and what about popular layout?). Nora gets very excited about Christmas and talks a lot about her decorations. Make sure students understand the importance of Christmas in places like Norway and how people decorated towns and homes. They may

want to look up the fashions of the time. What did men and women typically where? How was their hair fashioned? Was it popular for men to have beards? Also, the look of the town might be interesting to research. Were the roads paved? Did they have electricity, cars, etc? Be sure to target searches to information on the Norwegian area. Narrative Voice This is told from a third person omniscient narrator. This enables the audience/ reader to see the conversations and insights of other characters than Nora. Readers see, for example, the conversation between Krogstad and Mrs. Linden that decides the fate of the letter.

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Literary Terms Act: Since this is a play, it is important that students (if they don’t already) understand what an act is and how this play is divided (there are no scenes in this play. Analogy (Metaphor and Simile): Torvald is constantly telling Nora what she is like –birds, children, etc. Students will need to recognize this, and differentiate between a metaphor and simile. Characterization: Have students understand this term and show them that Ibsen does this indirectly by having the reader learn about the characters through their actions. Furthermore, have them identify the static and dynamic characters. Climax: If students are not already aware of the term, review and have them point out Torvald’s reading of the letter and explosion over it as the climax. Conflict: There is a lot of conflict in this play involving Nora. Nora has external conflicts with Dr. Rank, Krogstad, and Torvald. She has internal conflict with herself over what to do about her situation. Also, she has an internal conflict with society of what she is able to do as a woman. Exposition: This is the introduction to the play (setting, characters, etc.) and students should quickly point it out in this play. Falling Action (denouement): This is the last part of a story where all the problems are beginning to be solved and things begin to slow down. Review briefly if students are already familiar with the term. Figurative Speech: There are several sayings in the play the students will need help understanding. For example, “…now the lamp’s on the table?” is a saying meaning that all secrets are out and in the open –everybody knows about the secrets. Flashback: Nora has a big flashback when she is talking about how she borrowed the money. Be sure to have students recognize the flashback and note its significance in the play.

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Foil: Mrs. Linden is the character that really makes Nora look bad in comparison and acts as a foil for Nora. In fact, you could argue that all the characters act as foils for Nora. Foreshadowing: There is a little bit of foreshadowing that students should pick up on like Nora’s early rebellion of eating the macaroons against Torvald. This foreshadows her later rebellion. Frame Story: The main frame story is the one with Nora and Krogstad throughout the play. Hopefully, students can recognize the frame story quickly. Genre: It would be beneficial to talk about genre in general, but more

importantly to talk about plays as a genre in specific. It might be helpful to have students discuss what they already know about plays and what can be expected because it is a play.

Irony: The most important irony that students should pick up on is that throughout the play Torvald calls Nora many types of birds, and then at the end she leaves or flies away. Motivation: It is good if students understand the motivation of characters. Questions to ask could be why Nora left, why does Torvald hate debt, or why does Krogstad blackmail Nora? Resolution: This is the end of the play where all things are solved or left for the reader to make conclusions. Students should recognize the close of the play. Rising Action: Students should review this if they are not already familiar with this. The complications and excitement start fairly early in this play due to its length. Setting: Have students pay attention to the setting and stress its importance, especially in a play. Having an idea of where a play is taking place is very important. Suspense: Taking note of the suspense before the climax of Torvald reading the letter is important to breaking down this play and understanding plays in general.

