A Doll’s House
Concept/ Vocabulary Analysis
Literary Text: A Doll’s House by Henrik Ibsen
Organizational Patterns
This book is a play with three acts, and is approximately 80 pages long. The
first act is the longest with about 35 pages, while the last two acts are about
20 pages each. The play has only nine characters in total and only five of
those nine are main characters.
Issues Related to this Study of Literature
Theme
Women’s Roles- This play was written shortly before a large
women’s rights movement began, and was groundbreaking when it hit
theaters. The play questions what women’s roles are in
society and in the home. Nora (the main character) decides
to leave her husband and children at the end, and one is left
with questions of whether or not that is acceptable. It
makes the reader question what are the obligations of being
a woman.
Men’s Roles- The play also emphasizes what society expects from
men at this time period as breadwinner and head of the household. Torvald
(Nora’s husband) is constantly comparing himself to Nora’s father and
proving how he, Torvald, is the better man. What made a good man during
this time? Torvald also explains his actions in the light of
what society expects (Of course I’m doing this, what
would everybody think?). It makes readers wonder what
society expected from men, and how that affected the way
they treated their wives.
Bildungsroman- This play is in some ways a process of growth from
childhood to adulthood for Nora. She slowly realizes how her father and
husband have treated her like a pet or child. At the end, she realizes that she
has never “grown-up” and transforms to an adult overnight. We see her
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transform from a weak, submissive, gentle child to a fierce, determined,
strong woman.
Identity- Throughout the play we never get to know who the real Nora
is and what her true personality consists of. Nora also realizes that she does
not know who she is, and decides to leave her life. She comments that she
needs to discover who she is separate from her husband, children and more
importantly society.
Marriage- The play constantly questions what marriage is supposed to
be. Do you need to have love to be married? What about money?
Does age play a role? Most importantly, how should married
couples treat each other? The play focuses on a marriage that
relies on no communication and shallow expectations. If
marriage is not what society says it is, then what is it?
Setting
The story takes place in the Helmer’s home which is in Norway during the
late 1800’s. The entire play takes place during the month of December and
it is important that students do a little bit of research before reading this play.
For setting purposes, it will be nice to review what houses looked like inside
and out during the late 1800’s (how many floors,
bedrooms and what about popular layout?). Nora gets
very excited about Christmas and talks a lot about her
decorations. Make sure students understand the
importance of Christmas in places like Norway and
how people decorated towns and homes. They may
want to look up the fashions of the time. What did men and women
typically where? How was their hair fashioned? Was it popular for men to
have beards? Also, the look of the town might be interesting to research.
Were the roads paved? Did they have electricity, cars, etc? Be sure to target
searches to information on the Norwegian area.
Narrative Voice
This is told from a third person omniscient narrator. This enables the
audience/ reader to see the conversations and insights of other characters
than Nora. Readers see, for example, the conversation between Krogstad
and Mrs. Linden that decides the fate of the letter.
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Literary Terms
Act: Since this is a play, it is important that students (if they don’t already)
understand what an act is and how this play is divided (there are no scenes in
this play.
Analogy (Metaphor and Simile): Torvald is constantly telling Nora what she
is like –birds, children, etc. Students will need to recognize this, and
differentiate between a metaphor and simile.
Characterization: Have students understand this term and show them that
Ibsen does this indirectly by having the reader learn about the characters
through their actions. Furthermore, have them identify the static and
dynamic characters.
Climax: If students are not already aware of the term, review and have them
point out Torvald’s reading of the letter and explosion over it as the climax.
Conflict: There is a lot of conflict in this play involving Nora. Nora has
external conflicts with Dr. Rank, Krogstad, and Torvald. She has internal
conflict with herself over what to do about her situation. Also, she has an
internal conflict with society of what she is able to do as a woman.
Exposition: This is the introduction to the play (setting, characters, etc.) and
students should quickly point it out in this play.
Falling Action (denouement): This is the last part of a story where all the
problems are beginning to be solved and things begin to slow down. Review
briefly if students are already familiar with the term.
Figurative Speech: There are several sayings in the play the students will
need help understanding. For example, “…now the lamp’s on the table?” is
a saying meaning that all secrets are out and in the open –everybody knows
about the secrets.
Flashback: Nora has a big flashback when she is talking about how she
borrowed the money. Be sure to have students recognize the flashback and
note its significance in the play.
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Foil: Mrs. Linden is the character that really makes Nora look bad in
comparison and acts as a foil for Nora. In fact, you could argue that all the
characters act as foils for Nora.
Foreshadowing: There is a little bit of foreshadowing that students
should pick up on like Nora’s early rebellion of eating the
macaroons against Torvald. This foreshadows her later rebellion.
Frame Story: The main frame story is the one with Nora and Krogstad
throughout the play. Hopefully, students can recognize the frame story
quickly.
