Deeper Knowledge and Understanding Context - Whitworth Community High School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Deeper Knowledge and
Understanding
ContextSocial, Historical and Cultural Context Plot Outline The play is set in an unspecified time that reflects the social and historical issues of the 1960’s-1980’s. The major driving force in the play is the different experience that people have depending on the class that they come from. This play does not deal with the aristocracy or upper classes, but focuses instead on the wide categories of the middle and working classes. At the beginning of the play the audience is introduced to the fatal ending where the two brothers lie dead making the play feel like a modern fable or urban myth meant to inspire change. From here the play opens properly with Mrs. Johnstone, a working class single mother, facing the challenge of knowing she is about to give birth to twins when she already struggles to provide for her seven other children. Mrs. Lyons, her employer, cannot have children but is desperate to fulfil the traditional role of the mother. Mrs. Lyons suggests that Mrs. Johnstone gives her one of her children and Mrs. Johnstone submits and agrees. This logical deal includes difficult moral dilemmas and results in deep emotional and social consequences that the mother’s cannot control. The first of which is Mrs. Lyons dismissing Mrs. Johnstone, unable to deal with the reminder that she is not herself the true ‘blood’ mother – a fact that Mrs. Lyons never comes to terms with. The play jumps forward 7 years introducing Mickey first: a stereotypically working class, blunt and wild youth without a father figure or strong boundaries living in an unstable, unfair life where food and possessions cannot be relied upon and the door to home is sometimes shut. Mickey meets Edward, a middle class boy who clearly has the material stability Mickey does not have. He is generous, polite and educated as a result of his upbringing. The writer presents the luck of our upbringing as being unfairly disadvantaged or privileged. The boys are, of course, the twins who were separated at birth. Russell uses this division as his primary device in the play to compare the different experiences, attitudes and behaviours that result from living in different classes. When they resolve to become Blood Brothers the dramatic irony is clear and Russell highlights how unnatural or artificial such divides are as the boys see beyond class. The boys experience a short intense period of friendship before Mrs. Lyons, once again, comes between the boys. During a very important parallel scene Mickey and Edward are in trouble with a policeman. They are taken home to their respective parents after having been caught throwing stones at windows. While Mickey and Mrs. Johnstone are treated as criminals, warned and threatened, the same policeman demonstrates respect and even inferiority when he speaks to Mr. Lyons. Faced with the reality that Eddie may be influenced by Mickey or Mrs. Johnstone Mrs. Lyons’ paranoia combines with the social attitude that the classes should not ‘mix’ (an attitude shared by Mrs. Lyons and the Policeman) and encourages Mr. Lyons to move away. After they have moved to the country, Mickey is left bereft only for a short time as Mrs. Johnstone soon receives a notice that she is being moved out of the city slums to the ‘new town’ of Skelmersdale reflecting the effects of deindustrialisation in Liverpool and the movement of whole communities that followed. The second act begins with Mrs. Johnstone apparently happy, with her life on track. However, many of the behavioural traits remain: Sammy has burnt the school down; Donna Marie is following in her mother’s footsteps and already has children; Mrs. Johnstone still wants to be compared to Marilyn Monroe and taken dancing. There is escalation however as the toy guns and fantasies of violence become a reality when Sammy pulls a knife on a bus conductor. Russell then uses the parallel scene technique to demonstrate the differences between the boy’s education. Both boys are expelled at the end of each scene for defiance, but while Eddie is spoken to about his Oxbridge future beyond the misdemeanor, Mickey is encouraged to see his education as nothing more than an irresponsible time before he is expected to get a ‘job’. One is expected to mix with the elite and find his way as a leader in society, the other is expected to be low skilled, low paid labour dependent on the work being available. The difference in their experiences is marked, but ironically, having been excluded from school the boys meet up and once again fulfil a need that the other has. While their meeting follows a very similar ‘script’, the differences highlight the way that class has become a noticeable factor in their lives. Mrs. Lyons confronts Mrs. Johnstone, having followed the boys when they met. Overwhelmed by her paranoia and sense of inadequacy she attacks her with a knife. By contrast, Russell shows the carefree development of the boys (and Linda) through a series of summer scenes described in metaphorical terms by the narrator. The scene has a sentimental quality and a sense of foreboding as it is suggested that their carefree, unprejudiced life cannot continue. At the end of a final summer Eddie confesses that he must leave for university. Mickey offers to work overtime in his ‘job’ so they can have a great party on Eddie’s return and Eddie’s parting gift is to push Mickey and Linda together. The result of this is that Linda very quickly ends up pregnant, Mickey and Linda marry quickly just as Mrs. Johnstone did. In a scene that emphasises the way that responsibility comes crashing into working class lives with harsh realities. Mickey leaves his wedding to go to work only to be fired, along with all of his working colleagues, by Mr. Lyons, who shows a lack of consideration and awareness of the impact he has on working class lives. On Eddie’s return from university Mickey finds it hard to see Eddie without recognising the injustice of their class differences. In an argument Mickey highlights how responsibility has crushed him, how he is jealous of Eddie. As he expresses his disgust at Eddie, he highlights how they are now stood on two sides of a divide which he cannot cross. He is trapped by his class. He tells
