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TRANSCRIPT
Year 9FHS
Summer Term: Blood Brothers
Y9 English Summer Term Learning Episode 1 – Blood BrothersYou are going to be studying the play Blood Brothers. You will be following a series of ‘Episodes’ that will cover the whole play. Every two weeks a new episode will be released for you to work through. All resources have been hyperlinked in the table below. Alternatively, all resources can be found at: https://fazakerleyenglish.weebly.com/modern-drama---blood-brothers.htmlAn extra copy of the student workbook and PowerPoint will be placed in Pupil Resources.
Learning Episodes:1. What is the context of the play? 4th May – 15th May
Subject Description of Work/Content Hyperlink Address/Location in Pupil Resources AssessmentLearning Episode 1: What is the context of the play?
Resources:Student Workbook
Learning Episode 1 PPt
YouTube Clips
Online research material
1. What is dramatic tragedy?a. Watch the video on: Dramatic tragedy.b. Look at the PowerPoint and make your own list of features you
would expect to see in a dramatic tragedy.
a. Video: https://youtu.be/u4ztFjqjhmA
b. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-comedy-and-political-theatre.pptx
Quizlet
Big Question Episode 1 Review
200 Word Challenge
Final Knowledge Test
2. Where is the play set? a. Watch the video on tourism in Liverpool and write as many facts
about Liverpool as you can. Slides 14-15.b. Watch the video on Children and education then answer the
questions and check your answers. Slides 16-17.c. Watch the video on Music of the 1960s then answer the
questions and check your answers. Slides 18-19.
a. Tourism: https://youtu.be/uwmmOBpJu-8 b. Children and education: https://youtu.be/7B31Yat0QZY
c. Music of the 1960s: https://youtu.be/qXaH35naCv0
d. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-
comedy-and-political-theatre.pptx
3. What is the history of Liverpool?a. Watch the video on life in Liverpool during the 1960s. b. Read the information about the Troubles in 1970s Liverpoolc. Read the information on Margaret Thatcher and 19080s
Liverpool.d. Complete the true or false quiz on Slides 21 and answers on Slide
22.
a. Video Liverpool in the 1960s: https://youtu.be/ScjCujXknbs b. Information on Troubles:
https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/extracts_about_troubles_in_liverpool.docx
c. Information on Margaret Thatcher : https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/1981_files_margret_thatcher_secretly_advised_to_abandon_liverpool_by_advisers.docx
d. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-comedy-and-political-theatre.pptx
4. What was the youth culture of Liverpool?a. Watch the video on The Mersey Soundb. Complete the true or false quiz and check your answers. Slides
24-25.
a. Video on The Mersey Sound: https://youtu.be/qXaH35naCv0 b. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-
comedy-and-political-theatre.pptx
5. Who is Willy Russell? Why did he write the play?a. Read the online interview with Willy Russell to find out why he
wrote the play.
a. Interview with Willy Russell: http://telegraph.co.uk/culture/theatre/9605796/Willy-Russell-I-want-to-talk-about-things-that-matter.html
b. Information on Willy Russell: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/blood_brothers_context_sheets.pdf
b. Read the information about him on page 1.c. Make a list of 5 things you have learnt about him.
c. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-comedy-and-political-theatre.pptx
6. Who was Marilyn Monroe?a. Watch the video on Marilyn Monroe.b. Read the information on Marilyn Monroe and write 3 facts about
her.c. Compare your answers with those on Slide 31.
a. Video on Marilyn Monroe: https://youtu.be/ZR-d5DWup2U b. Information on Marilyn Monroe:
https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/blood_brothers_context_sheets.pdf
c. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-comedy-and-political-theatre.pptx
7. How was class significant?a. Think about what you have discovered, or already knew about
class. Place the correct answers into the table for working and middle class on Slide 33
b. Compare your answers with those on Slide 34.
a. PowerPoint: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/30830-tragedy-
comedy-and-political-theatre.pptx
d. Test your knowledge by completing the multiple choice questions again and then the big question review.
