AnInspectorCallsRevisionGame

DevisedbyDeborahOwenfromtheEthnicMinorityPupilServicein
EastSussex.
Thewebaddressforthisactivityis:
http://www.collaborativelearning.org/inspectorcalls.pdf
Lastupdated13thDecember2006

COLLABORATIVELEARNINGPROJECT
ProjectDirector:StuartScott
SupportingacooperativenetworkofteachingprofessionalsthroughouttheEuropeanUniontodevelopanddisseminateaccessibleteachingmaterialsinallsubjectareasandforallages.
17,BarfordStreet,Islington,LondonN10QBUKPhone:0044(0)2072268885
Website:http://www.collaborativelearning.org
BRIEFSUMMARYOFBASICPRINCIPLESBEHINDOURTEACHINGACTIVITIES:
Theprojectisateachernetwork,andanonprofitmakingeducationaltrust.Ourmainaimistodevelopanddisseminateclassroomtestedexamplesofeffectivegroupstrategiesacrossallphases
andsubjects.Wehopetheywillinspireyoutodevelopandusesimilarstrategies
inothertopicsandcurriculumareas.Wewanttoencourageyoutochangethemandadaptthemtoyourclassroomandstudents.Werunteacherworkshops,swapshopsandconferencesthroughout
theEuropeanUnion.Theprojectpostsonlinemanyactivitiesinallsubjectareas.
AnewsletterPAPERCLIPisalsoupdatedregularly.
*Theseactivitieswereinfluencedbycurrentthinkingabouttheroleoflanguageinlearning.Theyaredesignedtohelpchildrenlearnthroughtalkandactivelearninginsmallgroups.Theywork
bestinnonselectiveclasseswherechildreninneedoflanguageorlearningsupportare
integrated.Theyarewellsuitedforthedevelopmentofspeakingandlistening.Theyprovideteachersopportunitiesforassessmentofspeakingandlisteningandotherformativeassessment.
*Theysupportdifferentiationbyplacingahighvalueonwhatchildrencanoffertoeachotheronaparticulartopic,andalsogivechildrenthechancetorespecteachothersviewsandformulate
sharedopinionswhichtheycandisseminatetopeers.Byhelpingthemtotakeideas
andabstractconcepts,discuss,paraphraseandmovethemaboutphysically,theyhelptodevelopthinkingskills.
*Theygivechildrentheopportunitytoparticipateintheirownwordsandlanguageintheirowntimewithoutpressure.ManyactivitiescanbetriedoutinmothertongueandafterwardsinEnglish.
Agrowingnumberofactivitiesareavailableinmorethanonelanguage,nottrans
lated,butmixed,sothatyoumayneedmorethanonelanguagetocompletetheactivity.
*Theyencouragestudyskillsincontext,andshouldthereforebeusedwitharangeofappropriateinformationbookswhicharepreferablywithinreachintheclassroom.
*Theyaregenerallyadaptableoverawideagerangebecausechildrencanbringtheirownknowledgetoanactivityandrefertobooksatanappropriatelevel.Theactivitiesworklikecatalysts.
*Allprojectactivitieswereplannedanddevelopedbyteachersworkingtogether,andthemainreasontheyaredisseminatedistoencourageteacherstoworkeffectivelywitheachotherinsideand
outsidetheclassroom.Theyhavemadeitpossibleformainstreamandlanguage
andlearningsupportteacherstoshareanequalroleincurriculumdelivery.Theyshouldbeadaptedtolocalconditions.Inordertohelpuskeeppacewithcurriculumchanges,pleasesendanynew
orrevisedactivitiesbacktotheproject,sothatwecanaddthemtoourlistsof
materials.

Page 2
http://www.collaborativelearning.org/inspectorcalls.pdf

AnInspectorCallsRevisionGame
Howtomakeuptheactivity.
Debusedalargeblankdie(popularforgamesinKS1)ontowhich
shestucktwosmileyfaces(togo
firstandtoputanycardontheboard),colouredblobs(for
characteristics,quotesandactions)andan
arrow(forgivingacardtoanotherplayer).We'veadaptedthisonline
versionwhichdoesnotprintin
colour,andcanthereforebephotocopied,touseblackandwhite
shapeswhichyoucanstickonyour
blankdie
1.Printonecopyofeachsheet.
2.EnlargethegameboardtoA3andlaminate.
3.Laminatecharacteristics,actionsandquotescardsandcutup.If
thepagenumbersonthequotes

cardsdon'tcorrespondtoyoureditionofthebookeitherdeleteor
changethem.
4.Sticktheshapesetcbelowontoablankdie.
Thereisnoanswersheetprovidedintheactivity.Youmightwantto
persuadeyourpupilsto
makeoneupforyou!
Page 3
http://www.collaborativelearning.org/inspectorcalls.pdf

AnInspectorCallsTheGame

TheGamePackincludes:anA3blankgridboard,36
characteristicscards,16
quotescards,16actionscards,aspecialdieand
answersheets.
Howtoplay
1.Placeallthecardsfacedownonthetable.Decide
howmanyareplaying.
2.Fourplayerspick8cardseach.Fiveplayerspick7
cardseach.Sixplayers
pick6cardseach.
3.Firstplayertothrowasmileyfacegoesfirst.
4.ThrowatriangletolayaQuotescardinacorrect
placeontheboard.
ThrowastartolayanActionscardinthecorrect
place.
ThrowacrescenttolayaCharacteristicsinthe
correctplace.

Throwanarrowtogiveoneofyourcardstoanother
player.
Throwasmileyfacetolayanyofyourcardsinthe
correctplace.
5.Ifanyonethinksacardmaybeinthewrongplace,
checkanswers.Ifplayer
iswronghe/shetakesthecardback.
6.Thewinneristhefirstplayertoplacealltheir
cardsontheboard.
Page 4
http://www.collaborativelearning.org/inspectorcalls.pdf

Birling
MrsBirling
Sheila
Eric
Gerald
Inspector
Goole
Characteristics
Quotes
Actions

InspectorCallsRevisionGameBoard
Page 5
http://www.collaborativelearning.org/inspectorcalls.pdf

Showedphotos,but
didn'tleteverybodysee
thematthesametime.

SackedEvaforleading
astrike.
Gotangrybecauseshe
thoughtEvalaughedat
her.
Foundsomewherefor
Daisytoliveandgave
hersomemoney.
Refusedtogivethegirl
anymoneyfromthe
charity.
Feltverybadabout
whatshedidtoEva.
HelpedDaisytoget
awayfromAlderman
Meggarty.
SleptwithDaisyand
shebecamepregnant.
Stolemoneyfrom
Birling'sofficetogive
toDaisy.
Questionedeachofthe
familyinturn.
Refusedtoadmitany
responsibilityforEva's
death.
Sawtheengagementof
SheilatoGeraldasgood
business.
Drankalotthroughout
theevening.
Thoughthefatherof
thegirl'sbabyshould
beresponsible.

Telephonedthehospital
therewasnogirlwho
hadcommittedsuicide.
Triedtomakeeveryone
realisethattheyhad
contributedtothegirl's
death.
Actionscards
Page 6
http://www.collaborativelearning.org/inspectorcalls.pdf

"Shewasgivingherself
ridulousairs.Shewas
claimingfinefeelingand
scruplesthatwere
simplyabsurdinagirlin
herposition."p.46
"Yourengagementto
Sheilameansa
tremendousamountto
me."p.4
"Icaughtsightofthis
girlsmilingatMiss
Francisasiftosay:
Doesn'tshelookawful?
andIwasabsolutely
furious."p.24
"Shewasagoodlook
inggirlcountrybred
Ifancy....Agood
worker."p.14
"She'dimpertinently
madeuseofourname,
thoughshe
pretendedafterwards

thatitwasthefirst
nameshethoughtof."
p.44
"Iwassorryforher,
anddidn'tlikethefact
ofhergoingbacktothe
Palacebar.Ididn'task
foranythingelsein
return."p.37
"Shetoldmeshe
thoughtshewasgoing
tohaveababy."p53
"Anicelittlepromising
lifethere,Ithought,
andanastymess
somebody'smadeofit."
p.21
"Thegirlsawmelooking
atherandthengaveme
aglancethatwas
nothinglessthanacry
forhelp."p.35
"CouldIhaveadrink
first?"p.51
"Ifherefusedtomarry
her....thenhemustat
leastsupporther."p.46
"You'llbeableto
dividetheresponsibility
betweenyouwhenI'm
gone."p.54
"Agirldiedtonight.A
pretty,livelysortof
girlwhoneverdid

anyoneanyharm."p.28
"OneEvaSmithhas
gone,butthereare
millionsofEvaSmiths
andJohnSmithsstill
leftwithus."p.56
"She'dhadalottosay
fartoomuchso
she'dhadtogo."p.57
"Ibehavedbadlytoo.
IknowIdid.I'm
ashamedofit."p.57
Quotescards
Page 7
http://www.collaborativelearning.org/inspectorcalls.pdf

prosperous/rich
heavy
mid50s
pompous
about50
pretty
early20s
early20s
unsophisticated
pleasedwith
life
attractive
around30
notatease/

awkward
abully
halfshy/
halfassertive
cold/unfeeling
sociallycorrectselfimportant
outoftouch
withreallife
lively
abad
tempered
shopper
later
repentantand
caring
immature
thoughtless
selfish
Characteristicscards
Page 8
http://www.collaborativelearning.org/inspectorcalls.pdf

hasproblems
withdrink
athief
selfassured
imposing

sombre
wellmannered
abusinessman
chivalrousbut
morallyweak
determined
calm
mysterious
Characteristicscards

This is the html version of the file

http://www.shawfest.com/assets/08PDF/Inspector_Calls_Study_Guide.pdf.
Google automatically generates html versions of documents as we crawl the web.

