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Morality and Maidens: The Ethics of Women in Literature by Joanna Johnson ClassroomActivities Lesson Plans for Activities In Activity #1, the students will read the short story, "The Yellow Wallpaper" by Charlotte Perkins Gilman, first published in 1892. The story has been relatively unknown until 1973 when it was republished in the specialist Feminist Press. In the last 20-30years, it is has been "rediscovered," sometimes appearing on high school and university reading lists. Today it is reproduced in the Norton and Bedford anthologies, but still appears not to be "canonical," in that it is taught usually in specialist women's and gender studies courses. This activity will ask students to consider the changing status of this short story, and why it remains somewhat marginalized. In Activity #2 the teacher will read and then hand out the poem, "The Farmer's Bride" (by Charlotte Mew (the author's name might be withheld initially in order that the students can see that females can "write" a male voice). 11. Activities Activity #1: "The Yellow Wallpaper" by Charlotte Perkins Gilman: A Short Guide to the Role of the Women's Short Story Part I: Ask students to read "The Yellow Wallpaper" out of class. It's relatively short, about 30 pages, and teachers should assign as much time as they think appropriate given the workload and reading pace of the class. Once the class has read the short story, divide the students into small groups to discuss the following questions. Questions for group discussion: What is the narrator's situation? Why does she seem to be trapped? What kind of relationship does she have with her husband, John? What kinds of diagnoses might be given today of such an illness? Why do you think she is "mad"? Is she really, or is it some kind of reaction to her trapped situation? Do you think the issues the story raises are "women's" issues, or are they universal? Why? Is this story about something "domestic" and therefore "trivial"? The next set of issues the story raises are concerned with the story's inclusion in the canon. Ask the students to discuss these questions as a whole class: Why do you think this story was virtually unknown between its first publication in 1892 and its subsequent reproduction in 1973? The story forms a staple text for many literature classes today in high schools and universities, but often in the context of a specialist course like Women's Studies. Should the story become part of the mainstream canon? Think about other texts that are canonical that you have read (your teacher will help you think of some, but you'll probably have read some Shakespeare, who is the "most" canonical of writers). How are they like to this? How are they different? Part II: Ask each student to write a one-page position paper on whether or not she or he believes that this story should be included in the canon. (See also extension activity #2:"Madwomen in the Attic") Activity #2: Exploring Language and Gender: A Short Guide to Teaching "The Farmer's Bride" by Charlotte Mew Part I: Begin by asking students to think about the question of what they think of the notion that there is a "female" language (discourse) and/or a "male" language (discourse). It would probably be useful to outline the difference between female/male biological sex, and gender; for example, that men can be feminine, and women can be masculine. In other words, one's gender is constructed and is not fixed. Ask the class to discuss the following questions: Do you think men and women communicate differently? In what ways might this communication be different? Do you, for example, talk to a female friend the same way you talk to a male friend? What's the difference? What methods of communication do you use? (eg. phone, letter, email, in person) Can you think of any occasions where it is customary for a man to speak and not a woman? And vice versa? Are there occasions, for example, when women speak a great deal, and other occasions when they are silent? What about men? Why do you think this might be the case? Teacher Prompt: This preliminary discussion should establish that, oftentimes, different genders have different ways of communicating. It might also be interesting to tell the students that poetry was traditionally seen as a male discourse, until the last century. The following poem was chosen because it offers plenty of opportunity for students to work with their assumptions about gender and language, but teachers could substitute another poem they think would also work. Part II: Give copies of the following poem, "The Farmer's Bride" by Charlotte Mew, to the students to read. Mew, Charlotte Mary, 1869-1928 : THE FARMER'S BRIDE [from Collected Poems (1981) , Carcanet ] 1 Three Summers since I chose a maid, 2 Too young maybe---but more's to do 3 At harvest-time than bide and woo. 4 When us was wed she turned afraid 5 Of love and me and all things human; 6 Like the shut of a winter's day. 7 Her smile went out, and 'twasn't a woman--- 8 More like a little frightened fay. 9 One night, in the Fall, she runned away. 10 "Out 'mong the sheep, her be," they said, 11 'Should properly have been abed; 12 But sure enough she wasn't there 13 Lying awake with her wide brown stare. 14 So over seven-acre field and up-along across the down 15 We chased her, flying like a hare 16 Before our lanterns. To Church-Town 17 All in a shiver and a scare 18 We caught her, fetched her home at last 19 And turned the key upon her, fast. 20 She does the work about the house 21 As well as most, but like a mouse: 22 Happy enough to chat and play 23 With birds and rabbits and such as they, 24 So long as men-folk keep away. 25 "Not near, not near!" her eyes beseech 26 When one of us comes within reach. 27 The women say that beasts in stall 28 Look round like children at her call. 29 I've hardly heard her speak at all. [Page 2 ] 30 Shy as a leveret, swift as he, 31 Straight and slight as a young larch tree, 32 Sweet as the first wild violets, she, 33 To her wild self. But what to me? 34 The short days shorten and the oaks are brown, 35 The blue smoke rises to the low grey sky, 36 One leaf in the still air falls slowly down, 37 A magpie's spotted feathers lie 38 On the black earth spread white with rime, 39 The berries redden up to Christmas-time. 40 What's Christmas-time without there be 41 Some other in the house than we! 42 She sleeps up in the attic there 43 Alone, poor maid. 'Tis but a stair 44 Betwixt us. Oh! my God! the down, 45 The soft young down of her, the brown, 46 The brown of her---her eyes, her hair, her hair! © Copyright material reproduced under licence from Carcanet Press Ltd. (accessed through University of Miami Literature Online database) Ask each student to write a short analysis of the poem, addressing the following questions: What gender is the narrative voice? What are some examples of silences in the poem? What sort of communication does the speaker of the poem use? What sort of communication does his wife use? With whom is she most "successful" in communicating? When and how is his wife "silenced"? When and how is he "silenced," or at least unable to communicate effectively? Why is his wife silent? Is it just that she is silenced, rather than silent? What does the fact that she is able to happily chat to birds and rabbits tell us about her communication? That she is frivolous in her conversation, and that it carries no "weight"? How does this triviality fit in with assumptions about women's conversation? Does the poem portray a subservient woman? How so? Teacher Prompt: The aim of asking students to look at the Mew poem is that it challenges (and also reinforces) some typical assumptions about gender and language. For example, since the speaker is male and he is the one doing the talking, perhaps this contradicts a typical assumption that men are generally silent about domestic relationships. Assessment for Activities: Writing prompts would be appropriate with a grading rubric or with multiple choice, true false and matching questions. Students could be asked to write an individual position statement outlining whether they would argue for "The Yellow Wallpaper" to be included in the canon, and why. (In grading this paper, there is no "right" or "wrong" answer; instead credit should be awarded for thorough consideration of the issues raised in the classroom activity)