Quizlet Big Question Review: https://quizlet.com/_8cl5qh?x=1jqt&i=24y2vj
Big Question Episode 1 Review: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/big_question_review_learning_episode_1.docx
e. 200 Word Challenge: Write a paragraph about the history of Liverpool. Use the checklist and success criteria to help you.
200 Word Challenge: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/200_word_challenge_-_history_of_liverpool.pptx
f. Learn your spellings using Quizlet. Complete the spelling test for week 1 on Quizlet.
In the Student Workbook.
Y9 Spellings, vocabulary and quotations – Summer TermWeek 1 - b Week 2 - b Week 3 - c Week 4 - c Week 5 - g Week 6 - h Week 7 - h
1. Tragedy 2. Protagonist 3. Dialogue 4. Chorus 5. Bomb6. Climb7. Debt8. Doubt9. Catacomb10. Womb11. Plumber12. Thumb 13. Stage directions14. Scene 15. Impulsive – quick to
act, without thinking of the consequences.
16. Irresponsible – someone who is not responsible.
17. Sympathetic – feeling sorry for somebody.
18. ‘By the time that I was twenty-five looked like forty-two’
19. ‘The welfare have already been onto me’
Knowledge Recall: Context – tragedy, history of Liverpool, class
1. Dialect 2. Rhyme 3. Rhythm 4. Soliloquy 5. Hamartia 6. Numb7. Subtle8. Succumb9. Tomb10. Limb11. Lamb12. Dumb13. Crumb 14. Prologue 15. Foreshadowing 16. Downtrodden –
someone who is oppressed by people in power.
17. Gullible – easily convinced of something.
18. Maternal – motherly.19. ‘I love the bones of
them’20. ‘Never put new shoes
on the table… you never know what’ll happen’
Knowledge Recall: Context – Willy Russell, Marilyn Monroe, education system
1. Didactic 2. Omniscient 3. Conscience4. Conscious5. Descend6. Fascinating 7. Scenery8. Scented9. Scientist10. Scissors11. Dramatic irony 12. Context 13. Blithe – overly
cheerful and light-hearted when they shouldn’t be.
14. Lackadaisical – laid back: a daydreamer.
15. Remorseful – filled with sadness and guilt.
16. ‘And treats his ills with daily pills just like Marilyn Monroe’
17. ‘You said it yourself, you said you had you many children already’
Knowledge Recall: Techniques/Vocabulary -
1. Lackadaisical2. Exploitative 3. Scenario4. Scene5. Science6. Ascend7. Ascent8. Descent9. Crescent10. Fascinate11. Narrator 12. Tragedy13. Impoverished – very
poor.14. Fixated – obsessed
with something.15. Privileged – having a
high and/or special status. Wealthy.
16. ‘And think about what you could do with money like that’
17. ‘They say…they say that if either twin learns that he once was a pair that
Knowledge Recall: Techniques/Vocabulary -
1. Nuclear 2. Gynaecologist 3. Campaign4. Consignment 5. Feign6. Foreign7. Reign8. Sign9. Assign10. Gnarled 11. Cyclical12. Parallel 13. Conniving –
calculating and manipulative.
14. Exploitative – willing to take advantage of someone else’s weaknesses.
15. Deceitful – deceptive; a liar.
16. ‘These people that Edward has started mixing with. Can’t you see how he’s drawn to them? They’re…they’re drawing him away from me’
17. ‘You see, you see why I don’t want you mixing with boys like that! You learn filth from them and behave like this”
Knowledge Recall: Plot – Act 1
1. Deceitful 2. Gullible 3. Irresponsible4. Reprehensible 5. Inarticulate 6. Where7. Which8. White9. Whisper10. Rhythm 11. Ghastly12. Exhaust13. Exhibition14. Reprise 15. Motif16. Immoral – someone
without morals.17. Neurotic – unstable
and hysterical. 18. Paranoid – anxious
and suspicious.19. ‘I wish I was our
Sammy’20. ‘See this means that
we’re blood brothers, an’ that we always have to stand by each other’
Knowledge Recall: Plot – Act 2
1. Immoral 2. Neurotic3. Conniving4. Downtrodden5. Paranoid 6. Ghost7. Rhyme8. Whale9. Wheel10. Vehicle11. Honest12. Honour 13. Aghast 14. Juxtaposition 15. Soliloquy16. Possessive –
demanding total attention/love.