Page 1

AnInspector
Calls
TheShawStory2
ThePlayers3
TheStory4
WhosWho5
ThePlaywright67
DirectorsNotes8
DesignersNotes9
ProductionHistory10
WorldofthePlay1115
DidYouKnow?16
SayWhat?17
Sources18

Activities1829
ResponseSheet30

by

J.B.Priestley

ONNECTIONS

ShawFestival
StudyGuide
Page 2
2

THESHAWSTORY

MANDATE
TheShawFestivalistheonlytheatreintheworldwhichexclusivelyfocusesonplays
byBernardShawandhiscontemporaries,includingplayswrittenorabouttheperiod
ofShawslifetime(18561950).
TheShawFestivalsmandatealsoincludes:

UncoveredGemsdiggingupundiscoveredtheatricaltreasures,orplayswhich
wereconsideredmajorworkswhentheywerewrittenbutwhichhavesincebeen
unjustlyneglected

AmericanClassicswecontinuetocelebratethebestofAmericantheatre

Musicalsrarelyperformedmusicaltreatsfromtheperiodofourmandatearere
discoveredandreturnedtothestage

CanadianWorktoallowustohearandpromoteourownstories,ourownpoints
ofviewaboutthemandateperiod.
MEETTHECOMPANYOURENSEMBLE

OurActors:AllShawperformerscontributetothesenseofensemble,muchlikethe
playersinanorchestra.Often,smallerpartsareplayedbyactorswhoareleading
performersintheirownright,butinourorchestra,theysupportthecentralaction
helpingtocreateadensityofexperiencesthatarebothsubtleandinformative.

OurDesigners:EveryproductionthatgracestheShawFestivalstagesisbuiltfrom
scratch,fromanoriginaldesign.Professionaldesignersleadteamswhocollaborate
witheachproductionsdirectortocreateset,costumes,andlightingdesignsthat
complementtheplaystext.

OurMusic:MusicplayedanimportantroleinBernardShawslifeinfact,hewrote

musiccriticismforseveralyearsunderthepseudonymCornodiBassetto.Justasthe
reachofmusicaltheatreisvastandmanifold,soistheShawsapproachpresenting
Brecht,andWeill,RodgersandHart,andeverythinginbetween.

OurPlayDevelopment:TheShawsplaydevelopmentprogrammegoalsinclude:1)to
developnewadaptationsandtranslationsthatwilltellclassicstoriesinacontempo
raryway;2)toproducenewplaysalongsidethoseofShaw,Chekhov,andCoward.
GEORGEBERNARDSHAW
AsArtisticDirectorJackieMaxwellsays,Weallknowthemancantalk,butBernard
Shawisalsooneofthemostprescient,provocative,sparklinglyarticulatewritersin
theEnglishlanguage.Hiswordsandideas,expressedinplaysthatarewellknown,
suchasthisseasonsMrsWarrensProfession,orinplaysthatarenotsofamiliarbutno
lessinteresting,haveextraordinaryrelevancetoday.Itisajoytodrawattentionto
thoseideasandbringthemtolifeonourstages.
OURTHEATRES
TheShawFestivalpresentsplaysinthreedistinctivetheatres.TheFestivalTheatre
with856seatsisTheShawsflagshiptheatre;thehistoricCourtHousewhereThe
Shawfirstbeganperformingseats327;andtheRoyalGeorgeTheatre,modeledafter
anEdwardianoperahouse,holds328.
THESHAWSCOATOFARMS
In1987,ontheoccasionofour25thAnniversary,theShawFestival
becameonlythesecondtheatrecompanyintheworldtobegranteda
CoatofArmsbytheCollegeofHeralds.Alargepaintedsculptureofour
CoatofArmsadornsthelobbyoftheFestivalTheatre.

ONNECTIONS
ShawFestivalStudyGuide

WHATMAKES
SHAWSPECIAL
FestivalTheatre
CourtHouseTheatre
RoyalGeorgeTheatre

Page 3
3

ThePlayers
(listedinalphabeticalorder)

TheArtisticTeam
Synopsis
Director.JIMMEZON

DesignerPETERHARTWELL
LightingDesigner...KEVINLAMOTTE
OriginalMusic....PAULSPORTELLI
ArthurBirling..PETERHUTT
EricBirling..ANDREWBUNKER
SheilaBirlingMOYAOCONNELL
SybilBirling..MARYHANEY
GeraldCroft.GRAEMESOMERVILLE
Edna.ESTHERMALONEY
InspectorGooleBENEDICTCAMPBELL
Aspringevening,1912,andtheprosperousBirlingfamilyhasgathered
foranintimatedinner.Theirdaughtersengagementtoafineyoungman
ofmeansisthecauseforcelebration,butthefestivitiesareinterrupted
whenapoliceinspectorunexpectedlycalls.Heislookingintothedeath
ofayoungwoman,andasInspectorGoolequestionseachmemberof
thefamily,skeletonscomeclatteringoutoftheclosetandaremarkable
webofconnectionsunfolds.

ONNECTIONS

StudyGuide

Apractical,handson
resourceforthe
classroomwhich
containsbackground
informationforthe
play,suggested
themesfordiscus
sion,andOntario
curriculumbased
activities.Designed
byeducatorsand
theatreprofession
als,theactivitiesand
themesfordiscussion
areorganizedin
modulesthatcanbe
usedindependently
orinterdependently
accordingtotheclass
levelandtime
availability.

AnInspectorCalls
is
recommendedfor

studentsingrade8
andhigher.
Thisguidewas
writtenandcompiled
byRodChristensen
andAmandaTripp.
Additionalmaterials
wereprovidedby
JoannaFalck,Peter
Hartwell,andJim
Mezon
Cover:BenCampbell
withmembersofthe
Ensemble
PhotobyShinSugino
RunningTime:2:30
Oneintermission
PreviewsApril17
OpensMay21
ClosesNovember2

ONNECTIONS
ShawFestivalStudyGuide

Page 4
4

Th
e
S
t
o
r

y
AnInspectorCalls
byJ.B.Priestley
killedEvaSmith?ThatsthequestionInspectorGoolewantsanswered
whenhecallsontheBirlingfamilyonespringeveningin1912.
TheBirlingsareinthemidstofacelebrationdinner.TheirdaughterSheilahas
justbecomeengagedtoGeraldCroft,sonofthepresidentofCroftsLimited,and
rivaltoBirlingandCompany.TheBirlingsareaprosperousfamily,onethat
Priestleydescribesaspleasedwiththemselves,andthisimpendingmarriage
makesthisoneofthehappiestnightsofArthurBirlingslife.Arthurisfeeling
particularlyexpansiveonthisnightits1912andtohim,theprogresshesees
happeningintheworldiscauseforcelebration.AnewshipcalledtheTitanicis
abouttosetsail,automobilesandairplanesaremakingtraveleasier,andthis
loomingwarthatpeoplekeeptalkingaboutwillnevercometopass.Wecantlet
theseBernardShawsandH.G.Wellsesdoallthetalking,hetellshisfamily,We
hardheadedpracticalbusinessmenmustsaysomethingsometime.
Then,weheararingatthedooranInspectoriscallingandhesaysits
important.Heenterstheroomandrevealssomeshockingnews:Twohoursago
ayoungwomandiedintheInfirmary.Shedbeentakentherethisafternoonbe
causeshedswallowedalotofstrongdisinfectanttheydideverythingthey
couldforherattheInfirmary,butshedied.Suicide,ofcourse.
Whatdoesthisgirlssuicidehavetodowiththisfamily?Howcouldanyofthem
beresponsibleforherdeath?AsArthurBirlingtoldtheboysearlierinthe
evening,hedoesntaccepttheideathatweareallresponsibleforoneanother.
Hebelievesthatweneedonlytakecareofourselvesandofourown,Theway
someofthesecrankstalkandwritenow,youdthinkeverybodyhastolookafter
everybodyelse,asifwewereallmixeduptogetherlikebeesinahiveacommu
nityandallthatnonsense.
AstheInspectorbeginstoquestionthefamily,eachmemberdescribestheir
connectiontothedeadwoman.Indoingso,theyrevealhowouractionstowards
oneanothercanhavelonglastingeffectsthatweareoftenblissfullyunawareof.
Andasmoretwistsarerevealed,thefamilylearnsmoreandmoredarktruths
aboutthemselvesandeachotherandthelinebetweeninnocenceandguilt
becomesmoreandmoreblurred.

Afterall,yknow,
wererespectable
citizensandnot
criminals.
(GeraldCroft)

Sometimesthere
isntasmuchdif
ferenceasyou
think.
(InspectorGoole)

ONNECTIONS
ShawFestivalStudyGuide

W
ho

Page 5
5

EvaSmith
Thedeadw
oman.

Suicide?