Morality and Maidens: The Ethics of Women in Literature

by Joanna Johnson

ClassroomActivities

In Activity #1, the students will read the short story, "The Yellow Wallpaper" by Charlotte Perkins Gilman, first published in 1892. The story has been relatively unknown until 1973 when it was republished in the specialist Feminist Press. In the last 20-30years, it is has been "rediscovered," sometimes appearing on high school and university reading lists. Today it is reproduced in the Norton and Bedford anthologies, but still appears not to be "canonical," in that it is taught usually in specialist women's and gender studies courses. This activity will ask students to consider the changing status of this short story, and why it remains somewhat marginalized.

In Activity #2 the teacher will read and then hand out the poem, "The Farmer's Bride" (by Charlotte Mew (the author's name might be withheld initially in order that the students can see that females can "write" a male voice).

11. Activities

Activity #1: "The Yellow Wallpaper" by Charlotte Perkins Gilman: A Short Guide to the Role of the Women's Short Story

Part I: Ask students to read "The Yellow Wallpaper" out of class. It's relatively short, about 30 pages, and teachers should assign as much time as they think appropriate given the workload and reading pace of the class. Once the class has read the short story, divide the students into small groups to discuss the following questions.

Questions for group discussion:

What is the narrator's situation?
Why does she seem to be trapped?
What kind of relationship does she have with her husband, John?
What kinds of diagnoses might be given today of such an illness?
Why do you think she is "mad"? Is she really, or is it some kind of reaction to her trapped situation?
Do you think the issues the story raises are "women's" issues, or are they universal? Why?
Is this story about something "domestic" and therefore "trivial"?

The next set of issues the story raises are concerned with the story's inclusion in the canon. Ask the students to discuss these questions as a whole class:

Why do you think this story was virtually unknown between its first publication in 1892 and its subsequent reproduction in 1973?
The story forms a staple text for many literature classes today in high schools and universities, but often in the context of a specialist course like Women's Studies. Should the story become part of the mainstream canon?
Think about other texts that are canonical that you have read (your teacher will help you think of some, but you'll probably have read some Shakespeare, who is the "most" canonical of writers). How are they like to this? How are they different?

Part II: Ask each student to write a one-page position paper on whether or not she or he believes that
this story should be included in the canon.