Eddie to get out of his life. From here there is a second escalation as Mickey agrees, out of a sense of hopelessness and
desperation, to help Sammy commit a robbery. When the robbery goes wrong a man gets shot and Mickey goes to prison. In
prison, unable to cope with the sense of purposelessness and powerlessness, Mickey is put on anti-depressants and rejects the
visits of Linda and Mrs. Johnstone. On his return home Mickey is dependent on the anti-depressants. Out of desperation Linda
begins seeing Eddie, which enables her to get Mickey a job and a house for them to live in. Mickey becomes dependent on Eddie
again for his house and his job, just as he was for his sweets and ciggies when he was younger.
Eventually, Mickey manages to resist the anti-depressants in a last bid to save his relationship with Linda, but while in a
vulnerable position, he is shown the affair between Eddie and Linda developing, by Mrs. Lyons. In a rage he finds the gun and
goes looking for Eddie. He confronts Eddie in the final scene but as he begins to doubt his ability to go through with shooting
him. Mrs. Johnstone arrives and reveals that they are brothers. Mickey struggles to cope with this knowledge ‘the gun goes off in
his hand’. Mickey is then shot returning the audience to the opening scene.
Class - A way of explaining the different material and social status of people in society.
● A working class person would have low material wealth and status. They would have low social mobility and
opportunity and be more likely to be dependent on society for support. THey might also be more likely to rebel in
anti-social ways through feelings of exclusion.
● A middle or upper middle class person would have greater material wealth and status due to their position of
responsibility in society. They would have more opportunities through money and association with other people who
had social influence. They are less likely to rebel feeling that they are invested in society.
GIve an example of a working class person and the effect that being working class has on them. Choose at least one
quote (and up to 3) from the first 20 pages to exemplify working class life and explain it.
GIve an example of a middle class person and the advantages that being middle class has. Choose at least one quote
(and up to 3) from the first 20 pages to exemplify middle class life and explain it.Having read the play once and used this summary as a refresher, what would you say is the writer’s big idea? It might be an idea to focus on the theme of class at this stage. Which three events do you think demonstrate his attitude the most clearly? Give a brief explanation of how. Security Insecurity Marginalised Feeling confident. Lacking confidence. To be on the edges looking in. Being free from fear or doubt. Experiencing anxiety or fear about the world around you. To feel that your opinion or identity is not recognised. Feeling stable and safe. Feeling the world is not safe. Privilege Disadvantage Inequality Having an advantage. Having less than others. Unfair or unbalanced way of distributing money or status. Having special rights or more opportunities. Particularly having less than the standard. Where some get more than others in a way that seems unfair or Having exclusive access. Less opportunity. unjustified. Independent Dependent Opportunity Being free to follow your own direction. Needing the support of others. Where something is made possible. Not having to rely on others. Having to rely on others. Where you are able to do something. Having choice. Often choices are narrower. De-industrialisation, economic depression and unemployment:
The issues of class are made all the more pressing during the play as it is set against the backdrop of de-industrialisation. The government of Margret Thatcher saw UK industry as uncompetitive and over protected. Margret Thatcher brought in new policies: raising taxes; privatising industry; and removing state protection so that companies had to be internationally competitive. The result was that industrial heartlands, particularly in the north, saw mass unemployment, particularly for the working classes as the industry that required so many workers in its factories, docks and mines, no longer existed. For the middle class business owners and managers, this meant a change of job, possibly a move. For the working classes, there was no work. With a lack of education and with specific skills which did not transfer, many were left unemployed, with no work available and reliant on the dole. The divide between rich and poor grew as did the division between the North and South. In places like Liverpool the tensions even lead to riots. During this period, Liverpool slums were knocked to the ground to try and deal with the growing problems of poor living conditions, crime and overcrowding centring on the city (which no longer had the industry to sustain such a large work force). The impact was that many communities were split