1. TENESSEE WILLIAMS’ A STREETCAR NAMED DESIRE LQ: Do I understand the context of the play and can I predict, using social and historical context, the struggles that will be presented? TENESSEE WILLIAMS’ A STREETCAR NAMED DESIRE LQ: Do I understand the context of the play and can I predict, using social and historical context, the struggles that will be presented? TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

2. Tennessee Williams A STREETCAR NAMED DESIRE LQ: Do I understand the context of the play and can I predict, using social and historical context, the struggles that will be presented? Use the blog: Justuslearning.com > blog > + search “Streetcar” Tennessee Williams A STREETCAR NAMED DESIRE LQ: Do I understand the context of the play and can I predict, using social and historical context, the struggles that will be presented? Use the blog: Justuslearning.com > blog > + search “Streetcar” CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

3. CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 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 understand the social and political context which influenced the writing of the novel and affects how it is received by audiences. EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading

4. Late 1940s New Orleans Explode the setting…. What influences from society, politics, literature may be present? EXT: Which struggles do we imagine will be present? Late 1940s New Orleans Explode the setting…. What influences from society, politics, literature may be present? EXT: Which struggles do we imagine will be present? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

5. There are numerous sources around the room: Biography of Tennessee Williams History of the “Deep South” History of New Orleans American Theatre Forms Play/film reviews Immigration in 20 th Century to US Presentation of 1950s women in US media There are numerous sources around the room: Biography of Tennessee Williams History of the “Deep South” History of New Orleans American Theatre Forms Play/film reviews Immigration in 20 th Century to US Presentation of 1950s women in US media CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

6. You will have short periods of time to carousel around the information sources: Try to distill to “most important” 3 facts for each source Focus on the influence it may have on presenting the struggle EXT: can you link the information to your wider reading? You will have short periods of time to carousel around the information sources: Try to distill to “most important” 3 facts for each source Focus on the influence it may have on presenting the struggle EXT: can you link the information to your wider reading? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 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 understand the social and political context which influenced the writing of the novel and affects how it is received by audiences EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading

7. Now return to your original brainstorm predictions… Add to them with the knowledge you now have of the context. Now return to your original brainstorm predictions… Add to them with the knowledge you now have of the context. CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 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 understand the social and political context which influenced the writing of the novel and affects how it is received by audiences EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading

8. Present the predictions to the class. Active listening: attempt to question, extrend or argue with what is presented EXT: Can you make further links to our wider reading? Present the predictions to the class. Active listening: attempt to question, extrend or argue with what is presented EXT: Can you make further links to our wider reading? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion 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 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 understand the social and political context which influenced the writing of the novel and affects how it is received by audiences EXCELLENT PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience. OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading OUTSTANDING PROGRESS: I understand the social, political and literary context which influenced the writing of the novel and affects how it has been received by both a 1940s/50s and a modern audience and can link these issues to my wider reading