17. Reprehensible – someone who is unforgivable.
18. Inarticulate – unable to express yourself in words.
19. ‘That was kids’ stuff, Eddie. Didn’t anyone tell y? But I suppose you still are a kid, aren’t ye?’
20. ‘I don’t wear a hat I could tilt at the world’
Knowledge Recall: Characters – Mrs Johnstone and Mrs Lyons
Week 8 - k Week 9 -l Week 10 - t Week 11 - t Week 12 - w Week 13 Week 14
1. Oppressed2. Naïve3. Eloquent4. Volatile 5. Possessive 6. Isolated 7. Knee8. Kneel9. Knife10. Knock11. Knot12. Know13. Knowledge14. Knuckle 15. Monologue 16. Class17. (feeling) inferior – if you
feel inferior, you feel like you are ‘less than’ somebody else.
18. Guarded – someone who ‘has a wall up’. Protective of themselves.
19. Disadvantaged – not having the advantages in life that others have.
20. ‘Why didn’t you give me away? I could have been…I could have been him!’
21. ‘I’ll look in the dictionary’
Knowledge Recall: Characters - Mickey and Eddie
1. Frenzied 2. Guarded 3. Inferior4. Magnanimous 5. Superstition 6. Condescending 7. Calm8. Could9. Half10. Should11. Would12. Salmon13. Folk14. Palm 15. Nature 16. Nurture17. Oppressed – forced
down by others.18. Boastful – trying to
impress, bragging about yourself.
19. (having) bravado – if you show or have bravado, you are putting on a show of being daring.
20. (to Mrs Lyons, about Mickey) ‘I like him more than you’
21. ‘She’s fabulous your ma’, isn’t she
Knowledge Recall: Characters – Narrator (all roles), Mr Lyons and the policeman
1. Disadvantaged 2. Privileged 3. Impulsive4. Sympathetic 5. Remorseful 6. Fixated7. Bustle8. Castle9. Fasten10. Glisten11. Hasten12. Listen13. Moisten14. Wrestle 15. Superstition 16. Motherhood17. Devoted – loyal.18. Volatile – emotional and
changeable. Angry. 19. Frenzied – desperate
and frantic.20. ‘I’ve got money, plenty
of it’21. ‘Why is a job so
important?’
Knowledge Recall: Characters – Linda and Sammy
1. Privileged2. Exploitative3. Deceitful4. Neurotic5. Possessive6. Reprehensible7. Irresponsible8. Sympathetic9. Listen10. Rustle11. Soften12. Whistle13. Mortgage14. Thistle15. Apostle16. Castle17. Power 18. Judgment19. Naïve – innocent and
gullible.20. Isolated – lonely; cut off
from the world.21. Unworldly – unaware of
the ways of the world; not streetwise.
22. Sammy – ‘he’s a friggin’ poshy’
23. Linda – ‘When you die you’ll meet your twinny again, won’t y’?’
Knowledge Recall: Themes – Class and Friendship
1. Naïve2. Ingratiating3. Affable4. Eloquent5. Magnanimous6. Condescending7. Guarded8. Disadvantaged9. Answer10. Playwright11. Sword12. Whole13. Wreak14. Wrestle15. Wriggle16. Wrinkle 17. Destiny 18. Fate19. Ingratiating – someone
who is friendly and welcoming in order to fit in.
20. Eloquent – well-spoken and articulate.
21. Magnanimous – generous and charitable. Big-hearted.22. Mr Lyons – ‘It’s
just another sign of the times, Miss Jones’
23. Kids - ‘But you know that if you cross your fingers/ And if you count from one to ten/ You can get up off the ground again/ It doesn’t matter/ The whole thing’s just a game.’