up as people were sent to live in different areas of the countryside outside of Liverpool. Since the working classes did not own their houses, they were given notice that they would be moved and were powerless to resist. What two major events happen in the play which reflect the effects of de-industrialisation? The Family and marriage: There were many changes occurring in the structures of society such as family roles and marriage. While attitudes around family roles were still quite traditional change was happening. Social norms were broadly based on patriarchal society where marriage and the nuclear family are the core building block of society. As a result, marriage is a serious and responsible relationship for life. While divorce laws were beginning to relax it was not uncommon to be considered morally weak if you had been divorced and for divorce to be used as an excuse to judge a person. In a similar way, having children outside of marriage was still frowned upon. With the lack of work and the feeling that there was no hope, it is easy to understand the effects that this would have had on working class families in particular. While divorce was becoming more accessible, women would have been expected to bring up the children while also being judged for being a single mum. Mrs. Johnstone is left only just being able to ‘get by’ because as a working class single mum there are very few working roles available to her. She is working class in a world where the working class are suddenly a burden. She is a woman in a world where men are expected to do the work. She is a single mum in a world where family is privileged and divorcees are still judged. Which family in the play represents the nuclear family, and what advantages does this give?
Why is it important that both Mrs. Johnstone and Mickey marry at the registry? Educational inequality: In the period the play is set students would sit an exam called the eleven plus. If they passed they would go to a grammar school. If they didn’t they would go to a secondary modern school. In a grammar school, students would take exams which it was expected would lead to college and university, then on to high skill, high pay jobs. A secondary modern school had less of a focus on academic success and the students would not necessarily study for nationally recognised exams. It was expected that they would get a basic education then go into low paying jobs. Many were low skilled, others were jobs that were skilled, but the skill was learned on the job and the worker was still reliant on an employer and the industry to provide work. This system of education was based on the belief that intelligence is innate (you are born with a natural intelligence level which limits you or gives you advantage). It was suggested that it was unproductive even cruel to put some students through an academic education because their brain would not be able to cope. It is interesting in the play that while the boys are twins, presumably with the same innate intelligence, one is given the support, encouragement and opportunities to succeed academically, while the other is not. Their expectations are affected by this. The unfortunate reality is that social privilege has more recently been shown to make the biggest difference in success, not innate intelligence. So a middle class child is more likely to have access to books, more likely to be read to, more likely to have experiences that encourage higher aspirations. In the 1950’s, 60’s and 70’s in particular, the privileges of birth were then added to through privileged educational experiences as funding was more generous in grammar schools, facilities more conducive to learning and perhaps most importantly, aspirations were higher than in secondary modern schools. As a result, this system of education essentially divided students into those who were expected to achieve academically and go on to take on positions of authority and influence and those who would pass through the education system straight out into the world of work where they would become the working classes of the next generation. For them education was often viewed as an inconvenience and a distraction as work was the primary aim, rather than a career.
Can you think of some educational advantages that Eddie Can you think of the ways in which Micky is then experiences? disadvantaged educationally?
The opening
The play opens with Mrs. Johnstone at the end of the tragedy. The boys are often laid on the stage dead while Mrs.
Johnstone mourns their death in song.
The narrator then speaks directly to the audience and introduces the birth, separation and death of the boys before
suggesting that the audience should judge Mrs. Johnstone. Find a quote to back up the following points:
Quote Brief Analysis - How or why does the
quote prove the idea?
Mrs. Johnstone begins the play and
appears powerless and vulnerable.
The narrator speaks to the audience,
presenting the story of the
Johnstone twins as a kind of urban
myth that everyone should know.
The narrator appears to directly
criticise Mrs. Johnstone for being
cold hearted.
The narrator highlights how
judgemental society is.
The narrator ends the introduction
by emphasising the powerlessness
of Mrs. Johnstone again.
Introducing Mrs. Johnstone
Find a quotation to support the following points:Quote Brief Analysis - How or why does the
quote prove the idea?
Mrs. Johnstone introduces her
relationship with the father of her
children as a fantasy. She was very
easily flattered.
Mrs. Johnstone reveals that she got
married quickly because it was what
was expected. Her wedding is no
fairy tale.
The song suggests that Mrs.