InspectorGoole
Senttoinvestigatethe
suspectedsuicideofa

youngwoman.Interrogates
theBirlingfamilyand
theirguest,Gerald
Croft.

SybilBirling

PresidentofBrumley
WomensCharity
Organization.Wife
toArthurBirling
andmotherofEric
andSheila.Rejected
EvaSmithsapplica
tionforfinancial
assistance.

ArthurBirling

Wealthycapitalist.Head
oftheBirlingfamily.
HusbandtoSybilBirling
andfatherofEricand
Sheila.Firedhisfactory
workerEvaSmithfor
demandinghigherwages.

EricBirling

OnlysonofArthur
andSybilBirling.
BrothertoSheila.
Sympathetictothe
poor.Tendstoover
indulgeinalcohol.

SheilaBirling

DaughterofArthur
andSybilBirling.
SistertoEric.
Devotedfianceto
GeraldCroft.
Recentlycauseda
commotioninlocal
dressshopbyhav
ingayoungsales
ladydismissed.

GeraldCroft

Heirtowealthyfactory
owners.Fianceto
SheilaBirling.Seem
inglydevotedtohis
fiance.

Wh

s
Wh
o
in

AnInspectorCalls
?
C

ONNECTIONS
ShawFestivalStudyGuide

Page 6
6

JohnBoynton
Priestley
(18941984)

Playwright
Journalist
Novelist

Essayist
Broadcaster
Scriptwriter
ManofLetters
Socialcommentator
C

ONNECTIONS
ShawFestivalStudyGuide

Page 7
7

T
h
ePla
ywr
ight
J.B.PriestleywasborninBradford,inEnglandsindustrialmidlands.Hewasthe
sonofaschoolteacherandgrandsonofamillworker.Heleftschoolatagesix
teentoworkforalocalwoolmerchant,andin1914enlistedinthearmy.Inhis
subsequentwriting,Priestleyoftendrewonhiswartimeexperiencesandmemo
riesofprewarEngland.
In1919,PriestleyspentthreeyearsatCambridge,takinghonoursinEnglishlit
erature,modernhistory,andpoliticalscience.Heinitiallywroteforsuchperiodi
calsasTheBookman,TheSpectator,andSaturdayReview,andpublishedbooksofes
saysandcriticism.Asafictionwriter,hebecameahouseholdnamewithTheGood
Companions(1929),acomicnovelaboutanitinerantgroupofmusichallentertain

ersthatsoldalmostamillioncopiesinhardcover.Thiswasquicklyfollowedby
anothersuccessfulnovel,AngelPavement(1930).
In1931,PriestleycollaboratedonhisfirstWestEndplay,adramatizationofThe
GoodCompanions.Thencameaseriesoforiginalplays:thrillers(DangerousCorner,
1932),comedies(LaburnumGrove,1933),andnostalgicfamilydramas(EdenEnd,
1934).Priestleyaveragedaplayayearthroughthe1930s,someofwhichexplored
newideasandforms.Histimeplaysforinstance,TimeandtheConwaysandI
HaveBeenHereBefore(both1937),wereconventionalinformbutexperimentalin
theirsubjectthefourthdimensionoftime.In1932hefoundedhisown
company,theEnglishPlayers,anddirectedmorethanthirtyplaysinhiscareer.In
1938heevenactedinaWestEndproductionofhisownplayWhenWeAre
Married,replacingaleadingactorwhohadbeeninjuredinamotorcycleaccident.
PerhapsitwasthenthatIbegantodislikeaudiences,enjoyingrehearsals
ofmyplaysbutavoidingperformancesofthem.InLondonespecially,
peoplegiggleandguffawtooeasily:theyvisitthetheatretobetickled.I
alwayspreferredifpossibletoopenplaysintheNorth,wheretheysat
withtightenedlipsandnarrowedeyes,grimlyawaitingtheirmoneys
worth.(J.B.Priestley)
DuringthewarPriestleydevelopedanewpublicroleasaradioessayist,inwhich
hiscommonsenseviewsseemedemblematicofwhatwasbestinBritishmiddle
classvalues.Inthe1940sand50shecontinuedtowritenewplaysinavarietyof
genres,includingthepopulardramaAnInspectorCalls(1945)andthefamilydrama
TheGlassCage(1957),writtenforCanadasDavisfamilywhomPriestleymetwhile
visitingToronto.Inthe1960sand70s,whilehecontinuedtowriteinmany
forms,hisbestknownworkwasasasocialhistorian,withsuchbooksasTheEd
wardians(1970)andTheEnglish(1973).Amajorchroniclerofthetwentiethcen
tury,Priestleywrotesomethirtyplays,29novels,andnumerouscollectionsof
criticism,shortstories,socialhistory,reminiscences,andessays.Hisrichlegacyof
drama,fiction,andnonfictioncontinuestodelightandprovokehisaudiences.

ONNECTIONS
ShawFestivalStudyGuide

Page 8
8

Dir
e

ctor
s
Notes

JimMezontalksaboutdirecting
AnInspectorCalls
ThisproductionwillfollowaseriesofPriestleyplaysproducedattheShawFesti
val,includingTimeandtheConways(2000),EdenEnd(1994),WhenWeAreMarried
(1990)andDangerousCorner(1988).AnInspectorCallswasrecentlyselectedbyLon
donsNationalTheatreasoneofthe100PlaysoftheCentury.
TheartisticteamforthisproductionincludesdirectorJimMezonanddesigner
PeterHartwell(setandcostumes),whoareknownfortheircomplexandoften
innovativeapproachestotheatreclassics.
Q:Whatsyourvisionoftheplay?
A:WithinthefamilydramaofJ.B.PriestleysplayAnInspectorCalls,isacondem
nationofcapitalism,anexaminationofgreedandthelustforpower,andaheart
feltpleatocareandtakeresponsibilityforeverymemberofoursociety,including
itsdispossessed.
Q:Whowouldyousuggestastheidealaudienceforyourproduction?
A:Everyone.Corporateleaders.Theidlerich.Thedowntrodden.Thecurious.
Students.Thosewhowanttoberemindedthatweareourbrotherskeepers.
Q:Haveyoueverdirectedthisplaywrightsworkbefore?
A:No,butIveplayedtheInspector.
Q:Whatdoyoufindmostinterestingaboutthisplaywright?Abouttheplay?
A:LikeallPriestleyswork,theplayisboldandmanyfaceted.Itisamelodrama,
amystery,apieceofsciencefiction,adomesticdrama,andasocialisttract.It
usesadynamicplotandrichcharacterstodrivehomeitscentralquestionsare
weresponsibleforeachother?Canasmallactionhavefarreachingconse
quences?Cananindividualmakeadifferenceintheworld?
Q:Whatdoyouwantustotellpeopleaboutyourworkonthisplay?
A:Thechallengeistolifttheplayoutofitsprecisetimeandlocationsothatwe
areabletoconnecttoit.Wefacethesamesocialproblemstoday.Globalcapital
ismhasincreasedthegapbetweentherichandthepoor.Rightsareconstantly
threatened.InCanadathosewholiveonreservationsexperiencethirdworldpov
erty.YetmanywouldagreewithMargaretThatcherthatthereisnosuchthingas

society.Webearnoresponsibilityforeachother.
Q:Howaccessiblewillourproductionbeforstudentsandwhatdoyouwant
youngeraudiencememberstoknowabouttheplaysmessageandyourdirection?
A:Theplaysuggeststhathopeforthefutureliesinthenextgeneration.Ifman
kindistoriseaboveitsownhistoryofgreedandexploitationofitsweakestmem
bers,itistheyoungwhowillpointtheway.Wewouldbewisetonurturethem,
andtolistentothem.

ONNECTIONS
ShawFestivalStudyGuide

Wehaveto
sharesome
thing.If
theresnothing
else,wellhave
toshare
ourguilt.
(InspectorGoole)

Thereisno
suchthingas
society.There
areindividual
menand
women.
(MargaretThatcher)

Page 9
9

Designer
s
Notes

PeterHartwelltalksaboutdesigning
AnInspectorCalls
Q:CanyoudescribeyourvisionforAnInspectorCalls?
A:Theproductionneedstobeasquietlyoddastheplayis.Itneedstobe
familiarbutdisturbinglyso.Thingsareneverwhattheyseemtobe.
Q:HaveyoupreviouslydesignedplaysbyJ.B.Priestley?
A:Yes.AttheShawFestival.TheproductionofEdenEndattheCourtHousein
1994.IthoughtitwascoolthenbutIhavenoideawhatIdmakeofitnow.
Q:WhatdoyoufindmoststrikingaboutAnInspectorCalls?
A:Itsneitherawhodunnitnorapsychologicalthriller.Dependingonthe
audiencememberyoutalkto,theyllseeitonewayortheother.Theplaywright
hascleverlygaugedthis.

Q:Whatdoyouwantaudiencememberstoknowaboutyourdesign?
A:[Itwillinvolve],liketheplay,thepassingoftimeandchangingperspectives.

ONNECTIONS
ShawFestivalStudyGuide

Costumedesignsby
PeterHartwell.