Knowledge Recall: Themes – Fate and Superstition
1. Gullible2. Lackadaisical3. ‘There’s a stone in place
of her heart’4. ‘And do we blame
superstition for what came to pass? Or could it be what we, the English, have come to know as class?’
5. ‘he’s a friggin’ poshy’ 6. ‘I’ll look in the
dictionary’7. ‘Why is a job so
important?’
1. Oppressed2. Volatile3. ‘The welfare have
already been onto me’
4. ‘Never put new shoes on the table… you never know what’ll happen’
5. ‘I wish I was our Sammy’
6. ‘See this means that we’re blood brothers, an’ that we always have to stand by each other’
7. ‘And think about what you could do with money like that’
Learning Episode 1Do you know any of this vocabulary?Put a tick next to it if you already knew it and a cross if you did not.
Tragedy An event causing great suffering, destruction and distress.
Protagonist The main character or speaker in a poem, monologue, play or story
Stage directions An instruction in the text of the play indicating the movement, the position or tone of an actor, or the sound effects and lighting. Used prolifically by Russell to describe the movement and actions of characters.
Narrator A person who gives the spoken account of something. Omniscient to remind the audience about the ending of the play. Echoes the function of the Greek Chorus, asks the audience to detach and judge.
Chorus A group of actors who described and commented upon the main action of a play with song, dance, and recitation
Dialogue A conversation between two or more people.
Reversal of fortune
A change of circumstances, typically from good to bad
Big Question: What is a tragedy?Definition: Tragedy is a genre of story in which a hero is brought down by his/her own flaws, usually by ordinary human flaws – flaws like greed, over-ambition, or even an excess of love, honour, or loyalty.
In any tragedy, we start with the tragic hero, usually in his prime. The hero is successful, respected, and happy. But he has some tragic flaw that will ultimately cause his downfall. Usually, the plot of the story follows a gradual descent from greatness to destruction. It’s especially important that the hero end up isolated from all of his friends and companions. In the end, we feel deep sadness and pity (also called pathos) for the hero. But we also feel a sense of understanding – the story warns us to guard against the ordinary flaws that brought down the hero.In your own words, write a sentence explaining what you think a tragedy is:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sort out the termsPlace the descriptions at the bottom of the page into the most appropriate category. Some terms may occur in more than one type of literature.
Novels Poetry Drama
written in paragraphs most associated with figurative language
written in lines written by a playwright primarily written as dialogue
written by a novelist
*uses stage directions written by a poet has a cast list of characters at the
beginning
written to be performed onstage before an
audience
may have rhyming lines may have music in it
may have a narrator as a character on stage
Shakespeare is most famous for this type of
literature
tells a story may be written in stanzas
may have many characters
may use a ‘narrative voice’
Place the correct ingredients under the genre title:Comedy Tragedy Musical Theatre Political theatre Melodrama
light-hearted tone, misunderstandings, witty dialogue, ends happily, audience is amused/laughs. serious tone, downfall of main character, ends unhappily, audience moved/saddened. use of music and dance to tell the story, characters express themselves through song, often use exaggerated characters and
chorus/ensemble, may be serious or light-hearted. aims to get across a social message, may use non-naturalistic techniques like directly addressing the audience or audience
interaction, may set up oppositions (good guy versus bad guy), aims to stir the audience to action. exaggerated emotional plays, uses heightened characters and situations to engage the audience emotionally
Match the dramatic termsDraw a line matching a definition to each term.
Term Definition
Tragedy The main character in a play.
Protagonist A character trait which may be responsible for the downfall of the tragic hero.
Dialogue A character who stands outside the action of a play and describes events.
Stage directionsA play in which the leading character experiences a reversal of fortune, leading to an unhappy ending.
Chorus The lines spoken by the characters in a play.
Narrator Actors performing as a group rather than as individual characters.
