Journey's End class reader - WordPress.com

41 downloads 698 Views 368KB Size Report
Text: Journey's End by R. C. Sherriff ... Consider the context and setting for R. C. Sherriff's play. ... How might this journey come to an end in Sherriff's play?
CLASS-READER SUPPORT PACK Journey’s End by R. C. Sherriff

English IPS Code: 101 / JE

CLASS-READER SUPPORT PACK: Journey’s End

Text: Journey’s End by R. C. Sherriff Section

Page

ESSAY QUESTIONS 1 (General themes)

2

ESSAY QUESTIONS 2 (CE theme of ‘Relationships’)

7

WRITING TASKS

12

DRAMA ACTIVITIES

13

DISCUSSIONS AND DEBATES

14

SUGGESTIONS FOR FURTHER READING

15

English IPS Code: 101 / JE

2

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 1A With reference to the text, contrast the leadership qualities of Stanhope and Osborne. Who do you think would make the better senior officer?

Helpful hints:

 Begin by introducing the characters mentioned in the question; set the scene by explaining their rank and the setting in which we find them.

 Discuss the nature of leadership, focusing on the role of Captain, commanding a company at the front line. Explain the responsibility such a post would carry in times of war.

 Look for any words and phrases in the playscript which describe either character’s suitability for leadership.

 Find ways in which Osborne’s personality differs from Stanhope’s.  Make a list of quotes first and then try to incorporate each one into your essay – using a separate paragraph for each.

 Conclude with a general comment answering the original question – who do you think would be the better leader? Remember to justify your answer with evidence from the text.

English IPS Code: 101 / JE

3

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 1B

Although Captain Stanhope is a much-respected and experienced Army officer, he is still a young man with a fiery temper. Find and discuss examples in the play when his behaviour has been exemplary, and other moments when he has acted irrationally.

Helpful hints:

 Begin with an introduction to Stanhope, his rank and his experience to date.  Consider how he is regarded by the other men. Refer to the text wherever possible.

 Think about Stanhope’s personality generally. Suggest that there may be different sides to his character.

 Search for examples from the play when Stanhope shows great leadership and authority in difficult circumstances.

 Then find instances in the play when his behaviour is less than exemplary – for example: losing his temper, or drinking too much.

 Discuss reasons why Stanhope might lapse into bouts of drinking and irrational behaviour. Focus on the challenge of leading in such terrible conditions, and the pressures Stanhope is under.

 Conclude by suggesting whether you think he is worthy of his rank, despite his irrational outbursts.

English IPS Code: 101 / JE

4

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 1C In Act Two we see Hibbert seek permission to ‘go down’ sick. What do you make of Stanhope’s response? How would you have handled the request if you had been in command?

Helpful hints:

 Revisit the scene in which Hibbert is confronted by Stanhope (Act Two, Scene Two).

 Consider Stanhope’s initial reaction to Hibbert’s request. Is he sympathetic towards him? Does he believe that Hibbert has neuralgia?

 Think about Hibbert’s response. Why do you think he is so keen to ‘go down the line’?

 After the dramatic moment with the gun, how does Stanhope’s manner change, and why?

 Does Stanhope begin to show more sympathy as the scene progresses? How does Hibbert respond?

 Think about what you would have done in Stanhope’s position. Would you be as firm as Stanhope was at the beginning? Would you try different approaches, like he did?

 Conclude by sharing your views about Stanhope’s leadership here, and what you would, or would not do, differently.

English IPS Code: 101 / JE

5

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 1D Why do you think R. C. Sherriff named his play Journey’s End? Explain your answer with reference to the script.

Helpful hints:

 Consider the context and setting for R. C. Sherriff’s play.  Consider the type of journey which the playwright might be referring to. Think literally and metaphorically if you can.

 How might this journey come to an end in Sherriff’s play?  What kind of journey might these soldiers be on? Think not only about the their physical journey to get to France, but also of the journey of life.

 Try to offer more than one explanation for the title. Think of different reasons for Sherriff’s choice.

 Support each explanation with reference to the play, either its actual script – if you can find a relevant quotation – or to events within it.

 Structure your essay in separate paragraphs, each one offering a different point, with supporting evidence from the text.

 Remember to share your own views. There are no right or wrong answers to this question, only opinions, which need to be supported with evidence.

English IPS Code: 101 / JE

6

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 1E When Raleigh arrives at C Company, we have the impression that he is excited and keen – as many of his fellow soldiers might have been. How are his expectations dashed by the harsh reality of trench-life, and its impact on human nature?

Helpful hints:

 Revisit the scene towards the beginning of Act One, where Raleigh arrives at the dug-out. How does he seem? Describe his feelings and state of mind. Refer to actual quotations if you can.