Right

:InspectorGoole

Bottom,lefttoright:

MrBirling,MrsBirling,
SheilaBirling

Page 10
10

Pr
oductionH
i
story
BecauseofthelackofasuitabletheatreinearlypostwarLondon,AnInspector
CallswasfirstperformedinMoscowbytheKamernyandLeningradTheatre
Companiesinsimultaneousproductions.ItopenedonAugust6,1945,theday
theatomicbombwasdroppedonHiroshima.TheEnglishpremierewasin
Manchester,whereitopenedattheOperaHouseonSeptember9,1946fora
brieftryoutbeforemovingtotheNewTheatreinLondononOctober1,1946.
DespiteacastfeaturingJulienMitchell,AlecGuiness,RalphRichardson,and
MargaretLeighton,itranforonlyfortyoneperformances.TheAmericanpre
mierewasattheBoothTheatre,NewYork,onOctober21,1947,where,
directedbyCedricHardwicke,itranforninetyfiveperformances.Thefirst
CanadianproductionwasattheCanadianRepertoryTheatre,Ottawa,on
October11,1949,directedbyMalcolmMorley.
Itwasa1992revivalbytheNationalTheatreinLondonthatgaveAnInspector
Callsitsclassicstatus.DirectedbyStephenDaldry,theproductionopenedatthe
LyttletonTheatreonSeptember11,1992,andthenranmoreorlesscontinuously
atvariousLondontheatresforthenextdecade.TheNationalsproduction
openedattheRoyaleTheatreinNewYorkonApril27,1994,whereitranfor

454performancesandwonseveralTonys,includingBestRevival.
Afilmversionwasreleasedin1954,starringAlastairSimasInspectorGoole.
ThisisthesecondShawFestivalproductionofAnInspectorCalls.Thefirstwasin
1989attheRoyalGeorgeTheatreand(postseason)attheAnnenbergTheatre
Center,Philadelphia,directedbyTonyvanBridge.FourotherPriestleyplays
havebeenproducedattheFestival:DangerousCorner(1988),WhenWeAreMarried
(1990),EdenEnd(1994),andTimeandtheConways(2000).
Left&Centre:AnInspectorCalls
(NationalTheatresproductionposters)
Right:AnInspectorCallsmovieposter,1954

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Left:radio
circa.1910,
Wrightplane
(1903),
Titanic
(1912),Ford
ModelA
(1903)

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Titanicsinks.
Clockwise:AlbertEinstein,H.G.Wells,
KingEdwardVII,G.B.Shaw

1899
BoerW
a
r
begins
.
1901
Dea
t
hof
Qu
eenVicto
r
ia;
succ
eed
ed
by
Ed
ward
VII
(Edwar
dianEr
a
begins).
1903
BolshevikPartyfoun
ded.
First
flighto
f
theWrightplan
e
Henr
yFo
rdcar
ass
e
mbl
y
line.
Firstb
a
s
e
ball
WorldSe
ries
.
1905

RussoJapan
es
eWa
r;
revolution
inR
u
ssia.
1910
German
yinva
des
Belgi
u
m
.
WorldWa
rI
co
mm
ences.
Dea
t
hof
E
d
wa
rd
VII;
succ
eed
ed
by
Ge
or
ge
V.
1912
1914

TheEdwardianEra
AnInspectorCallstakesplaceattheendof
theEdwardianera.Thiseracorresponds
tothereignofKingEdwardtheVII
(19011910).Inhisbook,TheEdwardians,
J.B.Priestleydefinesthisperiodasbeing
from1901totheoutbreakofWWI
(1914).
OftenreferredtoasEnglandsgolden
age,theEdwardianerawasatimeof
relativepeacebecauseitwassituated
betweenthesecondSouthAfricanWar

(betweentheBritishandthedescendants
oftheDutchsettlers,whichiscommonly
knownastheBoerWar,18991902)
andWorldWarI.Itwasalsoatimeofgreattechnologicaladvance
ments,excitingnewideasandinventionsliketheradio,theairplane,the
ageofthegreatoceanliners,andEinsteinsTheoryofRelativity.Itwas
aperiodofoutstandingachievementinthearts(e.g.,G.B.Shaw,H.G.
Wells,silentmovies,andRagtime)aswellasatimeofintensepolitical
activityandsocialcontroversy.
Thewealthylivedextravagantlywhilethepoorlackedallkindsof
resourcesandweredeniedbasicrights.Thiscreatedvastdisparity
betweentheclassesandthesexes.AnInspectorCallsdealswiththetail
endoftheEdwardianperiod,whichcanbecharacterizedbysocial
unrest.Thecrisisofextremepovertyinthemidstoftoweringwealth
becameimpossibletoignore.Itwasatimeofprotests,factorystrikes,
andlockouts.Unemploymentthreatenedtheeconomyandrisinginter
estinsocialismthreatenedthecapitalistsystemonwhichsocietyrested.
Attentionwasbeingpaidtowomenssuffrageissuesandtheplightof
thepoor.Women,theworkingclassandtheirsympathizersfoundtheir
voicesandbeganthefightforsocialjustice.
.
Edwardianupperclass
Edwardianworkingclass

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SocialUnrest
TheStatusofWomen

IntheEdwardianEra,womenwereregardedverydifferentlyfrommeninthe
eyesofsocietyandthelaw.Womenreceivedadifferenteducation,theyhadfewer
rights,andpriorto1918werenotabletovoteinnationalelections.Marriagewas
consideredawomanscareer.Ifawomandidnotmarry,herlifewasconsidered
tobeafailure.In1901,85percentofwomenover45wereeithermarriedorwid
owed,andmarriagewasthecareerofthemajorityofBritishwomenuntilthe
1960s.Whatwaslifein1912likeforawomanthatdidntmarry?Unlessshecame
fromawealthyfamilythatcouldsupporther,shewouldhavetowork.Women
earnedlessthanmenforperformingsimilarworkandmostworkingclassmen
onlytookhomesubsistencelevelwages.Thismeantthatasingleworkingwoman
andherchildrenwouldhavelivedinextremedeprivationandpoverty.
Pregnancyoutofwedlockwasaveryseriousmatter.Therewasnosocialsecurity
orNationalHealthService,andifawomanhadnofamilytosupporther,she
wouldlikelyendupattheworkhouseorbeforcedintoprostitutiontosurvive.
ThiswouldhavebeenthegrimfuturefacingEvaSmithinAnInspectorCalls.
Fromareportonworkhouseconditions(WomensLocalGovernmentSociety,
1909):
MrsEvanssuspectedthattheophthalmiaandringworm...spread
becausefiftysixgirlsbathedinonetubofwater,sharedhalfadozen
towels,fivedirtybrushes,andtwobrokencombsbetweenthem.Another
workhousefoundtwosmallhandbasinsfor120andWCswithoutpaper
Dunmorein1904swarmedwithrats[and]stillsleepingonthefloor.
LouisaTwiningfoundeuphemisticallydescribeddustheapsandstained
anddirtylinenlyingaroundthewards(Hattersley,p.132,133).

Women'sSuffrageMovement

Womendidnotpossessthepoliticalrightstobringabout
democraticchangeinsociety.Womenhadrebelledagainstthe
injusticeoftheirstatusassecondclasscitizensforalongtime,
butthe1903WomensSocialandPoliticalUnion(WSPU)was
quiteunlikeanyofthewomensorganizationstocampaignfor
thevotethathadcomebeforeit.TheWSPUsmottowas
deedsnotwords.
MembersoftheWSPUwereknownasSuffragettesand
theyliveduptotheirmotto.Militantactionwasthemeansbywhichtheyplanned

toachievetheirgoal.Tothisend,theyvandalizedpublicproperty,threweggs,
chainedthemselvestorailings,wereimprisoned,
andsomeevenwentonhungerstrikes.One
suffragette,EmilyDavison,ranoutinfrontof
theKingshorseduringtheDerbyinJune1913
andwaskilledwhilecampaigningforthesuffra
gettecause.Theircampaigningwouldnothave
resultsuntilaftertheFirstWorldWar.Inthe
RepresentationofthePeopleActof1918,all
womenover30weregiventherighttovote.

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Social&PoliticalIssues
TheRoleofGovernment
Inthelate19
th

century,theBritishhadalaissezfairegovernmentasystemof
governmentthatupheldtheprincipleoftheautonomyofitscitizensand
economyaswellasnoninterferenceintheiraffairs.Theroleofgovernmentin
thelivesofitscitizenswasverylimitedanddidnotincludetakingresponsibility
foritspoor.Therewerenooldagepensions,unemploymentbenefits,family
allowancesorhealthcareplans.Asaresult,anindividualwithoutworkcould
easilyfindthemselvesandtheirfamiliesplungedintodirepoverty.Itwascom
monlybelievedthatpovertywasaconditionthepoorbroughtuponthemselves
asaresultoftheirownmoralshortcomings(suchasidlenessordrunkenness).

ChangingAttitudesTowardsPoverty

LowwageswereafeatureofEdwardianEngland.A
surveyentitledHowtheLabourerLivesconductedin
1913revealedthat,withveryfewexceptions,the
averageearningsineverycountyinEnglandand
Waleswerebelowthepovertyline.Eventhethrifti
estoffamiliesstruggledtomakeendsmeet.People
begantoquestionthecommonlyheldnotionthat
povertywasaproblemthepoorcreatedforthemselves.Evidencesuggestedthat
povertywasmorelikelycausedbytheeconomicorganizationofsocietythanby
anindividualslackofmoralcharacter.