Genre: It would be beneficial to talk about genre in general, but more
importantly to talk about plays as a genre in specific. It might
be helpful to have students discuss what they already know
about plays and what can be expected because it is a play.
Irony: The most important irony that students should pick up on is that
throughout the play Torvald calls Nora many types of birds, and then at the
end she leaves or flies away.
Motivation: It is good if students understand the motivation of characters.
Questions to ask could be why Nora left, why does Torvald hate debt, or
why does Krogstad blackmail Nora?
Resolution: This is the end of the play where all things are solved or left for
the reader to make conclusions. Students should recognize the close of the
play.
Rising Action: Students should review this if they are not already familiar
with this. The complications and excitement start fairly early in this play
due to its length.
Setting: Have students pay attention to the setting and stress its importance,
especially in a play. Having an idea of where a play is taking place is very
important.
Suspense: Taking note of the suspense before the climax of Torvald reading
the letter is important to breaking down this play and understanding plays in
general.
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Theme: Depending on the age and capability of students it may be helpful
to have students pick out the themes or central ideas of the play.
Tragedy: It would be interesting to have students debate on
whether or not this play was a tragedy.
Affective Issues Related to the Work
Teachers may want to be careful when reading this play with students
because of the ending. Many students have experience with divorce, and
this play may cause them to open up old wounds or dwell on current family
problems. However, teachers can have students relate to this play without
delving into personal issues. Students can compare and contrast the gender
roles of the past and present using this play and their own experience as
references. Students can talk about self-discovery, and how difficult it is or
the advice they’d give to Nora on how to discover her self. Students could
also have a debate on which life is better: Nora’s happy, affluent, dependent
life or Mrs. Linden’s hard, lower class, independent life. Although this play
was written over a century ago, students can still find ways to relate to it
today.
Vocabulary Issues
Since this play was written in the 1800’s there will be many difficult and
unfamiliar terms to students. The following are the difficult words and their
definitions.
Bric-a-brac: noun. Miscellaneous small articles collected for their
sentimental, decorative or other interest
Porter: noun. A person hired to carry burdens or baggage
Macaroon: noun. A chewy cookie made with sugar, egg whites and
almond paste or coconut
Lark: noun. A bird
Spendthrift: noun. A person who spends a lot of money lightheartedly or a
gambler
Squander: verb. To spend or use money extravagantly or wastefully
Rogue: noun. A playfully mischievous person
Gilt Paper: noun. Gold colored paper
Vex: verb. To irritate, annoy, or evoke
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Horrid: adjective. Extremely unpleasant or disagreeable
Dreadful: adjective. Frightful or terrible
Egotistical: adjective. Given to talking about oneself (boastful or vain)
Drudgery: noun. Dull, distasteful, or hard work
Bitter: adjective. Resentful or cynical
Patronize: verb. To behave in an offensively condescending manner
Trifles: noun. A matter, affair, or circumstance of trivial importance or
significance
Diplomacy: noun. Tact or skill dealing with negotiations and people
Thwart: verb. To prevent a person from accomplishing a purpose
Frivolous: adjective. Unconcerned about or lacking any serious purpose
Whim: noun. A sudden idea or impulse
Loathing: adjective. Strong dislike or disgust
Draught: noun. A current of air coming into a room (draft)
Dolly: adjective. Attractive, pleasant or precious
Adjacent: adjective. Next or close to
Subordinate: adjective. A lower person of rank or a person of less
importance
Heedlessness: noun. A lack of attentiveness
Rubbish: noun. Nonsense or foolish discourse
Muff: noun. A thick, tubular case for the hands, covered with
fur or other material, used by women and girls for warmth and
as a handbag
Neapolitan: adjective. Being from or characteristic of Naples, Italy
Tarantella: noun. A rapid, whirling southern Italian dance in very quick
sextuple, originally quadruple, meter, usually performed by a single couple,
and formerly supposed to be a remedy for tarantism (caused by a tarantula
bite, it made crazy with an uncontrollable urge to dance)
Madcap: adjective. Behaving or acting impulsively or rashly; wild
Obstinate: adjective. Firmly or stubbornly adhering to one's purpose,
opinion, etc.; not yielding to argument, persuasion, or entreaty
Unimpeachable: adjective. Above suspicion; impossible to discredit;
impeccable
Petty: adjective. Of little or no importance or consequence
Inexorable: adjective. Unyielding; unalterable
Retribution: noun. Something justly deserved; recompense
Successor: noun. A thing or person that immediately replaces something or
someone
Scarcely: adverb. Barely
Spar: noun. A stout pole such as those used for masts
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Prudence: noun. Caution with regard to practical matters; discretion
Domino: noun. A costume consisting of a hooded robe worn with an eye
mask
Capricious: adjective. Characterized by or subject to whim; impulsive and
unpredictable
Apparition: noun. Anything that appears, especially something remarkable
or startling
Entice: verb. To lead on by exciting hope or desire
Masquerade: noun. A party, dance, or other festive gathering of persons
wearing masks and other disguises, and often elegant, historical, or fantastic
costumes
Some ways in which to get students to remember vocabulary words would
be to have them use the words in class for extra credit. Teachers can also
include these words in their lessons. For example, have a masquerade where
you eat macaroons, and have the girls bring muffs and the boys can wear
dominos, and everybody can dance the Tarantella (that may require a
lesson).