 Consider how he is greeted by Stanhope. How might this welcome – or lack of it – have surprised him? What was he expecting?

 Think about how trench-life may have affected Stanhope’s state of mind. Was Raleigh expecting this change? Find examples in the play where Raleigh is shocked and surprised by the changes in his friend.

 Consider how the harsh realities of trench-life might be so different to what Raleigh was expecting. What would he have been told back home about war? Think about the rhetoric and the propaganda, used to persuade so many men to join up.

 Find quotations in the play where Raleigh describes how different life at the front line is compared to his expectations. Think particularly about the ‘quiet’ and the ‘waiting’, which he often refers to.

English IPS Code: 101 / JE

7

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 2A Stanhope is hoping to marry Raleigh’s sister upon his return to England. Why should this cause him to feel so angered by Raleigh’s presence in the trench? With reference to the text, discuss the nature of Stanhope’s friendship with Raleigh, and explain why he seems less than overjoyed to see his old friend again.

Helpful hints:

 Begin with a brief summary of the background to the friendship between Raleigh and Stanhope – the school days, Raleigh’s sister, and so on.

 Consider the kind of welcome Raleigh receives from Stanhope, now that they are together once again. Refer to the text wherever you can.

 Suggest reasons why Stanhope seems angered by his old friend’s arrival. Think particularly about the nature of hero-worship and the need for Stanhope to live up to the reputation he has been given.

 Focus on the nature of Stanhope’s relationship with Raleigh’s sister. How might this connection affect his friendship with Raleigh in the trenches? What is Stanhope fearful of?

 Try to refer to comments which Stanhope makes, often to Osborne, about Raleigh and why his presence in C Company worries him so much.

English IPS Code: 101 / JE

8

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 2B Sometimes people with contrasting personalities and attributes can become close friends. Discuss the nature of Stanhope’s friendship with Osborne. How can such different people get on so well? Support your comments with evidence from the text.

Helpful hints:

 Introduce your essay with a brief discussion of how very different people can become close friends – to show that you understand the question.

 Focus specifically on the two characters from Journey’s End. Describe each one in turn, comparing and contrasting their personalities and leadership styles. Try to refer to specific events (and / or actual quotations) from the play.

 Find examples in the play when Osborne complements Stanhope’s leadership, by offering different skills and attributes.

 Consider how Osborne helps and supports Stanhope, particularly when his temper gets the better of him, or when he is tired. What would Stanhope do without him?

 Conclude by explaining why you think Osborne and Stanhope are such good friends. There are moments in the play when Stanhope actually says he could not do without Osborne!

English IPS Code: 101 / JE

9

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 2C When people are thrown together in extreme circumstances, loyalty and camaraderie can often develop, but so too can resentment and unkindness. Give examples of both forms of behaviour in the high-pressurised environment of the trenches in Journey’s End.

Helpful hints:

 Begin with a brief summary of how friendships can often be formed when two or more people face similar dangers together, and have to encourage one another to keep going.

 Focus on Journey’s End. In what ways are these men thrown together? What dangers do they face together? How do their friendships help them through it all?

 Think of scenes in the play when you can see good friendship at work – where soldiers are helping each other, chivvying one another along and making each other laugh.

 Can you think of other moments when the difficult circumstances in the trench lead to some characters falling out? What is the cause of the resentment and ill-feeling? Give examples.

 In your conclusion you may want to summarise how dangerous or difficult situations can bring us together, but also bring us stress which affects how we treat others.

English IPS Code: 101 / JE

10

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 2D What have you learned from Journey’s End about true friendship and loyalty? Illustrate your comments with reference to characters and conversations in the play.

Helpful hints:

 Begin with a brief introduction to the role of friendship and loyalty in Journey’s End. How do these themes feature in the story? Where do you find them?

 Focus on one or two specific examples of friendship and loyalty at work – refer to characters and scenes in the story.

 Consider how these friendships are tested during the course of the play. What are the consequences?

 Think about the lessons that can be learned from the characters and their relationships. What makes a true friend? How do you know when loyalty is shown? Does it need to be tested?

 In your conclusion you may want to summarise how dangerous or difficult situations can bring us together, but also bring us stress which affects how we treat others.

English IPS Code: 101 / JE

11

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

ESSAY QUESTION 2E It seems that Stanhope was something of a hero for Raleigh when they were at school together. Discuss the nature of such hero-worship, and comment on how this might prove awkward for Stanhope, after years at the frontline have changed him. Can a relationship built on hero-worship last?

Helpful hints:

 Revisit scenes in the play where Raleigh talks about his admiration for Stanhope. Find other scenes too, where Stanhope rejects this hero-worship in discussions with Osborne.

 Write a short introduction to hero-worship: what kind of relationship it creates and how the hero must live up to this reputation.