Tragic flaw A description of the physical actions or what is seen rather than said in a play.
Big Question: Where is the play set?
Liverpool
What do you know about Liverpool?
Big Questions: What is the history of Liverpool? What was the education system like?Liverpool in the 1960s: youtube.com/watch?v=QbgaSmM7CgY -Children and education: youtu.be/7B31Yat0QZY (the first five minutes)-Music of the 1960s: youtu.be/qXaH35naCv0 (from the beginning to 1:30).
When you have watched the clip, answer the following questions.
1. What do you notice about the areas in which the children are playing?
2. Why does the project director think that the education system in Liverpool in the 1970s makes ‘a mockery of this business of equality of opportunity’?
3. Why was passing the ‘11 plus’ (an examination children took to determine which school they would go to) considered so important?
4. Why does he think there is a ‘downward spiral’ in the children’s life chances?
5. What are some of the ways suggested in the film that parents and the community can help the children to succeed?
6. What do you notice about the role of women in the film?
7. What do you notice about the fashions from the period?
Music of the 1960s
1. How is the portrayal of Liverpool in this documentary different from the previous one?
2. How are young people portrayed in the documentary?
3. Why is music so important?
Facts about Liverpool’s history
1. During the Industrial Revolution, Liverpool became a thriving port. Ships from all over the world carried passengers and goods into and out of the city.
2. In the 19th century, the city became increasingly important. Many impressive municipal buildings, such as museums, concert halls and libraries, were constructed.
3. Immigrants were attracted to Liverpool. By 1851, more than 20% of the population of Liverpool was Irish. Many Chinese and Africans made Liverpool their home.
4. During World War II, Liverpool was repeatedly a target for German bombing raids, with thousands of homes and city buildings damaged or destroyed.
5. From the beginning of the 20th century and particularly after World War II, Liverpool’s fortunes declined as its international shipping trade began to diminish.
Facts about Liverpool in the 1970s and 1980s
1. Although the youth culture, especially music, made Liverpool famous, many industries were experiencing a decline. Fashion and music were a form of escape from poverty for some young people.
2. The docks and manufacturing, two of the major employers, experienced economic difficulties. Many docks closed and the manufacturing industry decreased by 50%.
3. The declining industries in Liverpool caused unemployment. Between 1972 and 1982 Liverpool lost 80,000 jobs.
4. There were tensions between different groups in Liverpool. In 1981, there were riots in Toxteth, initially sparked by conflict between the police and the black community. However, there were a number of underlying causes for unrest, including social problems such as poverty.
5. Margaret Thatcher was the Prime Minister from 1979-1990. Her Conservative government introduced a policy of rate-capping which restricted the amount of money local councils could spend. This put Liverpool’s Labour-run council in conflict with the Conservative government.
Big Question: What was this history of Liverpool?
Big Question: What was the youth culture of Liverpool?
Big Question: Who was Willy Russell? Why did he write the play?
Big Question: Who was Marilyn Monroe?
Big Question: How was class significant?
What is the difference between working class and middle class?
Working Class Middle Class
Decide which his these were typical of a working class or middle class life:
Difficult to afford basic things Attend private school Poor quality housing
Left school to support family Lived in houses with lots of green space Well-paid jobs
Able to go to university Lived close to docks or factories Struggle financially
Can you add any of your own ideas?
Writing a short scriptTaskInspired by the context of Liverpool in the 1960-70s, in pairs write an original scene set in that context. Consider:• how the characters might speak• what their concerns might be• how you can use dialogue and stage directions to make your scene engaging.Here are some possible scenarios: a mother worried that her child isn’t doing well at school, a teenager trying to get a job, an employer firing an employee, teenagers planning an evening out.
How to lay out a script• Put your title at the top.• For the character who is speaking: write their name either above or before dialogue.• Stage directions: either in italics or (parentheses).
Example:
‘A Night Out’
Joe: I got a plan.Ed: Nah, your plans never work out.Joe: Seriously, it will work. (Takes out map.)Joe: See, we could take a ferry. We’d get to the club by 10. (Grabs map from him.)Ed: And where does it say how we’ll get home?