Johnstone is treated poorly by her
husband who criticises her for not
living up to an impossible fantasy.
The song signals the end of Mrs.
Johnstone’s carefree life and the
beginning of responsibilities that are
bigger than she can manage.
Mrs. Johnstone has to pacify her
kids with false hope. This
continues the cycle of impossible
dreams she is a victim of.
Mrs. Johsntone’s life is introduced with interesting tensions: she is open, loving and carefree; but she could also be
considered careless and irresponsible.
Open, loving and carefree Careless and irresponsible
Evidence
Explanation
Evaluate - your
considered
opinion. How
do you respond
to her?
The audience must consider to what extent she is a victim.
She can be considered to be trapped by her class.She could be considered to be trapped by her gender.
Explanation How is this something that shows that she is
free and/or trapped?
The Symbolism of
Marilyn Monroe?
What does
dancing represent
at the beginning of
the song and at the
end?
The play begins by
telling the
audience of the
ending. Try and
explain a link
between the sense
of destiny and the
theme of class
(How do the affect
people in the
play?)
To what extent do
you think the
opening is a
criticism of Mrs.
Johnstone?How does the writer engage the reader in an ironic way and introduce the idea of the play as a force for change? The narrator speaks about Mrs. Johnstone before she comes on stage and describes how she has a, The metaphor of a stone brings to ...stone in place of her heart. The writer therefore implies that mind connotations of things that Mrs. Johnstone... are…. The narrator then speaks directly to the audience and states, The imperative ‘bring her on, creates ‘...bring her on and come judge for The writer’s metaphor of Mrs. an impression of Mrs. johnstone yourself how she came to play this Johnstone playing a ‘part’ could be as…. part.’ said to represent…. The audience is then asked to ‘judge for yourself’. The action of judging is… The audience is encouraged to take the role of…. Yet Mrs. Johnstone is shown to be... Evidence 1 Evidence 2 Evidence 3 In this way, the writer creates an ironic statement about society…. Mrs. Johnstone and Mrs. Lyons Mrs. Johnstone works for Mrs. Lyons and Mr Lyons.
The relationship between the pair seems to be friendly though neither of them really seems to understand the life of the other. The scene begins in a way that highlights the difference between the women even before they speak. Describe the difference using some evidence. Mrs. Lyons may be in a position of superiority with Mrs. Johnstone, but there is evidence of her insecurity and inadequacy. Can you explain how you can tell that she feels this way and why? Mrs. Lyons mocks Mrs. Johnstone for her superstitious beliefs when she spots the new shoes on the table. WWhat does her superstition represent? Pick two phrases and briefly analyse the language to demonstrate how Mrs. Johnstone has learnt to expect very little from life. What does the word Welfare imply on its own and then what does it represent for Mrs. Johnstone? What is interesting about the phrase ‘The Welfare have already been on to me?’ The deal Mrs. Lyons exploits the differences between the characters to convince Mrs. Johnstone to give her one of her twins. She persuades her. Find quotes to go with each of these statements. Mrs. Lyons uses Mrs. Johnstone’s own words against her. She then refers to the judgement of wider society using emotive language to make Mrs. Johnstone feel under pressure.
She offers Mrs. Johnstone a concession (though this is
very much something she can control).
She then uses some emotional blackmail suggesting her
own sense of inadequacy and weakness.
Why might you sympathise with Mrs. J? Why might you sympathise with Mrs. L?
What do you think these lines from the song ‘My Child’ demonstrate or represent about the different expectations and
experiences of the different classes? Zoom in on some of the language and consider the effects.
He wouldn’t have to worry The image of a child having to ‘worry about food’...
where his next meal were
comin’ from
In addition the verb ‘worry’ indicates that a working class childhood is….
Finally, the word modal verb ‘wouldn’t’, implies the idea that…
A bike with both wheels on. The image of a bike with both wheels on represents….
However, the implication that a working class child would not have a bike with
both wheels could indicate that working class childhood…
And you’d never find him The words ‘effin’ and blindin’ represent…
effin’ and blindin’
Again the modal verb ‘never’, may indicate that…
He could never be told to stand The image of standing for the ‘dole’ symbolises….
and queue for hours on end at
the dole.
The verb ‘told’ also indicates how a working class person…Overall, this song
represents….
The two women seem to agree
over the details in their song.
What comment might the
writer be making about social
norms and expectations?
Why does Mrs. Lyons make
Mrs. Johnstone swear on the
bible?