MoneyandPower

AnInspectorCallsreflectsonEnglandsclasssystemintheearly20

th

century.A
tremendousamountofwealthwasconcentratedinthehandsofafew.Thegap
betweentherichandpoorwasincreasingintheyearsleadinguptoWWI.In
GreatBritainabout4.93percentofthepersonsover25yearsofagepossessed
over60%ofthewealthin191113(EconomicHistoryofEurope,p.671).
In1912,governmentsocialassistancetoanimpoverishedpersonsuchasthe
characterofEvaSmithwasnotavailable.Thepoordependedonthewealthyfor
theirwagesandontheircharitywhentheywereinneed.Thewealthydetermined
whowasdeservingandundeservingoftheirhelp.
AnInspectorCallsasksustoconsidertherelationshipsbetweenwealth,
power,andresponsibility.MrBirlingfiresEva
fromhisfactoryforaskingforhigherwages;Sheila
threatenstoclosedownthefamilysaccountat
MilwardsunlessEvaisfired;MrsBirlingrefuses
Evathecharitythatsheisindesperateneedof.
AnInspectorCallsposesimportantquestions:
Whoisresponsiblefortheplightofthepoor?The
poorthemselves?Theeconomicsystem?The
upperclass?Thegovernment?

Thewaysomeofthese
crankstalknow...youd
thinkeverybodyhasto
lookaftereverybody
else,asifwewereall
mixeduptogetherlike
beesinahive
(ArthurBirling)

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Social&PoliticalIssues
CapitalismvsSocialism

Inthe1930sPriestleybecameincreasingly
concernedaboutsocialproblems.Forexample,
AnInspectorCallsupholdsthenotionthatin1912,
asenseofcommunity(atleastonethatwasequi
table)didnotexistinprewarEngland.Accord
ingtoPriestley,achangefromaselfserving
societytoacommunitybasedonewasneeded.
Politicalforcesaswellaspersonalperspectives
requiredgreatersocialandeconomicbalance.
ForPriestley,theBirlingfamilyrepresentthe
vicesoftheEdwardianupperclass.TheBirlings
givelittlecaretoothersandexudeasocialfaade
which,ifuncovered,willexposetheirpersonalflawsandilltreatmentofthose
whomtheyconsiderlowerclass.IncontrasttotheBirlingsisInspectorGoole.
Goolerepresentsthesociallyconscious;thepowerandidealsofsocialism.
ThroughGoolesscrutiny,theinherentweaknessofthecapitalistsystemisre
vealedandtheBirlinghouseholdisforcedtoexamineitsactionsofselfinterest
versussocialresponsibility.Priestleyadvocatesthattheidealsofsocialismcan
relieveEnglandofitssocialandpoliticalshortcomings.Themoralimperative:
actionshaveconsequences.

LabourMovement

Thelabourmovementreferstotheactivitiesandobjectivesofanorganizationof
workerswhojointogethertocampaignforbettertreatmentfromtheiremploy
ersandpoliticalgovernments.Typically,governingwages,benefits,andim
provedworkconditionsareachievedthroughtheimplementationofagreed
uponlawsandgoverninglabourrelations(i.e.,acollectiveagreementorlabour
contract).Thedevelopmentofunions(labourandtrade)havegrowntorepre
senttheinterestsoftheworkingclass.Thetradeunionmovementexperienced
substantialgrowthandsupportin1910to1912.Therewasincreasingdemandto
takeactionagainststarvationwagesandaneedtoregulatetheconditionsof
workingclasslabour.Thereweregenuineconcernsthatifwagesandlivingcon

ditionswerenotimproved,workersmightturntocommunismorrebellion.
Socialism,aimedtoestablishasocioeconomic
systeminwhichwealthandassetsaredistributed
equitablybythecommunity,becameapopular
ideology.Asportrayed
bythecharacterEva
SmithinAnInspector
Calls,theworkingclass
weremotivatedto
changethepolitical
andsocialpowerstructurethatfavouredthewealthy
andneglectedthepoor.
USnewspaperhighlightstension
betweencapitalism&workingclass
(1906)
Edwardiangeneralstrike
Edwardiancrusade

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DramaticDevices
AnInspectorCallspromotesthevirtuesofsocialismasocietyinwhichcommu
nityandresponsibilityarecentralandexposesthevicesofcapitalism.J.B.
Priestleyusesmanydramaticdevices,suchasdramaticironyandsymbolism,to
effectivelyconveythispoliticalmessagethroughouttheplay.

DramaticIrony

Adramaticdevicethatallowstheaudiencetohavegreaterknowledgeofcharac
tersandeventsthanthecharactersdo;givingwordsandeventsadifferent
meaningfortheaudiencethantheyhaveforthecharacters.Earlyintheplay,Mr
Birlingmakesseveralboldand(asweknow)untruestatements:thattheTitanicis
absolutelyunsinkable;thatthereisntachanceofwar,andthatinthefuture
therewillbepeaceandprosperityeverywhere.Ofcourse,theaudience,
livinginthefutureknowsbetter!WithintwoyearsofMrBirlingsspeechthe
TitanicsinksandWorldWarIbegins.Priestleysuseofdramaticironyshowsthe
audiencewhatnoneofthecharactersintheworldoftheplaycanknow:that
Birlingiswrongonmanycounts.PriestleyridiculesBirlingand,throughdramatic
irony,exposesthearroganceandignoranceoftheBirlingfamilywhorepresent
thefollyofcapitalism.

MoralityPlays

CommoninlateMedievalEurope,moralityplayswereallegoriesindramatic

form.ThecharactersweregivenlabelnamessuchasDeath,Beauty,Kindred,
GoodDeeds,andKnowledgewhichpersonifiedthevicesandvirtuesofsociety.
Theseplaysweremeanttobemorallyinstructivefortheaudienceandfocused
onthestrugglebetweengoodandevil.Aspectsofthemoralityplaycontinueto
bepopularwithsomeplaywrights.SomePriestleyplayshavebeenreferredtoas
modernmoralityplays,whichadoptthesensibilitiesofmoralimperatives.

Symbolism

Thepracticeofrepresentingthingsbymeansofsymbolsorofattributing
symbolicsignificancetoobjects,events,relationships,andexpressingtheinvisi
blebymeansofvisiblerepresentations.Symbolismcanalsobeusedtorevealor
suggestintangibleconditionsortruthsbyartisticinvention.Forexample,the
nameInspectorGooleisaplayonwordswhichcanrepresentSpectreGhoul.

TimePlays
J.B.PriestleysTimePlaysrefertoaseriesofplayshewroteduringthe1930sand
40susingvarioustheoriesabouttimeascentraltheatricaldevices.Thelivesof
thecharactersareaffectedbythetemporallandscapetheyencounter.For
example,AnInspectorCallscentersonaninvestigationconcerningasuicidewhich
playswithfutureandpasttimeframeswithinrealtime(actionoccurringasinreal
life).AdditionaltimeplaysbyPriestleyinclude:DangerousCorner(1932),Timeand
theConways(1937),IHaveBeenHereBefore(1937),andJohnsonOverJordan(1939).
OfallthetheoriesinvokedinPriestleysTimePlays,theonlyonefullyembraced
byPriestleywasJ.W.Dunnestheoryofsimultaneoustime.Thistimetheorywas
incorporatedintotheplay,TimeandtheConways.

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ManofWords

Priestleywrotemorethan
100novels,plays,andessays,
andcoinedthetermadmass:
massmediaadvertising;
also:thesocietyinfluenced
by
it.

ManofLetters
Priestleyrefusedbothknighthoodand
peerage,butacceptedtheprestigiousOrder
ofMeritin1977.
TheOrderofMeritisawardedforexcep
tionalservicetotheCrownorforthe
advancementofarts,learning,law,and
literature.Itisoneoftherarestofhonours.
Itsmembershipisrestrictedto24members
oftheCommonwealthatanyonetime,plus
additionalforeignrecipients.Todate,there
haveonlybeen168OrdinaryMembersof
theOrder.Asaresult,thelistofholders
readslikearollcallofsomeofthegreatest
thinkersanddoersofthetwentiethcentury
andincludes:FlorenceNightingale,
WinstonChurchill,andLesterB.Pearson.

J.B.
Priestley

PoliticalActivist
In1941,Priestleyhelpedestab
lishthesocialistCommon
WealthParty.Thepartyadvo
catedthreeprinciples:Common

Ownership,VitalDemocracy,
andMoralityinPolitics.The
CommonWealthPartywas
dissolvedin1945andmost
membersjoinedtheLabour
Party.
IntheearlystagesoftheCold
War,Priestleywasalsoknown
forhissupportforthe
CampaignforNuclear
Disarmament.
In194647,hewasaUK
delegatetotheUNESCO
conferences.

Psychic?

Priestleysinterestintimetheoriesand
incorporationofthesetheoriesintohis
dramaticworksstemmedfromhisown
experienceofprecognitivedreaming
rememberingfutureeventsinhis
dreams.
Manyofhisplaysinvolveunusualper
spectivesontime.
AnInspectorCallstakesplaceinrealtime,
meaningthateventsintheplayhappenat
thesamespeedtheywouldinreallife.