(See also extension activity #2:"Madwomen in the Attic")

Activity #2: Exploring Language and Gender: A Short Guide to Teaching "The Farmer's Bride" by Charlotte Mew

Part I: Begin by asking students to think about the question of what they think of the notion that there is a "female" language (discourse) and/or a "male" language (discourse). It would probably be useful to outline the difference between female/male biological sex, and gender; for example, that men can be feminine, and women can be masculine. In other words, one's gender is constructed and is not fixed.

Ask the class to discuss the following questions:

Do you think men and women communicate differently?
In what ways might this communication be different? Do you, for example, talk to a female friend the same way you talk to a male friend? What's the difference? What methods of communication do you use? (eg. phone, letter, email, in person)
Can you think of any occasions where it is customary for a man to speak and not a woman? And vice versa? Are there occasions, for example, when women speak a great deal, and other occasions when they are silent? What about men? Why do you think this might be the case?

Teacher Prompt: This preliminary discussion should establish that, oftentimes, different genders have different ways of communicating. It might also be interesting to tell the students that poetry was traditionally seen as a male discourse, until the last century. The following poem was chosen because it offers plenty of opportunity for students to work with their assumptions about gender and language, but teachers could substitute another poem they think would also work.

Part II: Give copies of the following poem, "The Farmer's Bride" by Charlotte Mew, to the students to read.

Mew, Charlotte Mary, 1869-1928 : THE FARMER'S BRIDE [from Collected Poems (1981) , Carcanet ]

1             Three Summers since I chose a maid,
2             Too young maybe---but more's to do
3             At harvest-time than bide and woo.
4                When us was wed she turned afraid
5             Of love and me and all things human;
6             Like the shut of a winter's day.
7             Her smile went out, and 'twasn't a woman---
8                More like a little frightened fay.
9                   One night, in the Fall, she runned away.

10           "Out 'mong the sheep, her be," they said,
11           'Should properly have been abed;
12           But sure enough she wasn't there
13           Lying awake with her wide brown stare.
14        So over seven-acre field and up-along across the down
15           We chased her, flying like a hare
16           Before our lanterns. To Church-Town
17              All in a shiver and a scare
18           We caught her, fetched her home at last
19              And turned the key upon her, fast.

20           She does the work about the house
21           As well as most, but like a mouse:
22              Happy enough to chat and play
23              With birds and rabbits and such as they,
24              So long as men-folk keep away.
25           "Not near, not near!" her eyes beseech
26           When one of us comes within reach.
27              The women say that beasts in stall
28              Look round like children at her call.
29               I've hardly heard her speak at all.

[Page 2 ]

30           Shy as a leveret, swift as he,
31           Straight and slight as a young larch tree,
32           Sweet as the first wild violets, she,
33           To her wild self. But what to me?

34           The short days shorten and the oaks are brown,
35              The blue smoke rises to the low grey sky,
36           One leaf in the still air falls slowly down,
37              A magpie's spotted feathers lie
38           On the black earth spread white with rime,
39           The berries redden up to Christmas-time.
40              What's Christmas-time without there be
41              Some other in the house than we!

42              She sleeps up in the attic there
43              Alone, poor maid. 'Tis but a stair
44           Betwixt us. Oh! my God! the down,
45           The soft young down of her, the brown,
46        The brown of her---her eyes, her hair, her hair!

© Copyright material reproduced under licence from Carcanet Press Ltd. (accessed through University of Miami Literature Online database)

Ask each student to write a short analysis of the poem, addressing the following questions:
What gender is the narrative voice? What are some examples of silences in the poem? What sort of communication does the speaker of the poem use? What sort of communication does his wife use? With whom is she most "successful" in communicating? When and how is his wife "silenced"? When and how is he "silenced," or at least unable to communicate effectively? Why is his wife silent? Is it just that she is silenced, rather than silent? What does the fact that she is able to happily chat to birds and rabbits tell us about her communication? That she is frivolous in her conversation, and that it carries no "weight"? How does this triviality fit in with assumptions about women's conversation? Does the poem portray a subservient woman? How so?

Teacher Prompt:
The aim of asking students to look at the Mew poem is that it challenges (and also reinforces) some typical assumptions about gender and language. For example, since the speaker is male and he is the one doing the talking, perhaps this contradicts a typical assumption that men are generally silent about domestic relationships.

Assessment for Activities: Writing prompts would be appropriate with a grading rubric or with multiple choice, true false and matching questions.

Students could be asked to write an individual position statement outlining whether they would argue for "The Yellow Wallpaper" to be included in the canon, and why. (In grading this paper, there is no "right" or "wrong" answer; instead credit should be awarded for thorough consideration of the issues raised in the classroom activity)