If something has the power to corrupt someone, it has the power to make them dishonest and immoral.

An ethereal being is a beautiful and other-worldly creature.

If you idolise someone, you adore and admire them very much.

If you do something wilfully, you do it knowingly and on purpose.

If you feel fulfilled, you feel that all your hopes and ambitions have been met.

'A Christmas Carol' Stave 2: Belle

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': 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 4: Scrooge's fears

'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

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Historic or outdated representations of people that may portray inequality or injustice.

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

Depiction or discussion of sensitive content

Before he sees his time at boarding school.

Before he sees himself as Fezziwig's apprentice.

Whereabouts in Stave 2 of 'A Christmas Carol' is Scrooge shown the memories of Belle? Choose the most appropriate option.

How does Dickens present young Belle in 'A Christmas Carol'? 

She is living in poverty and is bitter towards Scrooge.

She is a successful businesswoman and is pleased to see Scrooge.

She has passed away, and her family is grateful to Scrooge.

She is living a modest, but content life with a family.

She is poor and destitute, living on the streets.

In Stave 2 of 'A Christmas Carol' when the Ghost of Christmas Past shows Scrooge the vision of Belle as an adult, what does he observe?

Which of the following can be used as a synonym for 'wilful'?

Belle tells Scrooge that she feels displaced by "another idol...a golden one."

Belle tells Scrooge that she has seen his "nobler aspirations" slip away.

Belle tells Scrooge that they used to be "poor and content to be so."

Belle asks Scrooge if he would have chosen to be with her now.

Belle tells Scrooge that she doubts he would have married a dowerless girl.

Belle wishes Scrooge well and tells him she hopes he is happy with his choice.

Belle's husband reports that Scrooge is miserable and alone.

Starting with the first, put the statements in chronological order of when they occur in Stave 2 of 'A Christmas Carol'.

Dickens is reminding us that Scrooge made the decision to end the relationship.

Belle is a spiteful character and is being sarcastic and insincere here.

Belle is a kind character and is genuinely wishing Scrooge the best.

Dickens is reminding us that Scrooge is responsible for his own isolation.

Dickens is reminding us that our choices have consequences.

Which of the following are appropriate interpretations for the following quotation taken from 'A Christmas Carol': “May you be happy in the life you have chosen!”

What was Belle's relationship with Ebenezer Scrooge in 'A Christmas Carol'?

Scrooge was too kind and generous for her.

She realised Scrooge was more interested in money.

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

She represents Scrooge's lonely childhood.

What does Belle represent in Scrooge's past as seen in Stave 2 of 'A Christmas Carol'? 

To make them behave dishonestly or immorally.

To provide them with guidance and support.

Complete the quotation from A Christmas Carol: "The happiness he gives, is quite as great as if it cost a...”

"Another idol has displaced me... a golden one."

“I told you these were shadows of the things that have been"

“Yo ho, my boys! No more work tonight."

"What reason have you to be morose? You’re rich enough.”

Match the quotations up to the characters who said them in 'A Christmas Carol'.

'A Christmas Carol' Stave 2: Belle

Lesson outcome

Content guidance