“A woman cannot be herself in the society of the present day, which is an exclusively masculine society, with laws framed by men and with a judicial system that judges feminine conduct from a masculine point of view.”
Henrik Ibsen, 1881
Becoming Global Citizens:
A substantive understanding of the world is the foundation of global competence. Students demonstrate global competence through awareness and curiosity about how the world works—informed by disciplinary and interdisciplinary insights. Specifically, globally competent students are able to perform the following four competences:
1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.
While it is important to examine the four capacities above individually, global competence is best seen as an integrated outlook on the world—not a collection of independent skills.
A substantive understanding of the world is the foundation of global competence. Students demonstrate global competence through awareness and curiosity about how the world works—informed by disciplinary and interdisciplinary insights. Specifically, globally competent students are able to perform the following four competences:
1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.
While it is important to examine the four capacities above individually, global competence is best seen as an integrated outlook on the world—not a collection of independent skills.
Overview: In
A Doll House and Ghosts, Ibsen explored the role of women and men in our
society. Sadly, many parallels to our
present society are abound, but there is something dated about the
philosophical concepts. Yes, as a society, we have accepted that women and men
should have equal rights. However, is
this truly happening? Are women paid the
same as men for the same occupation, for example? Who makes decisions about a woman’s
reproductive rights? More importantly,
what are we seeing with regard to sexual harassment, assault and rape in the
media today? Have you noticed the
difference in male and female responses? In addition, in what ways has the idea
of gender been challenged through the efforts of the LBGTQ community? How do
their efforts effect everyone? Your task will be to explore current issues
connected to human rights in and around the world. Have a global focus. Ibsen challenged society through drama. Now
it is your turn.
Directions: Each
group will research a global issue related to the rights of women happening
now. Next, they will compose a group essay using real sources of material from
a variety of sources. The group will
post these fully formed essays with a Works Cited on the class blog so we call
all read and discuss. Explore. Do not just hunt for your own opinion. Once you have a firm grasp on your topic, compose
a two scene/act play in the style of Henrik Ibsen. We want to view Ibsen in a modern
setting. What are the current ghosts? Each student must contribute to the writing
process or no credit will be given for the assignment. All need not perform, but must be involved in the production. You can film it, if preferred.
C
All completed pieces should include:
- Group essay about a global issue
about the rights of women/LBGTQ community with at least 3 cited sources
- 10 typed pages of double spaced
dialogue
- At least two scenes
- Stage directions
- The first page must include
setting, time, place, staging, etc.
- Basic plot, characters, conflict,
symbols and a resolution
B
Great plays will include the following:
- All elements of the C above
- Group blog is comprehensive, with
4-5 sources
- Title is symbolic
- The theme is not trite and causes
the audience to think
- Themes or motifs: control, power, gender roles, fear of
scandal…ghosts!
- There is a clear protagonist and
antagonist
- There are stereotypical foil
characters that add a richness to the other characters
- Scene 1 sets audience up for
scene 2
- End of scene 1 is a cliff hanger,
leaving us with multiple possibilities for scene 2
- There is a shocking ending
A
Outstanding plays include the following:
- All elements of the C and B above
- Group blog post is a publishable
response with passion and purpose with 5 or more sources of reliable
information
- The conflict is intense –
Dualities are employed for dramatic effect
- Each line of dialogue should
serve multiple purposes
- It is a tragicomedy – balancing
the line between tragedy and comedy
- The characters have a symbolic
societal/family function
- The stereotypical characters turn
out to be the opposite of what we expect, and brings out meaning
- The play pushes the limits and
makes the audience uncomfortable
- There are satirical nods to Ibsen
and playwriting
Note: You may use the framework of Marjorie Prime for you play. If you do so, please refer to the rubric
below:
C
All completed pieces should include:
- Group blog post a global issue
about the rights of women/LBGTQ community with at least 3 cited sources
- 10 typed pages of double spaced
dialogue
- At least two scenes
- Stage directions
- The first page must include
setting, time, place, staging, etc.
- Basic plot, characters, conflict,
symbols and a resolution
B
Great plays will include the following:
- All elements of the C above
- Group blog is comprehensive, with
4-5 sources
- Title is symbolic
- The theme is not trite and causes
the audience to think
- Themes or motifs: generational differences, death, grieving,
what we conceal, what we want loved ones to be
- Science fiction that brings out
our true humanity
- Characters will die and become
Primes
- Dialogue will slowly cue us into
the changes in Prime and information shared
- The play pushes the boundaries of
the original concept with unanswered/unexplored elements from the original
- Thoughtful ending with a twist
that shows how the future is closer than we think
A
Outstanding plays include the following:
- All elements of the C and B above
- Group blog post is a publishable
response with passion and purpose with 5 or more sources of reliable
information
- The conflict is intense –
Dualities are employed for dramatic effect
- Each line of dialogue should
serve multiple purposes
- There are satirical nods to the original
play and playwriting
- Science fiction that brings out
our true humanity
- Characters will die and become
Primes, for reasons that connect to larger themes
- Dialogue will slowly cue us into
the changes in Prime and information shared in a nuanced manner that
connects themes
- The play pushes the boundaries of
the original concept with unanswered/unexplored elements from the original,
pushing the limits and makes the audience uncomfortable
- Good science fiction will either
ground a futuristic, high-tech, high-concept premise in a relatable
context, or it steers the story into unexpected, emotionally resonant
places – the A does both!
- Thoughtful ending with a twist
that shows how the future is closer than we think, and makes us see more
possibilities