Background Knowledge
Due to the fact that this was written so long ago, students will need to have a
lot of background knowledge before reading this play. Students
should have a knowledge of the fashion and dress, and political
knowledge including knowledge of particular laws regarding religion
and woman’s rights of the late 1800 time period. Students should
also get a feeling for the setting (house in Norway). They should
know the general look of Norway in December, and where Norway is
located and Italy –in regards to Norway is located. Also, what
the general layouts of their houses were at this time. They will
also need to know about the deep Christmas traditions
Norwegians have (most of our Christmas traditions originate
from that area). Students also need an idea of what kind of money they used
and how it relates to our money. They will want to know the general
responsibilities of lawyers during that time period and what
the Joint Stock Bank was because that is where Torvald and
Krogstad were employed. It may be interesting to research
Henrik Ibsen, the author, to see what his life is like. Furthermore, students
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should research the history of this play. They should look at the controversy
when this play first came out and research the man who helped make this
play happen. Teachers will have to spend a significant amount of time
introducing and preparing students for the book, but students will relate
more to it if they have a good background to the place and customs of the
time.
Implications for Students of Diversity
I think that this play will be great for any kid regardless of cultural
background because it deals mostly with gender issues, and it will help
students learn about a different culture and time period. The play will allow
all students to experience a different life and create their own opinions
regarding that way of life. This play offers a wonderful opportunity to
develop a student’s cognitive development.
To teach the play for students with special needs it would be
beneficial to act out the play in class or have the students go see the play (if
possible). This will help visual learners understand more of the play and for
everyone to remember it better.
Gender Issues
As mentioned before, this play deals mostly with gender issues. It questions
the roles of men and women, and leaves readers to conclude if what Nora
did was right or wrong. I think that the best way to address this with
students is to have them research the time period and discuss what was
happening politically for women at this time period. Also, have them
compare and contrast the gender roles of today and the late 1800’s in
Norway. It would also be interesting to have them debate Nora’s decision.
It would be interesting to bring up that Ibsen wrote an
alternative ending, and have the students read it. Moreover,
have students continue to debate which ending is better.
Overall, there are many methods to address the gender issues in
ways that will help students think cognitively.
The Central Question or Enduring Issue
Obviously, the enduring issue is that of feminism and women’s roles in
society and at home. The reader, at the end, is left with the central question
of whether a woman’s role is only with the home and family. Because Ibsen
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makes this very obvious, students can have great discussion around this
central question.
Research Issues/ Project Ideas
Introduction
Students will need a large introduction to this play. Break students into
groups and assign them the following subjects:
• Fashionable dress of the time period including
travel, party, outdoor and indoor dress.
• Money! What money was used at this time in
Norway or Europe and how does it compare to the dollar?
Must include the roles of lawyers at this time and research the
Joint Stock Bank.
• Setting. Include a map of where Norway and
Italy (including the island of Capri). What is
the landscape like especially during the
winter? What do the towns look like during
this time period? What did the houses look
like and what was there layout (floors, rooms, etc) like during
this time period?
• Christmas is a large occasion in Norway. Have students
research every aspect of Norwegian Christmas traditions.
• What was happening politically during this time period? What
was the popular religion (was
there a required religion)? What
about the laws regarding men and
women rights?
• Everything about Henrik Ibsen.
• Everything about this play, A Doll’s
House
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After students have researched each of these topics in their groups, they will
present the information to the class so everyone will have the information
(may be beneficial to have students take notes during the presentations).
Teachers may note that some groups may require more people than others.
Compare and Contrast
Have students write a paper that compares and contrasts
gender roles and stereotypes of men and women of the
1800s and today. Have things changed? What things are
still the same? Different? How are the Nora’s of today
viewed?
Debates
Break students into teams and have them conduct formal debates over
whether or not Nora did the right thing at the end of the play or which
ending of Ibsen’s is better. Go over proper debate etiquette and procedure
while they are researching their topics. It may be wise to put students on
sides they don’t agree with so they rely more on the facts than their
emotions.
Informational/ Functional Texts
Reviews and Analyses: There have been many reviews and analyses written
about this play. Students can go through and look at these articles for extra
readings. For an assignment, they can read and look how opinions have
changed through the years, and perhaps analyze why they have changed.
Students could also write an analysis of their own after reading a few
examples.
• http://www.lancs.ac.uk/~lutg/webpages/vault/shows/0405/revie
ws/dollshouse.html
• http://www.unc.edu/~lkelly/mybibliography.html
• Several articles at www.jstor.com
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