Henrik Ibsen’s A Doll’s House, first performed in 1879, is a groundbreaking play that
challenges the rigid societal expectations of marriage, gender roles, and individual
freedom in 19th-century Europe. Set in Norway, the play centres around Nora Helmer, a
woman who begins questioning the constraints of her life as a dutiful wife and mother.
Ibsen’s work sparked controversy for its portrayal of a woman seeking independence,
making it a pivotal piece in discussing gender equality and the roles assigned to women
in society. The play reflects the growing awareness of personal identity and selfrealization, radical themes at the time of its writing.
A Doll’s House: Act I
Write a short summary of the plot of Act I:
List the main characters, provide a short description of each character and find at least one quote from
Act I which paints a good picture of them:
Identify and explain the key themes seen in Act I:
Read and analyse the following excerpts from Act I of ‘A Doll’s House’. Consider the language (e.g.
imagery, irony, repetition, etc.), power dynamics, characterisation, symbols and staging (e.g. props, objects,
performance clues, stage directions, etc.). Select the three most striking lines and identify the effect (How
does it affect the audience? What does it suggest?) and theme (Which larger theme does it connect to?).
Finally, in 100-150 words, explain what Ibsen is showing about Nora and Torvald’s relationship in these
excerpts.
Excerpt 1
Helmer: And I would not wish you to be anything but just what you are, my sweet little skylark. But, do
you know, it strikes me that you are looking rather—what shall I say—rather uneasy today?
Nora: Do I? Nora
Helmer: You do, really. Look straight at me.
Nora (looks at him): Well?
Helmer (wagging his finger at her): Hasn’t Miss Sweet Tooth been breaking rules in town today?
Nora: No; what makes you think that? Nora
Helmer: Hasn’t she paid a visit to the confectioner’s?
Nora: No, I assure you, Torvald—
Helmer: Not been nibbling sweets?
Nora: No, certainly not.
Helmer: Not even taken a bite at a macaroon or two?
Nora: No, Torvald, I assure you really—
Helmer: There, there, of course I was only joking.
Nora (going to the table on the right): I should not think of going against your wishes.
Excerpt 2
Nora (smiling and humming): That’s my affair! (Walking about the room.) It’s perfectly glorious to think
that we have—that Torvald has so much power over so many people. (Takes the packet from her pocket.)
Doctor Rank, what do you say to a macaroon?
Rank: What, macaroons? I thought they were forbidden here.
Nora: Yes, but these are some Christine gave me.
Mrs. Linde: What! I?—
Nora: Oh, well, don’t be alarmed! You couldn’t know that Torvald had forbidden them. I must tell you that
he is afraid they will spoil my teeth. But, bah!—once in a way—That’s so, isn’t it, Doctor Rank? By your
leave! (Puts a macaroon into his mouth.) You must have one too, Christine. And I shall have one, just a
little one-or at most two. (Walking about.) I am tremendously happy. There is just one thing in the world
now that I should dearly love to do.
Rank: Well, what is that?
Nora: It’s something I should dearly love to say, if Torvald could hear me.
Rank: Well, why can’t you say it?
Nora: No, I daren’t; it’s so shocking.
Mrs. Linde: Shocking?
Rank: Well, I should not advise you to say it. Still, with us you might. What is it you would so much like
to say if Torvald could hear you?
Nora: I should just love to say—Well, I’m damned!
Rank: Are you mad?
Mrs. Linde: Nora, dear—!
Rank: Say it, here he is!
Nora (hiding the packet): Hush! Hush! Hush! (HELMER comes out of his room, with his coat over his arm
and his hat in his hand.)
PEEL stands for Point, Evidence, Explanation, Link.
When writing a paragraph ask yourself, does it PEEL?




POINT - Make and introduce the reader to your point.
EVIDENCE - Back it up, support the point you are making with examples or evidence.
Typically, with academic sources such as textbooks, journals or specialist products.
EXPLANATION - Explain how the evidence or examples support your point. Critically
analyse what would happen if the theory was or was not applied. Explain: why? how?
what is the impact? for each point.
LINK - Link this point to the next point that you will be making in the following
paragraph or link it back to the main point.
Room to write
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________