Men Should Weep Ena Lamont Stewart

1. Men Should WeepEna Lamont Stewart Introductionto the play A. Kirkwood

2. Historical background to the play • Although set in the 30’s it was written in 1947. At that time the whole world was recovering from the hardships of war. • The allies had defeated fascism in the form of Hitler’s Nazi Germany. Many in Britain were confident that inequality and injustice would be swept away and that a new social justice would replace the painful memories of both the 30’s and the war years. • The 1947 production of the play set about depicting life at the time as authentically as possible. It was deliberately dour with no attempt to relieve the squalor or to sugar the pill of its realism for the sake of entertainment.

3. Historical background to the play • The play is about a Glasgow family trying to survive The Great Depression of the 1930’s, living below the bread line. The hardships that the characters endure show the real cost of poverty and unemployment. The plot reflects the struggles of the family and the harsh realities imposed on them. • The 30’s were a decade of huge political and social upheaval. Scotland, like so much of the industrialised world, was deep in economic recession. This resulted in unemployment, social deprivation and a crisis of confidence in the existing political and social structures.

4. Historical background to the play • The play deals with many issues, each stemming from a central theme of poverty: - Male and female roles in society (think about the sarcasm in the title of ‘Men Should Weep’ – it also explores the social position of working class women in the home, self empowerment and promotes feminism. - The resilience of youth - Corruption - Importance of community growth - The gain of independence.

5. Before reading: Getting the play in context • Task 1: Research skills • While the main focus for study is the play, you will also research the context against which Men Should Weep is set.

6. The Great Depression • The Great Depression was a severe worldwideeconomic depression in the decade preceding World War II. The timing of the Great Depression varied across nations, but in most countries it started in 1930 and lasted until the late 1930s or middle 1940s. It was the longest, deepest, and most widespread depression of the 20th century. • In the 21st century, the Great Depression is commonly used as an example of how far the world's economy can decline. The depression originated in the U.S., after the fall in stock prices that began around September 4, 1929, and became worldwide news with the stock market crash of October 29, 1929 (known as Black Tuesday).

7. The Great Depression • The Great Depression had devastating effects in countries rich and poor. Personal income, tax revenue, profits and prices dropped, while international trade plunged by more than 50%. Unemployment in the U.S. rose to 25%, and in some countries rose as high as 33%.

8. You are going to work in groups to research different aspects of the play’s context. You will then deliver a grouppresentation to the class to share what you have found out about your aspect of research. This will provide you with the opportunity to complete a talk assessment. You will also be expected to listen carefully to other groups and take notes on what you learn from them. We are going to have a look at the assessment standards for Higher Talking and Listening.

9. Talk – Higher Assessment Standards • Can produce a detailed and complex talk that contains development of a relevant theme. • Can structure content to enhance impact. • Can pay consistent attention to purpose and audience. • Can create a tone and register appropriate to purpose and audience. • Can use detailed and complex vocabulary. • Can employ a variety of sentence structures appropriate to purpose and audience. • Can communicate clearly without need for prompting or questioning. • Can communicate using appropriate non-verbal cues.

10. Listening - Higher Assessment Standards • can identify and give an explanation of the purpose and audience, giving full textual justification. • can show full understanding of most of the relevant points. • can infer from the spoken text, drawing on appropriate evidence. • can clearly identify and analyse various features of a speaker’s use of language and its effect. • can use full textual reference or quotation to support statements.

11. ‘Men Should Weep’ Context Research Topics You are going to work in five different groups to research different aspects of the play’s context.

12. ‘Men Should Weep’ Context Research Topics • What is The Depression and how did it affect Scotland? • Tenement life, community and family in Glasgow in the 1930s. • Poverty, ill-health and unemployment in Glasgow in the 1930s. • Gender roles and working-class life in Scotland in the 1930s. • The political climate in the 1930s and how The Depression impacted on Scotland’s future.

13. Themes & Issues to Research • Employment • Living conditions • Social pressures • Workplaces • Social Roles • Dreams/Ambitions • Fear of Authority • Acceptance of Situation • Importance of Community • Images of Scotland • Society’s Expectations • Attitudes towards authority • Social Exclusion • Educational Exclusion • Opportunities For Advancement • Stereotypes – boss, employees, social status

14. Background You are going to watch some clips to find out some more about the play’s context. You should take notes for your area of research: The Gorbals 1930-2011 Britain in the 1930s according to Andrew Marr The Great Depression 1929 Poverty in 1930s Britain Slum living conditions in the UK

15. Poor housing in Scotland between 1880 and 1939 • During the period 1880 to 1939, more and more Scots lived in cities. By 1900, more than one fifth of the population lived in Glasgow, and by 1940 this had risen to one quarter. People lived in overcrowded conditions in all Scottish cities. Some lived three to a room, many in single ends or two room tenement flats. Toilets were usually outside and living conditions were often dirty and sometimes infested with vermin. The introduction of public laundries, or steamies, was of some help, but by the 1930s many of the ageing tenements had begun to decay.

16. Group Work • Allocate each person a specific role and area of research. Someone should be appointed chair of the group. • Look again at the talk criteria for Higher and decide how you are going to deliver your presentation. • Collate what information you already have and decide what your next steps are:

17. For each source that you consult you should take notes on a‘Research Source Sheet’:

18. ‘Men Should Weep’ • Click HERE to see production photos of the play (2007). • Click HERE to see pictures and a trailer from the National Theatre’s production of the play (2010).

19. Tenement Life • Click HERE to see some pictures of tenements in the 30’s. • Click HERE to visit the Glasgow Story website. • Click HERE to visit the website for the National Trust’s Tenement House museum in Glasgow where you can take a virtual tour. • Click HERE to visit the Glasgow Tenement Life website.

20. Talk – Higher Assessment Standards • Can produce a detailed and complex talk that contains development of a relevant theme • Can structure content to enhance impact • Can pay consistent attention to purpose and audience • Can create a tone and register appropriate to purpose and audience • Can use detailed and complex vocabulary • Can employ a variety of sentence structures appropriate to purpose and audience • Can communicate clearly without need for prompting or questioning • Can communicate using appropriate non-verbal cues

21. Listening - Higher Assessment Standards • can identify and give an explanation of the purpose and audience, giving full textual justification • can show full understanding of most of the relevant points • can infer from the spoken text, drawing on appropriate evidence • can clearly identify and analyse various features of a speaker’s use of language and its effect • can use full textual reference or quotation to support statements

22. Men Should WeepEna Lamont Stewart Introductionto the play A. Kirkwood