to leave a person behind, usually forever

able to be easily hurt or attacked, either physically or emotionally

if you advocate for something, you promote it

enduring hardship without showing it - not showing one’s emotions

'A Christmas Carol' Stave 4: Scrooge's fears

English

'A Christmas Carol' Stave 1: Scrooge the Miser

'A Christmas Carol' Stave 1: The Characterisation of Scrooge

'A Christmas Carol' Stave 1: Meeting Marley's ghost

'A Christmas Carol': Scrooge as a very Victorian character

'A Christmas Carol': planning an essay on Scrooge

'A Christmas Carol': writing about Stave 1

'A Christmas Carol' Stave 2: the first of the three spirits

'A Christmas Carol' Stave 2: Scrooge's childhood and Fezziwig

'A Christmas Carol' Stave 2: Belle

'A Christmas Carol': writing about Stave 2

'A Christmas Carol': improving analytical writing

'A Christmas Carol' Stave 3: the second of the three spirits

'A Christmas Carol' Stave 3: Christmas around the world

'A Christmas Carol' Stave 3: the Cratchits' Christmas

'A Christmas Carol' Stave 3: Scrooge and Fred as opposite characters

'A Christmas Carol' Stave 3: Ignorance and Want

'A Christmas Carol': writing about the presentation of children

'A Christmas Carol' Stave 4: the last of the three spirits

'A Christmas Carol' Stave 4: a significant death

'A Christmas Carol' Stave 4: death in the novella

'A Christmas Carol' Stave 5: the change in Scrooge

'A Christmas Carol': symbolism in the novella

'A Christmas Carol': Scrooge's redemptive journey

'A Christmas Carol': planning an extended argument

'A Christmas Carol': writing an extended argument

In 'A Christmas Carol: Scrooge's redemption, pupils trace the way Scrooge changes across the text as a result of his interaction with the ghosts. In 'A Christmas Carol: a ghost story', pupils  examine the use of gothic tropes in more detail and in particular the use of the supernatural and the ghosts, which allow the past to interrupt the present and even future.

In 'Victorian Childhood', pupils read a number of non fiction extracts about the suffering of poor children and campaign for better laws to protect them as part of a persuasive speaking role play. In 'A Christmas Carol', pupils learn about Dickens as a social campaigner and the way in which he wrote the novella to encourage people to help the poor.

In this unit, pupils read and explore 'A Christmas Carol'. They start by reading the novella in full, pausing during each stave to analyse key scenes, characters, themes and methods. After reading the novella, pupils chart Scrooge's redemptive journey and craft an essay on the presentation of fear.

Nineteenth century text: first study

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

He feels indifferent towards his local community.

He values community and recognises its importance.

He wilfully isolates himself from his local community.

He views community as a drain on an individual's resources.

What are Scrooge's views on community in stave 1 of 'A Christmas Carol'? 

What are Scrooge's fears in staves 1-3 of 'A Christmas Carol'?

Which of these can be used as a synonym for 'appears emotionless'?

Complete the quotation from stave 2 of 'A Christmas Carol': “There is nothing on which it is so hard as ...".

Which character does Dickens present (and celebrate) as emotionally vulnerable in 'A Christmas Carol'? 

Scrooge fears the finality of death in stave 4. 

Scrooge fears the spirit's appearance in stave 4 - it resembles the Grim Reaper.

Scrooge fears being buried in a neglected part of town and left to rot.

Scrooge becomes fearful of not leaving a positive legacy behind when he dies.

Scrooge becomes fearful of having the same fate as Jacob Marley in stave 4.

Which of these statements best explains Scrooge's greatest fear in stave 4 of 'A Christmas Carol'? 

Which part of a person's life did Charles Dickens think was particularly significant in shaping a person? 

What did Charles Dickens believe would happen to children who faced injustice?

Scrooge's father died when he was a very young boy.

Scrooge's little sister Fan ran away to France when she was a young adult.

Scrooge's father left him at boarding school during the holidays.

Scrooge was a well-loved child at school - particularly by his teachers. 

Which of the following statements are true about Scrooge's childhood in 'A Christmas Carol'? 

Because he doesn't have enough money to sustain a life with her.

Because she recognises that his priorities have changed.

Because he didn't want to have a family with her.

In 'A Christmas Carol', why does Belle break her engagement with Scrooge off? 

When you don't feel any emotions at all. 

When you are overhwlemed with extreme emotion.

When you push your emotions away and ignore them.

When you show your emotions clearly to others.

When you cannot interpret or understand other people's emotions.

Which of the following is the correct definition for the term 'emotional repression'?

 “A solitary child, neglected by his friends, is left there"

“Because you fell in love!” growled Scrooge...

“Are there no prisons?” said the Spirit, turning on him..."

"Assure me that I yet may change these shadows"

Match the 'A Christmas Carol' quotation up to the stave it appears in.

Starter Quiz

Which part of a person's life did Charles Dickens think was particularly significant in shaping a person?