A View from the Bridge by Arthur Miller

A copy of the play A View from the Bridge is located in our Google Classroom.  You can read that edition of Arthur Miller's A View from the Bridge directly from your Chrome browser.  I have also provided a link to the audiobook.  Ultimately, you must see drama, to understand it.

Reading / Viewing Schedule

You will need approximately 30 minutes a day to enjoy and understand the play. 

There are 2 ways to do this:

1. Preread the Reading Questions and as the play unfolds, stop and jot down your answer.

2. Don't preread the Reading Questions, watch the play while skimming the lines. When 30 minutes are up, answer the questions in sequential order.

A View from the Bridge Reading Questions

You can answer these questions in your notebook, or create character charts for the main characters of the play.  You need textual support (a quote with a page number) for your answer or note to be complete.  The quotes from your answers or notes will also be helpful for your assignment.  

I recommend 1 page for each of the following characters:  Alfieri, Eddie, Catherine, Beatrice, Marco, and Rodolpho.

Act 1

Act 1: The prologue

1. What does Alfieri’s prologue tell us about justice and the law?

2. What history surrounds the characters in the play, and why do you think Miller has included this information?

3. How does Alfieri describe the setting?

4. What does he foreshadow happening?

Act 1: Eddie and Catherine’s initial conversation

1. What relationship do Eddie and Catherine have? Use specific examples from the text to back up your point.

Act 1: Discussing the arrival of the cousins

1. What clues are there that the cousins coming to America are not entirely legit?

2. How is the theme of honor evident in this section of the scene?

3. What impressions do you get of the following:

   • Eddie

   • Beatrice

   • Their relationship

 Act 1: Catherine’s News

1. How does Eddie react to the news of Catherine’s job? Why?

2. What relationship do Beatrice and Catherine have?

Act 1: Eddie Caves In

1. What are your thoughts and feelings regarding Eddie’s reaction to Catherine’s work proposal?

2. What sort of hopes does Eddie have for his niece?

3. Beatrice mentions that Eddie always seems to have an excuse for keeping Catherine close. What are your thoughts and feelings about this?

4. Why does Eddie give in?

5. What advice does Eddie give Catherine? What does this tell us about his character?

Act 1: Vinny Bolzano

1. How does the mood in the house change, once Eddie has accepted Catherine’s news? Why?

2. Why are Eddie and Beatrice so nervous?

3. What happened to Vinny?

4. What do we learn about the Red Hook community, through the story about Vinny?

5. What is Eddie’s opinion on what Vinny did?

 Act 1: The Arrival

1. What do the two men think of Eddie’s home?

2. What are their hopes for coming to America?

3. How do the two men treat Eddie?

4. What does Catherine think of the two men?

5. How do Marco and Rodolpho describe life in Italy?

Act 1: Marco and Rodolpho 

1. What is Rodolpho's dream? Is it realistic?

2. What is Marco’s dream? Is it realistic?

3. Why does Eddie stop Rodolpho from singing?

4. What relationship do Marco and Rodolpho have?

Act 1: Growing Suspicion

1. How does Eddie react to Catherine’s shoes?

2. Why does Eddie start to view Rodolpho with suspicion?

Act 1: Eddie’s Growing Concerns

1. What do we learn has happened in the weeks that have passed?

2. What is Eddie’s view of Rodolpho? Use examples from the text to support your answer.

3.  What is Beatrice’s view of Rodolpho? Use examples from the text to support your answer.

4. 'Of him? Boy, you sure don’t think much of me’. What does this quote tell us about Eddie?