The Birth of the Twins
Mrs. Johnstone returns home from giving birth to a child and is confronted by men taking back things she bought on
credit. What is suggested about her life, working class life and life in general?
Mrs. Johnstone...
As a working class woman, her situation demonstrates how...
This situation also emphasises that in life…
Find a quote Brief analysis
The stage directions build an
ominous sense of foreboding.
Mrs. Johnstone returns home, but the
events she finds remind her that she
is not in control.
The finance man demonstrates the
critical attitude of society to peoplelike Mrs. Johnstone.
Mrs. Johnstone highlights how
capitalist society makes people who
are less well off, vulnerable.
Analyse the various connotations of this metaphor
Living on the never never
Constant as the changing weather
Never sure who’s at the door
Or the price I’ll have to pay
Heaven is imagined to be similar to the
life Mrs. Lyons offered.
He’ll be well looked after there. He’ll
have anything he wants.
What does the writer highlight about
Mrs. Johnstone and her decision?
Why does the writer show the children
all asking for new things? What do you
think the writer wants to suggest about
Mrs. Johnstone?
Mrs. Johnstone promises they will look
in the catalogue. Mrs. Johnstone amidts
that she is a hypocrite and wrong for
doing it, but this makes her honest.
How does the writer present wider
society and hypocritical and dishonest?
Mrs. Johnstone finishes the scene saying
‘I’ve got to go to work’. What does
this remind the audience of?
Mrs. Lyons wants Control
Mrs Johnstone goes back to work, but Mrs. Lyons can’t shake the feeling that she is not the real mother and her
jealousy begins to eat away at her. She sacks Mrs. Johnstone to try and get her out of her life. Another way of seeing
this is that the privileges she has as a middle class woman makes her think that she can manipulate and control things
through her material advantages.
Quote Analysis and explanationMrs. Lyons begins to appear a little obsessive over her protection of Edward. Mr. Lyons demonstrates that he is ignorant to the real issues that are going on. He looks for an easy answer. Mrs. Lyons tries to use money to solve her problems and relieve her of her guilt. Mrs. Lyons uses superstition against Mrs. Johnstone. Introducing Mickey The play leaps forward 7 years at this point. Mickey is now 7 and playing out in the streets. MIckey’s life is not built on stability. He learns to survive from an early age in an unfair world. Mickey’s introduction onto stage is interesting as he knocks on the door, but is unable to get in. ‘mother will y’open the bleedin’ door or what.’ This demonstrates to the audience that Mickey… Mickey’s first words to his mother demonstrate he has had experiences that give him a particular understanding of how he should expect wider society to treat him. ‘Why was the door bolted? Did you think it was the rent man? When he tells his mum that Sammy stole his toy gun her response is not to correct the injustice, but to tell him its ‘because you’re the youngest’. This demonstrates that Mickey learns from his mum that… What sort of a role model is Sammy?
Quote Explain
When Eddie returns home this could be considered a parallel scene with the first meeting with Mickey. Evidence
some of the differences in their lives below:
Evidence What is represented about Eddie’s upbringing? What does he learn
about life?
The life lessons of the two boys are very different.
The disadvantages of being working class The privileges of Eddie’s upbringing
The Twins meet
The meeting between the two boys exposes their differences to the audience and highlights the class division.
However, Mickey and Eddie themselves seem to be unconcerned with their differences and find common ground on
which to build a friendship. The writer sets up the dramatic irony of the ceremony where they become blood brothers
when they are actually brothers.
What does the writer suggest about Analyse the language to prove how
class and character? you know or develop the ideaGis sweet
Take as many as you want.
Oh, that sounds like super fun.
I’m not playin’ now cos I’m pissed
off
When I get home I’ll look it up in the
dictionary
It’s a, it’s a thingy innit?
When he was little, me mam was at
work an’ our Donna Marie was
supposed to be lookin’ after him…
Michael Johstone, but everyone calls
me Mickey.
E: Edward Lyons
M: Do they call y’Eddie
E: No.
S:He’s a friggin’ poshy
M: No He’s not he’s my best friend.
The Boys are introduced to the ‘mum’s’
Both Mrs. Johnstone and Mrs. Lyons meet Mickey and Eddie. They are both shocked.
Mrs. Johnstone panics.