 Consider how a hero’s reputation might worry Stanhope, now that the years in command have changed him. What kind of habits dos he now have that are less than heroic?

 Can a relationship in which one person regards the other as a hero ever truly last? Can the hero always remain a hero?

 Try to refer to scenes and conversations in the play that suggest Raleigh’s admiration for Stanhope has not faltered, despite Stanhope’s fears that it might.

English IPS Code: 101 / JE

12

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

WRITING TASKS: JOURNEY’S END

TASK 1: At the end of Act 2 Osborne writes a letter to his wife and family before he leads the raid into the German line. Write this letter.

TASK 2: Write a piece of descriptive writing entitled ‘The dugout’, in which you record the sights, sounds, smells and the atmosphere of the cramped officers’ quarters.

TASK 3: Watch the screen-play version of Journey’s End (BBC Educational Publishing). Imagine you are a film critic for a national newspaper. Write a critical review of the screen play. Compare and contrast the screenplay with Sherriff’s original playscript.

TASK 4: Imagine Raleigh had kept a diary during his time in the trenches. Write the first entry in his diary, on the day he joins C Company at the front line. Then write another entry on the day he accompanies Osborne on the raid into the German line.

TASK 5: Revisit the scene in which Hibbert requests permission to go down the line, claiming he is sick with neuralgia. Rewrite this scene as a story excerpt, using the first person narrative, in the role of Hibbert.

English IPS Code: 101 / JE

13

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

DRAMA ACTIVITIES: JOURNEY’S END ACTIVITY 1

Ask the class to imagine that Raleigh had arrived at the trench and received a very different response from Stanhope: a warmer, friendlier welcome. Discuss how this might have been played out and then ask the children, in pairs, to prepare a short scene.

ACTIVITY 2

Imagine that Stanhope is given a home-pass to return back to England, to his parents house, for a well-earned rest. Ask the class to divide into groups of two or three, and to prepare a short role-play.

ACTIVITY 3

Revisit the scene involving Hibbert and Stanhope once again, where Hibbert requests permission to go down the line. Invite the pupils , in pairs, to read, learn and perform this important scene. Watch, discuss and appraise the performances. Think about how tension is best created on stage (i.e. slower actions with quiet, nervous talking, or angry shouting and sudden movements – or both). ACTIVITY 4

Remind the pupils that Raleigh spends some time in the play talking to the men in the trench outside about their captain, Stanhope. Raleigh learns how much Stanhope is respected and admired for his bravery and leadership. In small groups, the pupils prepare a short role-play in which we see Raleigh in conversation with the men.

ACTIVITY 5

Invite the children to take turns to sit in the hot-seat at the front of the class and field questions from the floor in the role of a given character from the play. Interesting characters to choose might be: Mason, Trotter, the Sergeant Major, the Colonel.

English IPS Code: 101 / JE

14

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

GROUP DISCUSSIONS AND DEBATES: JOURNEY’S END DISCUSSION TOPIC 1

What leadership skills do you need to be a successful military leader? Do you think Stanhope has some of these qualities?

DISCUSSION TOPIC 2

Raleigh arrives in the trenches with enthusiasm and excitement. But the experience turns out to be very different to what he was expecting. What was he told when he joined up? What were the real soldiers told at the time? How different was the harsh reality of war?

DISCUSSION TOPIC 3

They said the Great War was the ‘war to end all wars’, but there have been countless wars across the world ever since. Is war the only way to solve serious conflict? What are the alternatives? What are the conditions that lead to war, and how can they be avoided in the first place?

DEBATE MOTION 1

This House believes that all countries of the world should destroy their nuclear weapons.

DEBATE MOTION 2

This House believes that the term ‘lawful killing’ (e.g. in wartime) should be abolished, and all forms of killing, whether in war or not, should be illegal. War itself should be regarded as a crime.

English IPS Code: 101 / JE

15

© ENGLISH IN PREP SCHOOLS (2008)

CLASS-READER SUPPORT PACK: Journey’s End

SUGGESTIONS FOR FURTHER READING

FICTION

War Game by Michael Foreman Birdsong by Sebastian Faulks All Quiet on the Western Front by Erich Maria Remarque Strange Meeting by Susan Hill

POETRY ANTHOLOGIES

Voices of the Great War edited by Geoff Barton Never Such Innocence edited by Martin Stephen Voices of Silence edited by Vivien Noakes

NON-FICTION

Forgotten Voices of the Great War compiled by Max Arthur Chronicles of the Great War by Peter Simkins 1914-1918: Understanding the Great War by Stephane Audoin-Rouzeau

English IPS Code: 101 / JE

16

© ENGLISH IN PREP SCHOOLS (2008)