5. How does Eddie rate Rodolpho's masculinity, versus that of Marco? Why do you think he does this?

Act 1: Marital Troubles

1. Why is Beatrice upset?

2. How does Eddie react?

3. Why do you think Eddie has had troubles in his marriage?

4. How does Beatrice feel about Eddie’s concern for Catherine? Is she justified?

Act 1: An Outsiders Opinion

1. What do Mike and Louis think of Marco and Rodolpho ? Use specific examples from the text to support your answer.

2. How does Eddie react to their praise for Rodolpho ?

3. What does this tell us about his feelings for Rodolpho, and about Eddie as a character?

Act 1: Eddie and Catherine Talk

1. How does Eddie treat Rodolpho ?

2. How does Rodolpho treat Eddie?

3. What does Catherine think of the relationship between Eddie and Rodolpho ? What does this mean for her future?

4. What clues are there that Eddie is uncomfortable with Catherine growing up?

5. How does Eddie react when he finds out Catherine likes Rodolpho ?

6. What are your thoughts and feelings regarding Eddie’s theory about Rodolpho ?

Act 1: Beatrice and Catherine Talk

1. How does Beatrice treat and regard Catherine?

2. What does Beatrice think of the relationship between Catherine and Eddie?

3. What does Beatrice encourage Catherine to do?

4. Do you feel that Beatrice has any ulterior motives behind her advice?

5. How has the connection between Eddie and Catherine changed?

Act 1: Eddie consults Alfieri

1. Alfieri tells Eddie ‘there’s nothing illegal about a girl falling in love with an immigrant.’ Is this really what is bothering Eddie?

2. How does Eddie ‘judge’ Rodolpho's intentions? Does Alfieri buy into his theory? Do you?

3. What does Eddie imply about Rodolpho's masculinity?  

4. Can Eddie use the law to help him at this stage?

5. What functions does Alfieri have in the play? When he appears on stage, what purpose does he serve?

Act 1: A Big Happy Family?

1. How does Eddie cause discord in the family?

2. How are Eddie and Rodolpho different from each other?

3. How do Marco and Rodolpho describe life in Italy? How does it differ from that in America?

4. What sort of relationship do Marco and Rodolpho have?

Act 1: The Fight

1. Why does Catherine ask Rodolpho to dance?

2. How do the other characters react to the couple dancing?

3. What more does Eddie learn about Rodolpho that makes him uneasy?

4. Why does Eddie offer to teach Rodolpho to box?

5. What is Marco trying to prove by lifting the chair? How do both Eddie and the others react?

Act 2

Alfieri’s Prologue 

1. What does Alfieri’s speech tell us about what has happened since we last saw the family?

2. What information does it give us about what we’re to see next?

Catherine and Rodolpho Talk  

1. Why does Catherine question Rodolpho about going back to Italy? What is her ulterior motive in asking?

2. What are Rodolpho’s true intentions?

3. How does Rodolpho view Catherine’s relationship with Eddie? What advice does he give her? 

4. What sort of relationship do Catherine and Rodolpho have?

5. How is their relationship different from that of Eddie and Beatrice?

Eddie’s Violent Arrival 

1. Eddie arrives home drunk, how does he react to stumbling upon Catherine and Rodolpho ?

2.  What evidence can you find in the stage directions and speech that highlights

   • Eddie’s emotions

   • Catherine’s emotions

   • Rodolpho’s emotions

Eddie Consults Alfieri Again 

1. Why does Eddie return to Alfieri for advice a second time?

2. How does Alfieri regard this second encounter, in hindsight?

3. What does this tell us about what will happen next?

4. How does Miller build the sense of doom in this scene?

5. What advice does Alfieri give to Eddie?

6. Has this changed since the last time they spoke?

7. What is Eddie’s tragic flaw? 

Eddie’s Secret Phone Call 

1. What does Eddie do to try and remedy his Rodolpho problem?

2. Do you think it will work?

3. What does this tell us about his character? 

4. How has Eddie changed, since the arrival of the two Italian men?

His Conversation with Beatrice 

1. How does Eddie react to the news that Catherine and Rodolpho have moved upstairs?

2. What state of mind is Beatrice in? How does she feel about how things have turned out?

3. What does Eddie say about the problem that exists in his own marriage?

Catherine’s Cold Reaction to Eddie 

1. How would you direct Catherine to speak the lines in which she invites Eddie to the wedding?

2. How has Catherine’s attitude towards Eddie changed?

3. Do you feel any sympathy for Eddie at this point? Why or why not? 

Eddie’s Realization 

1. Why is Eddie concerned when he hears about Lipari’s nephew boarding upstairs? 

2. What is running through Eddie’s mind, as he starts to frantically reason with Beatrice? 

3. How do you think he feels when he hears the knock at the door?

Immigration Arrives 

1. Look at the ways Beatrice and Catherine react to realizing Immigration is at the door. Do you think they suspect what has happened?

