Question 1: Identify and explain a key moment in the play where Priestley highlights the theme of social responsibility. How does this moment impact the audience's understanding of the characters' moral values?

Answer: A key moment is when the Inspector questions each character about their involvement with Eva Smith. This scene emphasizes the importance of social responsibility by revealing how each person's actions contributed to her downfall. It challenges the audience to consider their own moral responsibilities within society and underscores Priestley's message that everyone is interconnected and accountable for each other's well-being.

Question 2: Describe how Priestley uses stage directions to reinforce the theme of class division in the play. Provide specific examples.

Answer: Priestley uses stage directions that describe the characters' entrances, costumes, and positioning to emphasize class distinctions. For example, the Birlings are often depicted in formal, well-maintained attire, occupying the more elevated part of the stage, while the working-class characters are shown in simpler clothing, often entering from the wings. These choices visually reinforce social hierarchies and class separation.

Question 3: Perform a short improvisation: in groups, create a 2-minute scene where a lower-class character confronts a member of the upper class about social inequality. Use drama techniques such as role-play, voice projection, and physical stance to convey emotion and message.

Answer: Students should develop a scene where, for example, Eva Smith or a similar character directly challenges Mr. Birling about the unfair treatment she received. Use strong gestures, eye contact, and appropriate vocal tone to express frustration and anger. The scene should highlight the power imbalance and the social tension, encouraging empathy and awareness of class issues. Afterward, reflect on how drama techniques helped communicate their message.

Question 4: Analyze the character of Mr. Birling in terms of his attitude towards social responsibility. How do his beliefs reflect societal attitudes of the time, and how does Priestley critique this?

Answer: Mr. Birling is portrayed as self-interested and dismissive of social responsibility, emphasizing individual success and profits over collective well-being. His capitalist beliefs mirror societal attitudes of the early 20th century, where economic growth was prioritized. Priestley critiques this mindset by revealing its flaws through the play, suggesting that such attitudes lead to social injustice and moral neglect. The Inspector’s interrogation exposes Mr. Birling’s shallow values and lack of empathy.

Question 5: Draw and describe a stage set design that visually represents the themes of social class and moral division in the play. Include labels for key areas and explain your choices.

Answer: Students should sketch a set divided into two areas: one representing the upper class (e.g., a well-furnished drawing room with elegant furniture and a higher stage level) and one representing the working class (a simpler, less decorated space, possibly lower on stage). Labels should include 'Upper Class', 'Lower Class', 'Inspector's Zone', etc. The design visually reinforces the divide between social classes, and the use of levels can symbolize moral and social hierarchy. Explaining that the upper area embodies privilege and detachment, while the lower emphasizes hardship and social responsibility adds depth.

Question 6: Discuss how Priestley uses dramatic irony in the play to comment on social responsibility and class. Provide specific examples.

Answer: Priestley employs dramatic irony when the audience knows that the Inspector’s moral messages are central, but some characters dismiss his warnings. For example, Mr. Birling's optimistic speech about 'the eve of a new era' and his dismissal of the possibility of war are ironically proven wrong, emphasizing the play’s critique of shortsightedness and complacency regarding social responsibility. This irony encourages the audience to reflect critically on societal attitudes and their own responsibility.

Question 7: Choose a character and perform a monologue expressing their internal conflict about their role in Eva Smith's fate. Use voice modulation and physicality to convey emotion.

Answer: Students can choose characters like Sheila or Mrs. Birling. They should craft a monologue where the character admits guilt or struggles with their conscience, using varying pitch, pace, and gestures. For example, Sheila could speak about her remorse, starting with a confident tone that gradually shifts to regret and sorrow, using open gestures to show vulnerability. The performance should reveal the character’s moral awakening and internal struggle.

Question 8: Reflect on how the theme of social responsibility in 'An Inspector Calls' remains relevant today. Write a short paragraph discussing similarities and differences in modern society.

Answer: Today, social responsibility remains vital as issues like inequality, corporate greed, and environmental concerns persist. Similar to the play, many still ignore their moral duties, leading to social injustice. However, modern society has more awareness and activism around these issues, with social media playing a role in holding individuals and corporations accountable. Unlike the play’s isolated setting, today’s interconnected world emphasizes collective responsibility for global challenges.

Question 9: Design a moral dilemma scenario inspired by the themes of the play. Write a brief script for two characters debating the right course of action, incorporating drama techniques to heighten tension.

Answer: Scenario example: A charity worker (Character A) advocates for helping a struggling family, while a wealthy donor (Character B) argues against it due to cost. Use dramatic techniques like pause, emphasis, and contrasting vocal tones to create tension. For instance, Character A might speak passionately with open gestures, while Character B remains reserved and dismissive. The script should highlight the conflict between moral duty and self-interest, encouraging students to explore ethical considerations.