Mrs. Johnstone relies upon the threat of Mrs. Lyons to
get Eddie to go. This may demonstrate that the writer
believes that working class single mums are typically
feel powerless and
Mrs. Johnstone relies upon superstition to scare Eddie
into leaving again suggesting her lack of authority and
control over events.Mrs. Lyons is much more involved in developing Eddie’s attitudes to the wider world. Think about what she is teaching him through these statements: There’s no such thing as a Bogey man. It’s The use of the adjective ‘silly’ demonstrates her tone of….. a superstition. The sort of thing a silly mother might say to her children.. I’ve told you never to go where that boy – Her use of the phrase ‘boys like that’ demonstrates… where boys like that live. I don’t want you mixing with boys like Mrs. Lyons use of the pronoun ‘them’..... that….You are not like them. Mrs. Lyons represents the attitudes of…. Tribal children The children are playing in the streets. They play games full of ritual and superstition. The children are learning behaviours that demonstrate a need for explanation and security in a world that does not make much sense to them. Ritual Superstition Tribal hierarchy What do the children learn through their rituals, superstitions and tribal competition? Mrs. Lyons’ superstition Mrs. Lyons feels she is losing control. She needs constant reassurance that Eddie is hers and when he goes playing with Mickey and Linda without her permission she feels her grip on him slipping. She panics and her reaction demonstrates that her class does not mean she can escape her doubts.
Why do you think the writer
chooses to include the line
‘there’s gypsies in the
wood’ What do the gypsies
represent?
What do you think the image
of the Devil ‘staring
through your windows’
represents?
What is ironic about Mrs.
Lyons’ fears when she states
‘I feel something terrible
will happen, something
bad.’
What does the writer suggest
when he ends this scene with
Mrs. Lyons’ sweeping the
shoes of the table in a panic?
The Police Incident
This is a very significant incident because of the way that the authorities react to the two boys.
The children agree to throw stones at a window engaging in some anti-social behaviour. Mickey’s need to impress
Edward requires him to escalate the level of risk. Mickey is more streetwise than Eddie and backs out when faced
with the police recognising the real threat. Eddie has accepted what Mickey has said on face value and goes through
with what Mickey and Linda said they did all the time.
Consider each of the below bits of evidence and what the writer wants to suggest about the differences in class and
status.
Mrs. Johnstone Mr. Lyons
The policeman goes to confront Mrs. Johnstone The policeman has removed his helmet and holds a
glass of scotch
He was about to commit a serious crime It was more of a prank reallyI warned you last time, didn’t I...it’ll be the courts or I’d just dock his pocket money if I was you. But one
worse for you. thing I would say, if you don’t mind me saying
There’ll be no more bloody warnings All the best now. He’s a good lad, aren’t you Adolf?
Perhaps the most significant thing that the policeman says echoes Mrs. Lyons. It summarises the incident. What does
the Policeman represent and what big idea about class is demonstrated by the writer?
I’m not sure I’d let him mix with Like Mrs. Lyons, the policeman uses the….
the likes of them in the future.
Make sure he keeps with his own
kind…..
The use of the phrase ‘his own kind’ suggests the belief that….
The policeman represents…..
The writer suggests that….
The Lyons’ Move Away
Mr. Lyons reacts to the police incident by conceding to Mrs. Lyons that it is time to move away. In doing so he
demonstrates again how he has the means to ‘escape’ the problems he faces.
Mr. and Mrs. Lyons have the privilege of class and wealth because they can use money to move house and leave
behind their worries.Explain why this move may not be successful with reference to at least 3 things in the text so far.
Mickey is then seen on a long Sunday afternoon. The song develops and Mickey and Edward sing a section in the
middle, before returning to Mickey’s boredom. What does the song highlight about the boys?
The differences in class The connection
Bright New Day
The slum clearances in Liverpool resulted in many people being moved out of the city into the countryside. The
Johnstone’s are given a letter that tells them they are leaving.
Analyse these phrases. What do they suggest about the Johnstone’s move?
How are they positive?
How do they highlight again the difficulties of being working class?
Oh Bright New day The symbolic image of a ‘bright new day’ suggests….
However the reference to a change in the weather reminds the audience that working
class people…
Feel we can win again The use of the verb ‘win’ may suggest how….
The writer highlights that being working class…And if it should happen that The reference to ‘his holiness’ is….
his holiness flies in from
Rome
However, it suggests again that Mrs. Johnstone is once again…
An no reputation following The metaphor of her getting away from the reputation suggests…
me
However, the metaphor of a reputation that ‘follows’ implies that…You can also read