2. How does Marco implicate Eddie? What does this mean for Eddie’s future?

3. How does the family view Eddie after the officers take the Italians?

4. How does the community view Eddie after the officers take the Italians?

Coming Full Circle 

1. Why did Miller include the story about Vinny Bolzano? What was he preparing the audience for?

2. How does the theme of justice and the community play out?

3. How do you suspect Eddie will be treated by the community now?

Alfieri Speaks with the Boys 

1. What does Alfieri want Marco to promise?

2. Why does Marco refuse to make the promise? What does this say about his character?

3. How is the concept of ‘the law’ different to Marco?

4. How does the advice Alfieri gives to Marco echo that given to Eddie?

5. Why does Alfieri repeat that ‘only God’ can make justice?

6. How has Catherine’s view of Eddie changed? Marco’s? Rodolpho’s? Alfieri’s?

The Fatal Ending 

1. What do you think of Eddie’s reaction to Catherine’s wedding?

2. Why does Beatrice let him get away with acting childish?

3. Why does Rodolpho try to make peace with Eddie?

4. How does Eddie react to Beatrice’s accusation?

5. How is Eddie’s vehemence towards Marco a sign of dramatic irony?

Eddie 

1. Why is Eddie’s death significant? What does is symbolize? 

2. How does Eddie’s character change in the final stages of the play? Look specifically at his language and the way he talks.

A View from the Bridge - Assignment

Listening to the play is as important as reading it.  Listening to understand for meaning and tone helps you strengthen your connection to the play.

Think about how the four living characters at the end of the play felt.  No matter how they felt, they would all be interviewed by the police.  What would they say?

Choose one of the following prompts and answer it in a 250 word response. 

1. Write the statement that Catherine would make to the police about the events of the play. Use language appropriate to the character to show your understanding of characterization.

2. Write the statement that Marco would make to the police about the events of the play. Use language appropriate to the character to show your understanding of characterization.

3. Write the statement that Rodolpho would make to the police about the events of the play. Use language appropriate to the character to show your understanding of characterization.

4. Write the statement that Alfieri would make to the police about the events of the play. Use language appropriate to the character to show your understanding of characterization.

Reminders:

• Focus on characterization.

• Reference to at least one event (with a direct quote) from each act of the play.   You need a minimum of 1 quote per act.  Read the rubric.

• Reference at least one character other than Eddie.

• Focus on the character at the end of the play. 

• Do not quote stage directions.

• Use descriptive language when you introduce your quotes.

• You will hand in your brainstorm and quote sheet at the end of the first writing period.  You will be given that sheet back on the second writing period.  No other sources are allowed.

• Remember that the character is giving the police a statement.

Assignment Formatting

• You will be writing this assignment in class over 2 periods.  

  • One period to brainstorm and get your quotes. You will hand in your quote / brainstorm page to me at the end of class.

  • One period to write your assignment.  You can only use the quote / brainstorm page.  No other sources are allowed.

• double space your response 

• MLA heading (your name, my name, course code, date)

• Because you are "writing in role", you:

  • can use contractions

  • can use "I"

How Black Mothers Say I Love You

The Historical Backdrop of How Black Mothers Say I Love You

In 1955, Canada and North America introduced the West Indian Domestic Scheme. This scheme allowed eligible black women from mainly Jamaica and Barbados who were between the ages of eighteen and thirty-five, in good health, with no family ties and at least an eighth-grade education to enter Canada and parts of the US. Many women went to Canada, New York, and Miami. After one year as a domestic servant, these women were given landed-immigrant status and were able to apply for citizenship after five years. Even though the scheme originally allowed only one hundred women per year, 2,690 women had entered Canada from Jamaica and Barbados by 1965. In 1962, discriminatory language was taken out of the Canadian Immigration Act and the number of Jamaicans who came to Canada dramatically increased.