1.During the Industrial Revolution, Liverpool became a thriving port. Ships from all over the world carried passengers and goods into and out of the city.2.In the 19th century, the city became increasingly important. Many impressive municipal buildings, such as museums, concert halls and libraries, were constructed.3.Immigrants were attracted to Liverpool. By 1851, more than 20% of the population of Liverpool was Irish. Many Chinese and Africans made Liverpool their home. 4.During World War II, Liverpool was repeatedly a target for German bombing raids, with thousands of homes and city buildings damaged or destroyed. 5.From the beginning of the 20th century and particularly after World War II, Liverpool’s fortunes declined as its international shipping trade began to diminish.
1.Although the youth culture, especially music, made Liverpool famous, many industries were experiencing a decline. Fashion and music were a form of escape from poverty for some young people.2.The docks and manufacturing, two of the major employers, experienced economic difficulties. Many docks closed and the manufacturing industry decreased by 50%. 3.The declining industries in Liverpool caused unemployment. Between 1972 and 1982 Liverpool lost 80,000 jobs.4.There were tensions between different groups in Liverpool. In 1981, there were riots in Toxteth, initially sparked by conflict between the police and the black community. However, there were a number of underlying causes for unrest, including social problems such as poverty.5.Margaret Thatcher (Prime Minister 1979-1990). Her Conservative government introduced a policy of rate-capping which restricted the amount of money local councils could spend. This put Liverpool’s Labour-run council in conflict with the Conservative government.
1.Willy Russell was born in Whiston, Merseyside, near Liverpool, the only child of his working class parents. He has described his home life as ‘tense’ with his parents not getting along. His father held a number of different jobs, including working in a factory. 2.Willy Russell did not particularly thrive at school. He has said that the only subject he really enjoyed was English. He left school at 15, with one O-level, English literature.3.Willy Russell became a hairdresser and also began writing and playing music. He ran a folk café (he met and married his wife, Annie, at 21).4.He left hairdressing and went back to school, gaining qualifications to become a teacher. Soon, however, he was writing full-time, including his musical about the Beatles John, Paul, George, Ringo … and Bert (1974) which premiered in Liverpool and transferred to the West End. His play Educating Rita (1980) was a success both as a play and a film.5.Blood Brothers was originally commissioned to be a 70-minute play for the Merseyside Young People’s Company. That version premiered in 1981 at Fazakerley High School and only had one song in it.
1.Tragedy is a genre of story in which a hero is brought down by his/her own flaws.2. The plot of the story follows a gradual descent from greatness to destruction.3. The tragic hero, usually in his prime, is successful, respected, and happy. But he has some tragic flaw that will ultimately cause his downfall.4. It is usually ordinary human flaws – flaws like greed, over-ambition, or even an excess of love, honour, or loyalty.5. It’s especially important that the hero end up isolated from all of his friends and companions6.In the end, we feel deep sadness and pity (also called pathos) for the hero. But we also feel a sense of understanding – the story warns us to guard against the ordinary flaws that brought down the hero.
LiverpoolHistory
Liverpool1970-80
Willy Russell
Tragedy
What was Liverpool like in the 19th century?
Who came to Liverpool, at this time?
What happened to Liverpool during World War II?
What happened to Liverpool in the 20th century?
What made Liverpool famous in the 1960s?
What was an escape from pverty for young people?
What was in a decline?
What tension was there and why?
How did the Conservative government treat Liverpool?
Where was Willy Russell born?
What was his family life like?
What was his school life like?
What was his early career?
How did he become a writer?
What is the main plot of a tragedy?
What happens to the tragic hero?
What type of flaw does the hero usually have?
Who is the hero isolated from?
What happens at the end of a tragedy?
LiverpoolHistory
Liverpool1970-80
Willy Russell Tragedy
YOUR TASK: REVISE, FLIP, REDUCE, QUESTIONFold your sheet so you can only see the knowledge section. You have 5-10 minutes to revise the knowledge you need.