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Theme: Depending on the age and capability of students it may be helpful to have students pick out the themes or central ideas of the play. Tragedy: It would be interesting to have students debate on whether or not this play was a tragedy. Affective Issues Related to the Work Teachers may want to be careful when reading this play with students because of the ending. Many students have experience with divorce, and this play may cause them to open up old wounds or dwell on current family problems. However, teachers can have students relate to this play without delving into personal issues. Students can compare and contrast the gender roles of the past and present using this play and their own experience as references. Students can talk about self-discovery, and how difficult it is or the advice they’d give to Nora on how to discover her self. Students could also have a debate on which life is better: Nora’s happy, affluent, dependent life or Mrs. Linden’s hard, lower class, independent life. Although this play was written over a century ago, students can still find ways to relate to it today. Vocabulary Issues Since this play was written in the 1800’s there will be many difficult and unfamiliar terms to students. The following are the difficult words and their definitions. Bric-a-brac: noun. Miscellaneous small articles collected for their sentimental, decorative or other interest Porter: noun. A person hired to carry burdens or baggage Macaroon: noun. A chewy cookie made with sugar, egg whites and almond paste or coconut Lark: noun. A bird Spendthrift: noun. A person who spends a lot of money lightheartedly or a gambler Squander: verb. To spend or use money extravagantly or wastefully Rogue: noun. A playfully mischievous person Gilt Paper: noun. Gold colored paper Vex: verb. To irritate, annoy, or evoke

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Horrid: adjective. Extremely unpleasant or disagreeable Dreadful: adjective. Frightful or terrible Egotistical: adjective. Given to talking about oneself (boastful or vain) Drudgery: noun. Dull, distasteful, or hard work Bitter: adjective. Resentful or cynical Patronize: verb. To behave in an offensively condescending manner Trifles: noun. A matter, affair, or circumstance of trivial importance or significance Diplomacy: noun. Tact or skill dealing with negotiations and people Thwart: verb. To prevent a person from accomplishing a purpose Frivolous: adjective. Unconcerned about or lacking any serious purpose Whim: noun. A sudden idea or impulse Loathing: adjective. Strong dislike or disgust Draught: noun. A current of air coming into a room (draft) Dolly: adjective. Attractive, pleasant or precious Adjacent: adjective. Next or close to Subordinate: adjective. A lower person of rank or a person of less importance Heedlessness: noun. A lack of attentiveness Rubbish: noun. Nonsense or foolish discourse Muff: noun. A thick, tubular case for the hands, covered with fur or other material, used by women and girls for warmth and as a handbag Neapolitan: adjective. Being from or characteristic of Naples, Italy Tarantella: noun. A rapid, whirling southern Italian dance in very quick sextuple, originally quadruple, meter, usually performed by a single couple, and formerly supposed to be a remedy for tarantism (caused by a tarantula bite, it made crazy with an uncontrollable urge to dance) Madcap: adjective. Behaving or acting impulsively or rashly; wild Obstinate: adjective. Firmly or stubbornly adhering to one's purpose, opinion, etc.; not yielding to argument, persuasion, or entreaty Unimpeachable: adjective. Above suspicion; impossible to discredit; impeccable Petty: adjective. Of little or no importance or consequence Inexorable: adjective. Unyielding; unalterable Retribution: noun. Something justly deserved; recompense Successor: noun. A thing or person that immediately replaces something or someone Scarcely: adverb. Barely Spar: noun. A stout pole such as those used for masts

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Prudence: noun. Caution with regard to practical matters; discretion Domino: noun. A costume consisting of a hooded robe worn with an eye mask Capricious: adjective. Characterized by or subject to whim; impulsive and unpredictable Apparition: noun. Anything that appears, especially something remarkable or startling Entice: verb. To lead on by exciting hope or desire Masquerade: noun. A party, dance, or other festive gathering of persons wearing masks and other disguises, and often elegant, historical, or fantastic costumes Some ways in which to get students to remember vocabulary words would be to have them use the words in class for extra credit. Teachers can also include these words in their lessons. For example, have a masquerade where you eat macaroons, and have the girls bring muffs and the boys can wear dominos, and everybody can dance the Tarantella (that may require a lesson). Background Knowledge Due to the fact that this was written so long ago, students will need to have a

lot of background knowledge before reading this play. Students should have a knowledge of the fashion and dress, and political knowledge including knowledge of particular laws regarding religion and woman’s rights of the late 1800 time period. Students should also get a feeling for the setting (house in Norway). They should

know the general look of Norway in December, and where Norway is located and Italy –in regards to Norway is located. Also, what the general layouts of their houses were at this time. They will also need to know about the deep Christmas traditions Norwegians have (most of our Christmas traditions originate from that area). Students also need an idea of what kind of money they used and how it relates to our money. They will want to know the general

responsibilities of lawyers during that time period and what the Joint Stock Bank was because that is where Torvald and Krogstad were employed. It may be interesting to research