After the 1960s

Because changes in the Immigration Act allowed non‐whites to enter Canada without restrictions, many Jamaicans took advantage of the opportunity and entered Canada with hopes of achieving their goals for a better life. After the purging of many racist immigration policies, a large number of Jamaicans started to enter Canada as tourists and many would later apply independently for landed-immigrant status. In the late 1960s, the Canadian government instituted the family reunification clause into its immigration policy, which made it even easier for Jamaicans and other groups to bring their loved ones to join them in Canada. Thus, during the 1970s and ’80s, many Jamaicans who entered Canada were children and husbands of the Jamaican women who came to Canada between 1955 and 1965.*

A General Timeline for the Play

Daphne had Claudette in Jamaica when she was seventeen. Two years later she had Valerie.

Daphne came to the US when she was twenty-four years old, leaving behind Claudette, age seven, and Valerie, age five. After being in the US for two years she met Cloe’s dad, married him and had Cloe. She was separated from her two other children for six years. By the time Valerie and Claudette came to the US, Cloe was four years old; Claudette was thirteen when she came to the US, and Valarie was eleven. Daphne was thirty years old when the girls arrived. Cloe died six years after the girls arrived at ten years old.

Claudette was nineteen years old when Cloe died and Valerie was seventeen. Daphne was thirty-six years old when Cloe died. The play begins in the present day, eighteen years after Cloe’s death…

Characters

Daphne: Fifty-four-year-old former domestic worker from Jamaica. She has terminal cancer. She is a very religious woman. She’s known for being a bit dramatic and loves to tell a good story; however, she is also a very private and proud woman.

Claudette: Thirty-seven years old, a social worker and a social activist. She is Daphne’s eldest daughter. She’s a pretty tomboy type who often wears a white T-shirt and a pair of jeans, occasionally she wears red lipstick.

Valerie: Thirty-five years old, married into money, but “works” at her husband’s office. She is Daphne’s middle daughter. She is pretty and tends to be a bit stiff and proper. She values tradition and the proper way of doing things. She tends to dress like Michelle Obama. She is the peacemaker of the family, and thus often has a nervous energy about her.

Cloe: Daphne’s youngest child. She is “dead.” Yet her spirit remains a constant presence in the house. Cloe is seen mainly by Daphne but felt by everyone. Cloe died when she was ten years old from sickle-cell anemia.

How Black Mothers Say I Love You - Reading Questions

Act 1

Scene 1 (pages 3 - 8)

1. Focus on the stage directions and setting.

2. What music is in the play?

3. Describe Daphne.  What is she doing?  What does this reveal?

4. Describe Claudette.

5. What is Daphne's problem with Claudette?

6. What is Daphne's problem with Claudette and Valerie?

7. Why is Daphne "impressed" by Charlene?

8. What is Daphne diagnosed with?

9. Where does Daphne's faith lead her?

10. Who is confused?

11. Which character is introduced at the end of the scene?  What is she humming / singing?  When do we sing this type of song?

Scene 2 (pages 9-16)

1. How does Valerie have power at work?

2. What does Valerie's husband do?  Where?

3. What does Claudette do for a living?

4. What does Valerie tell Claudette she would have been?

5. How long has Claudette been away from Daphne and Valerie?

6. What do we know about Daphne's character?

7. What has Daphne prepared?

8. What was it like to be Cloe's sisters?

9. What is Claudette's characterization of her mother, regarding treatment?

10. Who sees Cloe?

Scene 3 (pages 17-21)

1. Does the audience know what Daphne is praying for?

2. Who comforts Daphne?

Scene 4 (pages 22-33)

1. What is the reason for the tension between Claudette and Valerie?

2. What secret does Valerie tell Claudette?

3. What secret does Claudette tell Valerie?

4. What else does Valerie tell Claudette?

5. What does Valerie admit to?

6. Describe how both sisters get "cold feet".

7. What is Valerie's mad at Claudette for?

Scene 5 (pages 34 - 43)

1.  What unites the family?

2. What does not unite the family?

3. What is Daphne shocked about?

4. What does Claudette accuse her mother of?

5. Who enters the room?

6. What is ironic about Claudette's statement about the "kittens"?

7. What does Claudette accuse her mother of?

8. What is Daphne's defence?

9. Read the stage direction on page 41.  Who "shatters" the tension?

Scene 6 (pages 43 - 46)