Voiceofthe
CommonMan

DuringWWII,Priestleywas
aregularbroadcasteron
BBCradio.HisSunday
nightPostscriptsdrewa
largeaudiencesecondonly
inpopularitytoWinston
Churchill.Priestleystalks
werecancelleddueto
complaintsthatPriestleywas
expressingleftwingviews
overtheradiowaves.

DidY

o
u
Kno
w
?
C

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Glossary

Alderman
Oneofthemembers,chosenbytheelectedcouncilors,inamunicipality,borough
orcountycouncilorthechiefmagistrateofacountry,orgroupofcountries.
Buff
Tosoftenthesurfaceof(leather)byraisingasoftorfuzzysurface.
Capitalism
Aneconomicsysteminwhichthemeansofproductionanddistributionare
privatelyorcorporatelyownedanddevelopmentisproportionatetotheaccumula
tionandreinvestmentofprofitsgainedinafreemarket.
Drawingroom
Aformalreceptionroom,especiallyinanapartmentorprivatehouse.
Kaiser
AnyoftheemperorsoftheHolyRomanEmpire(9621806),ofAustria(1806
1918),orofGermany(18711918).
Apersonwhoexercisesortriestoexerciseabsoluteauthority;autocrat.
Knighthood
Therank,dignity,orvocationofaknightorbehaviourorqualitiesbefittinga
knight;chivalry.
LordMayor

(ChieflyinBritainandtheCommonwealth)Themayorofcertaincitiesorthechief
municipalofficerofcertainboroughs.
Officious
Markedbyexcessiveeagernessinofferingunwantedservicesoradvicetoothers:an
officioushost;officiousattention.
Potty
(ChieflyBritish)Informalforslightlyinsane;eccentric;paltry;trifling;orpetty.
Rubbish
Worthless,unwantedmaterialthatisrejectedorthrownout(e.g.,writing,art,
litter).
Socialism
Anyofvarioustheoriesorsystemsofsocialorganizationthataimstoestablisha
socioeconomicsysteminwhichwealthandassetsareownedanddistributed
equitablybythecommunity.
Squiffy
Aslangexpressionforslightlydrunk.

Sa
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Sour
ces
Books&Articles

Clough,Bancroft,S.&WoolseyC.(1952).EconomicHistoryofEurope.Boston:
D.C.HeathandCompany.
Hattersley,R.(2004).TheEdwardians.London:LittleBrown.
Priestley,J.B.(1970).TheEdwardians.NewYork:Harper&Row.
Vaizey,J.(1980).Capitalism&Socialism:AHistoryofIndustrialGrowth.London:
WeidenfeldandNicolson.
Skloot,R.(Dec.,1970).TheTimePlaysofJ.B.Priestley.QuarterlyJournalof
Speech,56(4),42631.

Websites

www.pbs.org/manorhouse/edwardianlife
http://www.bbc.co.uk/scotland/education/bitesize/higher/history/liberal/
motives_rev.shtml
http://www.learningcurve.gov.uk/britain1906to1918/
http://www.ciao.co.uk/
An_Inspector_Calls_J_B_Priestley__Review_5560877
http://www.spartacus.schoolnet.co.uk/Jpriestley.htm
http://www.gradesaver.com/classicnotes/titles/inspector/essay1.html
http://www.royal.gov.uk/output/page1880.asp
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/
dramainspectorcalls/
http://www.universalteacher.org.uk/drama/inspectorcalls.htm
http://www.newi.ac.uk/englishresources/workunits/ks4/fiction/
inspectorcalls/pwsow1.pdf
http://www.taproottheatre.org/Docs/ICStudyGuide.pdf

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Preperformance
ClassroomActivities

Theme1:
Dramaticdevicescanenhancetheplot
Letsexaminethetitleoftheplay,

AnInspectorCalls
.
Ingroupsof34:

Writesomemeaningsfortheverbinspectinthemapbelow.

Thinkof24tasksthataninspectordoeswhenshe/heiscalledtoinvestigateascene.
Ifyouwerethepersonbeinginspected,whatwouldthatmean?

Identify24toolsusedtogatherinformationduringtheWWIera(e..g.,magnifying
glass)
and24methodsusedtoday(e.g.,DNAtesting).

SherlockHolmesisafamousfictionalcharacteroftheearly20
th

century.Canyouname
someotherfamousinvestigatorsofthepastorpresent?

Fromthediscussionpointsabove,addapplicableinformationtothemap.
Asaclass:

Brainstormideasaboutwhatyouthinktheplayisabout.Forexample,whatstyleor
genreis
thisplay?Doyouthinkitsadrama,comedy,cabaret,mystery,musical?

ACTIVITY

Thefollowingpagessuggestquestionsandactivitiesstudentsmightexplore

BEFOREattendingAnInspectorCalls.
ActivitiesrelatetoMinistryofEducationexpectationsfortheArtsandCharacterEducationatthejunior,
intermediate,andseniorlevels.ToobtainOntarioCurriculumdocuments,visitwww.edu.gov.on.ca

INSPECT

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Warmup

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Elementsofsuspense,surprise,andsecretsareincludedtheplaysfollowingstage
directions:
Hemovesneareralightperhapsstandardlampandshecrossestohim.Heproduces
thephotograph.Shelooksat
itclosely,recognizesitwithalittlecry,givesahalfstifledsob,andthenrunsout.The
INSPECTORputsthephoto
graphbackintohispocketandstaresspeculativelyafterher.Theotherthreestarein
amazementforamoment.
Ingroupsof5:

Brainstormideasaboutthephotodescribedintheabovepassage.

Whatdoyouthinkthecharacterseesandwhydoessherunout?.

Createafrozentableauthatdepictsthedetailsofthephoto.Preliminarydecisionsto
make:

Whoisinthephoto?

Whatishappeninginthephoto(i.e.,whatactionistakingplace)?

Whereisthephototaken(i.e.,whereisthelocation)?

Whyisthisactionbeingexecutedinthephoto?

Howissecrecyinvolved?

Rehearse3x.Foreachrehearsal,includeelementsofsuspense&surprise.

Eachgrouppresentstheirtableautotheclass.
AnInspectorCallsisaplaythatquestionsthemoralsofsocialismandcapitalismby
examiningindivid
ualresponsibilitytothecommunity.Throughouttheplay,apoliticalmessageisconveyed
througha
varietyofdevicessuchasdramaticironyandsymbolism.
Onyourown,usetheinternetoraliterarysourcetoresearchthefollowingterms:
1)Socialism:
________________________________________________________________________
___
2)Capitalism:
________________________________________________________________________
___
3)DramaticIrony:
________________________________________________________________________
___
4)MoralityPlay:
________________________________________________________________________
___
5)Symbolism:
________________________________________________________________________
___

RESEARCH
AnInspectorCallsisacomplexmysterywithasurprisingtwist.Skeletonscome
clatteringoutoftheclosetwhenapoliceinspectorquestionstheBirlingfamilyabout
their
involvementinamysteriousdeath.Suspense,surprise,andsecretsareusedtoexposea
remark

ablewebofconnections.
Suspenseisadeviceusedtobuildtensionthroughatmosphereandmood;itisastateor
condition
ofmentaluncertainty,excitement,oranxietywhichisintendedtoemotionallyinvolve
theaudience.
Surpriseisadevicethatreliesonsuddenunexpectedeventstointensifythemood
sharplyfora
briefperiodoftime.Surpriseelicitssuddenfeelingsofwonderorastonishment.
Secretsarekepthiddenfromothersorknownonlytooneselfortoafew.Asecretcan
alsobe
somethingthatremainsbeyondanyonesunderstandingorexplanation(e.g.,amystery).

ACTIVITY

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Theme2:
Eventscanbejudgedfrommultipleperspectives
Priestleyincorporatestheuseofmultipleperspectivesthroughouthisplay.Makesureto
takenoteof
thesevaryingperspectiveswhenyouattendtheliveperformance.
Afterreadingtheabovedilemmas:

Eachpersonselectsatrandomawhite,yellow,black,red,orgreenthinkinghat(see
perspective
andcharacteristicsforeachcolouredhatonpage22).

Findapartnerwiththesamecolouredhat.

Discussthemoraldilemmawithyourpartner(s)byapplyingtheperspectiveofyour
assignedhat;
identifypossiblepros,cons,problems,andactions.

Shareyourthoughtsandopinionswiththeclass.
Isoneperspectivebetterthananother?Forthesedilemmas,whichhat(s)make(s)most
sense?

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Dilemma#1:

James,aseniorhighschoolstudent,wasunabletostudyforafinalchemistryexam
becauseofa
familydisputeathome.Heneedsagoodmarktogetintouniversity.Thechemistry
teacherhassaid
thatonlyadoctorscertificatewillallowstudentstomisstheexam.Inhisopinion,James
caneither
cheatontheexamornotgetintouniversity.
Dilemma#2:
Nicole,agrade12student,wasmissingherboyfriendMikewhomovedawaytoattend
hisfirstyear
ofuniversity.InanattempttobringMikebackintoherdaytodaylife,Nicoledecidedto
stoptak
ingherbirthcontrolpillsandbecamepregnant.WhenNicoletoldMikeofherpregnancy,
Mike
decidedtoquitschool,movebacktohishometown,andmarryNicole.Theynowlive
togetherwith
theirnewbornbaby.Nicoletoldhertwoclosefriendsaboutwhatshedid.Nicolesfriend,
Morgan,
alsohasaboyfriendwhohasrecentlymovedaway.Yesterday,MorganaskedNicoleif
sheshould
getpregnanttosecureherboyfriendsattentionandaffections.
Withinourdaytodayactivities,wefacevariousdilemmas,whichcanbeinterpretedin
manyways.Readthetwodilemmasbelowanddiscussmultiplepointsofviewusing
Edward
deBonosThinkingHats.E.deBonoisaBritishphysician,author,inventor,and
consultantwhohas
specializedincreativeandlateralthinkingtechniques.