Henrik Ibsen, the author, to see what his life is like. Furthermore, students

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should research the history of this play. They should look at the controversy when this play first came out and research the man who helped make this play happen. Teachers will have to spend a significant amount of time introducing and preparing students for the book, but students will relate more to it if they have a good background to the place and customs of the time. Implications for Students of Diversity I think that this play will be great for any kid regardless of cultural background because it deals mostly with gender issues, and it will help students learn about a different culture and time period. The play will allow all students to experience a different life and create their own opinions regarding that way of life. This play offers a wonderful opportunity to develop a student’s cognitive development.

To teach the play for students with special needs it would be beneficial to act out the play in class or have the students go see the play (if possible). This will help visual learners understand more of the play and for everyone to remember it better. Gender Issues As mentioned before, this play deals mostly with gender issues. It questions the roles of men and women, and leaves readers to conclude if what Nora did was right or wrong. I think that the best way to address this with students is to have them research the time period and discuss what was happening politically for women at this time period. Also, have them compare and contrast the gender roles of today and the late 1800’s in Norway. It would also be interesting to have them debate Nora’s decision. It would be interesting to bring up that Ibsen wrote an alternative ending, and have the students read it. Moreover, have students continue to debate which ending is better. Overall, there are many methods to address the gender issues in ways that will help students think cognitively. The Central Question or Enduring Issue Obviously, the enduring issue is that of feminism and women’s roles in society and at home. The reader, at the end, is left with the central question of whether a woman’s role is only with the home and family. Because Ibsen

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makes this very obvious, students can have great discussion around this central question. Research Issues/ Project Ideas Introduction Students will need a large introduction to this play. Break students into groups and assign them the following subjects:

• Fashionable dress of the time period including travel, party, outdoor and indoor dress.

• Money! What money was used at this time in

Norway or Europe and how does it compare to the dollar? Must include the roles of lawyers at this time and research the Joint Stock Bank.

• Setting. Include a map of where Norway and

Italy (including the island of Capri). What is the landscape like especially during the winter? What do the towns look like during this time period? What did the houses look like and what was there layout (floors, rooms, etc) like during this time period?

• Christmas is a large occasion in Norway. Have students

research every aspect of Norwegian Christmas traditions.

• What was happening politically during this time period? What was the popular religion (was there a required religion)? What

about the laws regarding men and women rights?

• Everything about Henrik Ibsen. • Everything about this play, A Doll’s

House

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After students have researched each of these topics in their groups, they will present the information to the class so everyone will have the information (may be beneficial to have students take notes during the presentations). Teachers may note that some groups may require more people than others. Compare and Contrast Have students write a paper that compares and contrasts gender roles and stereotypes of men and women of the 1800s and today. Have things changed? What things are still the same? Different? How are the Nora’s of today viewed? Debates Break students into teams and have them conduct formal debates over whether or not Nora did the right thing at the end of the play or which ending of Ibsen’s is better. Go over proper debate etiquette and procedure while they are researching their topics. It may be wise to put students on sides they don’t agree with so they rely more on the facts than their emotions. Informational/ Functional Texts Reviews and Analyses: There have been many reviews and analyses written about this play. Students can go through and look at these articles for extra readings. For an assignment, they can read and look how opinions have changed through the years, and perhaps analyze why they have changed. Students could also write an analysis of their own after reading a few examples.

• http://www.lancs.ac.uk/~lutg/webpages/vault/shows/0405/reviews/dollshouse.html

• http://www.unc.edu/~lkelly/mybibliography.html

• Several articles at www.jstor.com