1. What does Daphne put her faith in?

2. What does Daphne ask help with.

3. What is the family agreement?

Scene 7 (pages 47 - 52)

1. What is the conflict between Daphne and Claudette?

2. What happened between Daphne and Cloe's father?

3. What does Claudette wish for?

Act 2

Scene 1 (pages 53 - 59)

1. What is Claudette afraid of "forgetting"?

2. What is Valerie's ironic point?

3. What does Valerie remind Claudette of?

4. What does Valerie remind Claudette of in regards to her relationship?

5. What does Valerie force Claudette to deal with?

Scene 2 (pages 60-66)

1. What ironic point does Valerie make with Daphne?

2. What does Daphne admit to Valerie?

3. Why is Daphne angry?

4. How was Daphne's relationship with her father altered after the "discovery" of Claudette? 

5. What does Daphne confess in anger?

Scene 3 (pages 67-72)

1. Who does Daphne want Claudette to meet?

2. What does Valerie explain to Daphne?

3. What does Claudette want?

4. Who does Claudette want to be treated like?

5. What upsets Daphne?

6. What does Daphne call Claudette's, "so-called life"?

7. What conflict is introduced at the end of the scene?

Scene 4 (pages 73 - 74)

1. Read the stage directions.  Where is Cloe?

2. Who is being encouraged to "push"?

Scene 5 (pages 75 - 78)

1. What has Tamara decided to do with the baby?

2. What is the irony that Claudette and Valerie realise about their mother?

3. What does Valerie confess?

4. What does Valerie tell Claudette about forgiveness? 

Scene 6 (pages 79-83)

1. What does Claudette announce?

2. What is Daphne's reaction?

3. What causes conflict between Daphne and Claudette?

4. What does Claudette ask her mother?

5. What does Claudette experience?

6. What does Daphne tell her?

Scene 7 (page 84)

1. Where does Daphne send Cloe?

Scene 8 (page 85 -89)

1. Where does Daphne offer Claudette?

2. Why does Daphne want Claudette to name the infant Naomi?

Big Ideas from How Black Mothers Say I Love You

How Black Mothers Say I Love You - Assignment 1 & 2

Assignment 1 - Character Analysis (K)

You will compare and contrast Claudette and Daphne in the play on a character chart.  

• The charts will be provided in class.  There is one below.

• This is a one period assignment, due at the end of class.  

• You can use your handwritten notes from class in your notebook and a paper copy of the play.  No digital devices allowed.

• See rubric below.

Assignment 2 - Writing in Role (T/C/A)

You are conducting a personal interview with Claudette after the end of the play.  

• Write 4 questions to ask Claudette.  

• Answer those questions as you think Claudette would.  

• Each answer will be 100 words maximum in length, not including the quote.  

• Each answer requires one quote for support.  

• The first 2 answers must be supported by quotes from Act 1 and the second 2 answers must be supported by quotes from Act 2.

• You can use your handwritten notes from class in your notebook and a paper copy of the play.  No digital devices allowed.

• This is a 3 period assignment, due on the last day.

• See rubric below.

Hamlet Assignment - Character Sketch

Choose one character from Hamlet to create a character sketch.  Use your notes, the Hamlet Glossary and Hamlet as your sources. Write in complete sentences, number your answers and double space.  (K /10)

Items to include in your character sketch

1. Direct Quotes: Three direct or indirect quotations which encapsulate (or add understanding) to the character. 

2. Virtues: What are your character’s best qualities?

3. Vices: What are your character’s worst qualities (weaknesses and flaws)?

4. Loves / Cares About: What this character loves most.

5. Thoughts about inner-self / Appears to others: Consider both how your character appears to others on the surface and what you know about the character’s inner-self.

6. Tries to Control: What is an example of how your character tries to seek control.

7. Symbols: What objects can you associate/relate with your character? 

8. Goals: What does this character want? What actions do they take?

9. Conflict: What is standing in your character’s way? What is holding them back from achieving their goal? Is this someone? Or a character flaw? An event?

10. Physical Appearance/ Description: What are the defining traits or features of the character.