DISCUSSION

Page 22
22

DISCUSSION
Contd

Artseducationresearchers,likeMonicaPrendergast,haveexaminedtheroleofaudience
in
performance.Thequestionsbelowallowstudentstoexploremultipleperspectivesabout
participat
inginthelivetheatreexperiencebeforeattendingtheplay.
1.Asanaudiencemember,whatdoIbringtothelivetheatreexperience?Whataremy
rolesand
functionsintheperformance?
2.Howhaveweasaclasspreparedfortheplay(e.g.,studyingtheplays
themes/styles/genre)?

3.Howdothelobbydisplay(s),houseprogram,preshowlighting,sound,andsetdesign
help
preparetheaudiencefortheperformance?
4.Whataretheappropriatesocialcodesofconductinatheatre?
(ForTipsonTheatreEtiquettevisitwww.shawfest.com/web/content.asp?
docid=12_2_0_4).

DISCUSSION

Hat
Perspective
Characteristics
Objective
Seesinformationinalogicalmanner;factual
Benefits
Seesthepositive;thegoodandbrightsideofthings
Judgment
Seestheproblems;identifieswhatcouldbebetter
Intuitive
Seesthingswithanemotionalappeal,expressivewithfeelings
Creative
Seesalternativesandcreatesideas,possibilities

ONNECTIONS
ShawFestivalStudyGuide

THETHINKINGHATS
Page 23
23

Theme3:
Selfinterestsshouldbebalancedwithsocial
responsibility
Inpairs:

Brainstormanddiscusssomeknownadages.

Chooseanadagelistedbeloworuseoneofyourown.
1.Whatgoesaround,comesaround.
7.Unitedwestand;dividedwefall.
2.Dontworry,behappy.
8.Iftheresawill,theresaway.
3.Learnfromyourmistakes.
9.Anappleadaykeepsthedoctoraway.
4.Falsefriendsareworsethanopenenemies.10.Theearlybirdcatchestheworm.

5.Safetyfirst!
11.Dontdrinkanddrive.
6.Hindsightis20/20.
12.Nopain,nogain.
EmbeddedinTheme3istheideathatactionshaveconsequences.Asweknow,actions
havephysical
orsocialoutcomesthatinvolvepositiveornegativeconsequences.
OurNorthAmericancultureusesvariousadages(commonsayings)thatadviseusto
behaveinpositive
ornegativeways,whichinturn,resultinpositiveornegativeconsequences.

ACTIVITY

Placetheadageintheflowchartbelowandworkyourwaythroughthecharttoafinal
outcome.
Ingroupsof34:

Basedontheflowchartexercise,buildascenethatillustratesaconsequenceofactionthat
mighttranspireatschool.

Assignroles:12willexecuteaction;12willreceiveactionandexperiencethe
consequence.

Createabeginning(whichintroducesthecharacters,setting,andleadsuptotheaction);a
mid
dle(wheretheactionisexecuted);andanend(whichdepictstheconsequence).

Presentyourscenetotheclass.

Asaclass,discusssimilaritiesanddifferencesamongthescenes.(e.g.,Whatcausedthe
conse
quence?Whowasaffected?)
Adage:
(

+
)

consequenceoroutcome:
Choiceof
behavior:

ONNECTIONS
ShawFestivalStudyGuide

Action:
(

consequenceoroutcome:

Page 24
24
Thefollowingpagessuggestquestionsandactivitiesstudentsmightexplore

AFTERattendingAnInspectorCalls.
ActivitiesrelatetoMinistryofEducationexpectationsfortheArtsandCharacterEducationatthejunior,
intermediate,andseniorlevels.ToobtainOntarioCurriculumdocuments,visitwww.edu.gov.on.ca

Atthebeginningoftheplay,PriestleyincorporatesdramaticironywhenMrBirling
statesthat
thereisntachanceofwar.WiththeplaysetbeforeWWIbutpublishedin1945(after
twoworld
wars),PriestleypositionsBirlinginafoolishlight.Inhisfinalspeech,InspectorGoole
accentuates
thisdramaticironybyforeshadowingWorldWarIwith,theywillbetaughtitinfireand
bloodand
anguish.ThisencouragestheaudiencetobelievetheviewssupportedbytheInspector
insteadof
thefoolishviewsofMrBirling.
Inpairs:

Referenceyourpreperformancedefinitionofdramaticirony.

Findanotherexampleofdramaticironyintheplay(e.g.,commentsabouttheabsolutely
unsinkableship).

Shareyourexamplewiththeclass.

Howdoesyourexampleusedramaticirony?Whyisitironic?Forexample,wouldinitial
audiencesin1945haveknownthattheTitanichitanicebergandsankwhenMrBirling
men
tionsthatthenewluxurylinerisabsolutelyunsinkable?
Asaclass:

J.B.Priestleywasknownforhistheoriesonthepassingoftimeandits
effectsonchangingperspectives.TimetheoriesbecametheatricaldevicesinPriestleys

TimePlays

.Usingtheinternetoraliterarysource,findoutmoreaboutPriestleysTimePlays.

NameaTVseriesorfilmsthatrelyondramaticironyortimeaspartoftheirappeal?
Ingroupsof34:
Explorethesymbolismintheplayusingthefollowingstartingpoints:
1)Theopeningstagedirectionsstate,thelightingshouldbepinkandintimateuntilthe
Inspector
arrives,andthenitshouldbebrighterandharder.

Whateffectdoespinkandintimatelightingachieve?

WhentheInspectorarrives,whydoyouthinkthelightingchanges?

Whatsymbolicuseismadeoflightingintheopeningoftheplay?
2)Whichcharacter(s)symbolizecapitalism?Whichone(s)represent(s)socialism?
3)ExamineInspectorGoolesname.Doyounoticeanyplayonwords?

DoyouthinktheplaywrightpurposelychoseacharacternamethatsoundslikeSpectre
Ghoul?

WhoexactlyistheInspector?

WhydidGoolevisittheBirlingsonthatparticularnightanightofspecialcelebration?

DISCUSSION

ONNECTIONS
ShawFestivalStudyGuide

Postperformance
ClassroomActivities

Theme1:
Dramaticdevicescanenhancetheplot
RESEARCH
Page 25
25

Moralityplaysoftenusenamesaslabelsofbehaviororcharacter(e.g.,Greed).
Onyourownorwithapartner:
Researchhowwerelabelnames(alsoknownasarchetypes)usedinmoralityplays?

InspectorGooleactsasamessengerwhoattemptstowarnandguidetheBirling
household.His
mannerismysteriousand,attimes,mischievous.Somefamousliterarycharactersshare
some
similaritiestoGoole.

UsetheinternetoraliterarysourcetoresearchJacobMarley,acharacter
CharlesDickensAChristmasCarolandtheGreekgodHermes.

FillinthechartbelowtocompareMarley,Hermes,andGoole.
Oppositetolivingagoodormorallifeislivingalifeofsin.IntheMiddleAges,sinsthat
ledto

damnationwerereferredtoastheSevenDeadlySins.Identifyanddefinetheseven
sins.
Inpairs:

Usingasuitabledeadlysin,renamethefollowingcharactersintheplaybyfillinginthe
chart
below.

RESEARCH

CHARACTER
DEADLYSIN
REASON
InspectorGoole
MrBirling
MrsBirling
EricBirling
SheilaBirling
GeraldCroft
EvaSmith

ACTIVITY

ONNECTIONS
ShawFestivalStudyGuide

JacobMarley
GreekgodHermes
InspectorGoole
Page 26
26
contd

Insmallgroups:

Createatableaudepictingthedeadlysinnamesofcharactersontheprevious
page.(Eachpersoninthegroupselectsonecharacterfromthelist).

Createonelineofdialogueforyourcharacterthatrelatestoeventsfromtheplay.These
lines
willbespoken,oneatatime,fromwithinthetableau.

Decidetheorderinwhichthelineswillbespoken.

Decideonanactiontoaccompanyeachline.

Asagroup,incorporateintoyouractionshigh,medium,andlowbodylevels.

Beginwiththegrouptableau.(Thetableauremainsinplacewhileeachcharacter
performsthe
lineandaction.)

Rehearsethelinesandactionsinsidethetableau.

Presentyourgroupworktotheclass.

Discusseachgroupschoices(e.g.,Arethechoicesclearandsuitable?Whatarethe
similarities
anddifferencesbetweeneachpresentation?).

Theme2:
Eventscanbejudgedfrommultipleperspectives
InprewarEngland,manyyoung,workingclasswomen(likeEvaSmith)
experiencedalackofpowerandprivilege.
Onyourown:

UsetheinternetoraliterarysourcetoresearchupperandlowerclasslifeintheBritish
EdwardianEra.