Flip the sheet over so you are on a blank square. Write down as much as you can remember.When you’re finished, add in any missing gaps in knowledge in a different colour pen.
Now flip to a new blank square. - Reduce the information on the card to FIVE words only.- Add a quick picture or icon for each. Do this without looking at the revision card.
Unfold the paper.- Write down five questions regarding the information on the sheet. Be ready to test your partner. - Write their answers on your sheet.
1.During the Industrial Revolution, Liverpool became a thriving port. Ships from all over the world carried passengers and goods into and out of the city.2.In the 19th century, the city became increasingly important. Many impressive municipal buildings, such as museums, concert halls and libraries, were constructed.3.Immigrants were attracted to Liverpool. By 1851, more than 20% of the population of Liverpool was Irish. Many Chinese and Africans made Liverpool their home. 4.During World War II, Liverpool was repeatedly a target for German bombing raids, with thousands of homes and city buildings damaged or destroyed. 5.From the beginning of the 20th century and particularly after World War II, Liverpool’s fortunes declined as its international shipping trade began to diminish.
-
- -
LiverpoolHistory
1.Although the youth culture, especially music, made Liverpool famous, many industries were experiencing a decline. Fashion and music were a form of escape from poverty for some young people.2.The docks and manufacturing, two of the major employers, experienced economic difficulties. Many docks closed and the manufacturing industry decreased by 50%. 3.The declining industries in Liverpool caused unemployment. Between 1972 and 1982 Liverpool lost 80,000 jobs.4.There were tensions between different groups in Liverpool. In 1981, there were riots in Toxteth, initially sparked by conflict between the police and the black community. However, there were a number of underlying causes for unrest, including social problems such as poverty.5.Margaret Thatcher (Prime Minister 1979-1990). Her Conservative government introduced a policy of rate-capping which restricted the amount of money local councils could spend. This put Liverpool’s Labour-run council in conflict with the Conservative government.
-
- -
Liverpool1970-80
1.Willy Russell was born in Whiston, Merseyside, near Liverpool, the only child of his working class parents. He has described his home life as ‘tense’ with his parents not getting along. His father held a number of different jobs, including working in a factory. 2.Willy Russell did not particularly thrive at school. He has said that the only subject he really enjoyed was English. He left school at 15, with one O-level, English literature.3.Willy Russell became a hairdresser and also began writing and playing music. He ran a folk café (he met and married his wife, Annie, at 21).4.He left hairdressing and went back to school, gaining qualifications to become a teacher. Soon, however, he was writing full-time, including his musical about the Beatles John, Paul, George, Ringo … and Bert (1974) which premiered in Liverpool and transferred to the West End. His play Educating Rita (1980) was a success both as a play and a film.5.Blood Brothers was originally commissioned to be a 70-minute play for the Merseyside Young People’s Company. That version
-
- -
Willy Russell
1.Tragedy is a genre of story in which a hero is brought down by his/her own flaws.2. The plot of the story follows a gradual descent from greatness to destruction.3. The tragic hero, usually in his prime, is successful, respected, and happy. But he has some tragic flaw that will ultimately cause his downfall.4. It is usually ordinary human flaws – flaws like greed, over-ambition, or even an excess of love, honour, or loyalty.5. It’s especially important that the hero end up isolated from all of his friends and companions6.In the end, we feel deep sadness and pity (also called pathos) for the hero. But we also feel a sense of understanding – the story warns us to guard against the ordinary flaws that brought down the hero.