RESEARCH
ACTIVITY
contd

ONNECTIONS
ShawFestivalStudyGuide

Dowestilldealwiththeissuesofclassdistinctiontoday?

Asaclass,discusswhatthemoderndaysayingsbelowmean.Whydothesesayings
exist?

Cananymoresayingsbeadded?

highbrow
lowbrow
highend
lowend
Alist
Dlist
whitetrashbluecollarwhitecollaruptowngirlfromtheothersideofthetracks
thecrmedelacrme
bottomofthebarrel
_________
_________
_________

DISCUSSION
Page 27
27

Belowarequotationsfromtheplayandcommentswhichexpresssomeofthecharacters
perspec
tivesandplaywrightscentralthemes.Matcheachquotationtooneofthefollowing
commentboxes.
A:Wedon'tlivealone.Wearemembersofonebody.Weareresponsibleforeach
other.
B:Ithinkitwassimplyapieceofgrossimpertinencequitedeliberateandnaturally
thatwasone
ofthethingsthatprejudicedmeagainsthercase.
C:Weoftendo[makeanimpact]ontheyoungones.Theyremoreimpressionable.
D:Publicmen,MrBirling,haveresponsibilitiesaswellasprivileges.
Answers:1:B;2:C;3:A;4:D
1.MrsBirlingisresponsibleforrejectingthe
applicationforassistancethatEvasubmittedto
theBrumleyWomensCharityOrganization,an
actthatleavesEvadesperateanddestitute.In
frontofthecommittee,MrsBirlingdisplays
prejudiceagainstEva.Hersocialpositionasa
memberoftheupperclassisabovethatof
Evas.MrsBirlingenjoysherpositionofpower
andprivilegeanddoesnotfeelashamedabout
herunfairtreatmentofEva.
Answer:
2.InspectorGooletellsMrsBirlingthathis
workinfluencedSheilaandEric,theyounger
generation.Astheplayprogresses,theyounger
membersofthefamilydevelopasenseofmoral
conscienceandexpressremorsefortheirac
tions.Ontheotherhand,MrandMrsBirlingdo
notacceptanyresponsibilityfortheiractions
andrefusetobeblamed.Theyoungercharacters
seetheerrorsoftheirfamilyandwanttomake
thingsbetter.Themessage:Futuregenerations
willlearnfromthemistakesofthepast.
Answer:
3.Justbeforehisfinalexit,InspectorGoole
emphasizesthemorallessonthatweareall
connectedandmustsharesocialresponsibilities
andcareforoneanother;todountoothers
whatwewouldhavethemdountous.Ifwe

donttherewillbegraveconsequences.
Answer:
4.MrBirlingprotectshisowninterestsandfeels
noresponsibilityforothers.TheInspector
remindsBirlingthatwithoutthelabourofthe
workingclasseshisbusinesswouldnothave
succeeded.TheironyisthatBirlingmistreats
andignorestheverypeoplehehasreliedupon
forhissuccess.
Answer:

ACTIVITY

ONNECTIONS
ShawFestivalStudyGuide

Page 28
28

Ingroupsof6:

Determinetheattitudesofupperclasscharacterstothelowerclass,
representedbyEvaSmith.

Assumeonecharacterroleperperson.

Fillinthechartfromlefttoright.Thefinaltaskinthelastcolumnprovidesavoicefor
Eva.

OncethechartandEvasresponsesarecomplete,allcharactersexceptEvawillsitina
circle.Eva
willstandinthemiddleofthecircle.

Asagroup,decidetheorderofeachcharactersline.Inrole,delivereachlinetoEva.

Aftereachline,thestudentplayingEvawillfaceeachcharacterandrespondwitha
composed
response.

Presentgroupworktoclass.

Note

:Compositionsforcolumn4and5canbecreatedasagroup.
Upperclass
character
Charactersline
fromtheplay

Basedoneach
line,whatisthe
characters
attitudetoward
thelowerclass?
*

Optional:

Infirstperson,
writethefollow
ingstatementsto
Eva.
Composea
responseforEva.

MrBirling

Shewasoneofmy
employeesandthen
dischargedher.
obviouslyithas
nothingwhatever
todowiththe
wretchedgirls
suicide.
Evasletterof
dismissal.

MrsBirling

agirlofthat
sortwouldnever
refusemoney.
Evasnoticeof
rejectionforfinan
cialassistancefrom
theBrumley
WomensAssocia
tion

EricBirling

Whyshouldn't
theytryforhigher
wages?Wetryfor
thehighestpossible
prices.Yousaid
yourselfshewasa
goodworker.
Apetitionorletter
ofsupportwhich
outlinestheplight
ofEvaandthe
factoryworkers.

SheilaBirling

Yes,butitdidn't

seemtobeany
thingveryterrible
atthetime.Don't
youunderstand?
Acomplaintletter
toMilwardsshop
describingEvas
poorcustomer
service.

GeraldCroft

Ibecameatonce
themostimportant
personinher
life.Ididntfeel
aboutherasshe
feltaboutme.
AfinallettertoEva
thatendstheir
affair.

ACTIVITY

ONNECTIONS
ShawFestivalStudyGuide

Page 29
29

ThetwistattheendofAnInspectorCallshappenswhenMrBirlingreceivesatelephone
callfromthepolicestation.WhenBirlinghangsupthephone,heproclaims,Thatwas
thepolice.A
girlhasjustdiedonherwaytotheInfirmaryafterswallowingsomedisinfectant.A
policeinspec
torisonhiswayheretoasksomequestions.
Createanalternativeendingtotheplay
AfterthesecondpoliceinspectorarrivesattheBirlinghome,imaginethatthemembers
ofthe
householdareaskedtotravelwiththeofficerbacktothepolicestationforquestioning.
Theyare
subjectedtoanotherbatteryofquestionssurroundingthesuicide.
ToaddtotheinformationgatheredfromtheBirlingfamily,characterwitnessesare
broughtin.
Studentvolunteersassumeoneofthecharacterwitnessesbelow.Createanameforeach
character.

Inrole,eachcharacterwitnesssitsinthefrontoftheclassroomwhiletherestoftheclass
act
asthepoliceforce.

Theclasspreparequestionsforeachcharacterwitness.Questionsshouldpertaintothe
events
oftheunsolvedcrimeand/ortheallegedactionsoftheBirlingsaswellasGeraldCroft.

Basedontheresponsesofeachcharacterwitnessandbyexaminingtheactualcharacters/
eventsintheplay,completethenextactivity.
Ingroupsof34:

Discusscharactersfromtheplaytodeterminewhowasmostresponsiblefor
Evasdeath.
Onyourown:

InroleasaJuniorDetective,writeapolicereportbasedontheevidencegatheredinclass
and
fromtheplayitself.ThereportshouldexplainwhoyouthinkistoblameforEvas
circum
stancesanddeath.Includethecharactersmotives,actions,andconsequences.

Theme3:
Selfinterestsshouldbebalancedwithsocial
responsibility

AnInspectorCallsdealswithconsequencesofactionsrelatedtoindividualand
communal
responsibility.BecausePriestleywrotethisplayafterWWII,wearejudgingthemiddle
classvaluesof1912inthelightofpostwarmorality.

ACTIVITY
ACTIVITY

CharacterWitness:
For:
Secretary
MrBirling
MemberoftheWomensCharityOrganizationMrsBirling
Closefriend
EricBirling
EmployeeatMilwardsclothingshop
SheilaBirling
Relative
GeraldCroft

ONNECTIONS
ShawFestivalStudyGuide

Page 30
30

AnInspectorCalls
STUDYGUIDERESPONSESHEET
Tohelpusunderstandtheneedsandexpectationsofteachersregardingstudyguides,pleasecomplete
this
responsesheetandmailto:ShawFestival,EducationDept.P.O.Box774,NiagaraontheLake,ON
L0S1J0oremailto:
education@shawfest.com.
PartI:
HaveyoueverusedaShawStudyGuide?YES_____NO______
Ifno,pleaseindicatebelowthereason(s)fornotusingaShawstudyguide.
Lackoftime_____
Lackofinterest_____
Notapplicableorappropriate_____
Didnotreceiveastudyguide_____
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Other_____
Ifyes,didTheShawstudyguidehelpyouandyourstudents?YES_____NO_____
Pleaseindicatewhichcomponent(s)ofTheShawstudyguideyoufoundmostand/orleastuseful.
Mostuseful
Leastuseful
TheSynopsis&Story_____
WhosWhointhePlay_____
ThePlaywright_____
Director's&DesignersNotes_____
ProductionHistory_____
TheWorldofthePlay(historicalbackground,articles)_____
DidYouKnow?/TheatreTerms(trivia&definitions)_____
AdditionalSources_____
ClassroomActivities_____
PartII:
Thestudyguideishelpfultomeasateacher.
Stronglyagree___Agree___Neutral___Disagree___Stronglydisagree___
Thecontentofthestudyguideiswellbalanced.
Stronglyagree___Agree___Neutral___Disagree___Stronglydisagree___
Theformatforthestudyguideisengaging.
Stronglyagree___Agree___Neutral___Disagree___Stronglydisagree___
PartIII:
PleaseincludesuggestionsforimprovingtheShawFestivalstudyguides.
_________________________________________________________________________________

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________________________________________________________________________
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ONNECTIONS
ShawFestivalStudyGuide