-
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Tragedy
Test your knowledgeWhat is a tragedy?1. What sort of story has a plot that relies on human suffering?
a. Comedyb. Tragedyc. Romance
2. The tragic hero has a _____________. This also means fatal flaw.a. Tragic herob. Peripeteiac. Hamartia
3. In general, tragedy involves what?a. Hilarious but ridiculous comedyb. The ruin of the leading charactersc. A happy ending where justice is served
Where is the play set?1. TRUE OR FALSE: During the Industrial Revolution, Liverpool became a thriving port. Ships from all over the world carried passengers and goods into and out of the city. 2. TRUE OR FALSE: In the 19th century, the city became increasingly important. Many impressive municipal buildings, such as museums, concert halls and libraries, were constructed. 3. TRUE OR FALSE: Immigrants were attracted to Liverpool. By 1851, more than 20% of the population of Liverpool was Irish. Many Chinese and Africans made Liverpool their home. 4. TRUE OR FALSE: During World War I, Liverpool was repeatedly a target for German bombing raids, with thousands of homes and city buildings damaged or destroyed. 5. TRUE OR FALSE: From the beginning of the 20th century and particularly after World War II, Liverpool’s fortunes declined as its international shipping trade began to diminish.
What was the education system like at the time?1. How did somebody get into a grammar school?
a. You had to pass the 11 plus examination.b. If you were born in the middle class.c. By living in an affluent area.
2. What was stopping the working class escaping from poverty?a. Nothing, they just were not taking the opportunities offered to them.b. Low aspirations and lack of opportunities.c. They couldn’t pass the 11 plus examination.
What was the youth culture of Liverpool?1. TRUE OR FALSE: The Beatles and other bands were part of a music movement called Merseysound.2. TRUE OR FALSE: Liverpool youth were leading the world with fashion.3. TRUE OR FALSE: Liverpool was a close city so it had no influences form other cultures outside of its own.4. TRUE OR FALSE: The Spiders sold more records than any other group and are arguably the most famous band in the world.Who was Willy Russell? Why did he write the play?1. Who was Willy Russell?
a. A writer who was very successful in school and studied English at university before he started to write plays.b. A working class child who did not thrive in school. He became a hairdresser before going back to school to
become a teacher.c. A middle class child who loved going to the theatre. After being in a theatre production he decided to write
plays.2. Why did Willy Russell write Blood Brothers?
a. He loved the Scouse humour and wanted everyone to have the opportunity to enjoy it too.b. He enjoys the theatre and thinks it is a great opportunity to have fun and relax.
c. He wanted to educate people on the inequality in the class system and the destructive effects it was having on the people.
Who was Marilyn Monroe?1. Who was Marilyn Monroe?
a. The actress who played Mrs Johnstone. b. An actress in the first production of Blood Brothers.c. A huge film star from the 1950s.
2. Why is Marilyn Monroe important to the play?a. She appears when the play needs comedy.b. She is a motif used to foreshadow.c. She makes Mrs Johnstone happy.
How was class significant?1. What opportunities did the middle class have that the working class didn’t?
a. Attend private school which often led to university and well-paid jobs.b. They automatically went to grammar to school.c. They got to leave school early and start working.
200 Word Writing Challenge: Write about the history of Liverpool
Vocabulary: tragedy, youth culture, developments, manufacturing, unemployment, immigration, religionTechniques: facts, statistics, opinionsDeliberate sentences: Connective/adverb, Subordinating conjunction
How could you improve this?
Liverpool was an important city because it was a port. People came from all over the world. It had big important buildings. Some if it was destroyed during the war. It started to decline and people lost their jobs.Music was important in the 1960s because many people lost their jobs. People rioted because they were unhappy with how they were treated by Margaret Thatcher.
During the Industrial Revolution …In the 19th century …Liverpool was a target during World War II …From the beginning of the 20th century …
Although the youth culture …In the docks …There were tensions between …The Conservative government …
Your response:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SELF ASSESSMENT: Success Criteria Accurate punctuation Accurate spelling Used and explained youth culture correctly Used and explained unemployment correctly Used at least one of the deliberate sentences
Varied sentence openings
Big Question Review Learning Episode 1What is a tragedy? What was the youth culture of Liverpool?
Where is the play set? Who was Marilyn Monroe?
Who is Willy Russell?Why did he write the play?
What was the education system like at that time?
What is the history of Liverpool? How was class significant?
