The Elephant Man

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Consider the relationship between an imperialist metropole and its colonies. Historically, how did imperialism shape the minds of those living in the metropole? What does colonization imply about the relationship between those who live in the metropole and those who live in a colony?

Teaching Suggestion: This Short Answer question invites students to consider the historical context of the play in relation to the theme Imperialism and Western Self-Superiority. Pomerance’s play, which is set in the late-19th-century Victorian Era, touches on the relationship between England as the metropole of the British empire. References to colonialism abound in Pomerance’s text: In Belgium, the “Pinheads” are forced to celebrate King Leopold II’s colonization of Africa; Miss Sandwich mentions her work in Niger and Ceylon, both of which were colonies of the British empire; and several characters reference Gordon, a colonizer who was killed in the British colonized African city of Khartoum. Pomerance’s references to colonial exploitation are juxtaposed against the backdrop of the metropole of London, England, where concepts focused on social and biological hierarchy were used in order to perpetuate racist ideology and Western superiority. Pomerance’s play is written in the era of postcolonialism, when criticism of the British empire was more prominent.

• “Between Metropole and Colony” from the University of California Press examines the historical relationship of these two terms in the context of citizenship in society.
• “The ‘New Punitiveness’ in the Context of British Imperial History” from the Centre for Crime and Justice Studies explores how British imperialism subjected colonialized people to the periphery of society.

2. During the rise of the British empire in the 19th century, individuals living in Britain experienced the Victorian Era, named after the reigning monarch Queen Victoria. What were some of the ideals of this era? How did social norms affect society, particular those who did not fit within it?

Teaching Suggestion: This Short Answer question invites students to consider the sociological context of the play in relation to the themes of Dehumanization Through “Freakishness” and “Normalcy” and Science Versus Religion. The rise of British colonialism and imperialism positively correlated with the increased interests of various communities around the world. This interest often resulted in judgmental, racially demeaning, and dehumanizing representations of individuals who did not fit into the strict social classes of the Victorian Era. As a result, the “human curiosities” movement—usually associated with the rise of the so-called “freak show”—resulted in the public humiliation and exploitation of people deemed “abnormal” to social norms in the various metropoles of imperialist nations.

• “Social Life in Victorian England” from University of Delaware shares an overview of social classes, child-related issues, important figures, and crime during this period in England.
• “On the Emergence of the Freak Show in Britain” from BRANCH explores the contrast between “normalcy” and “abnormality” in England during the Victorian Era.

Short Activity

Early-20th-century dramatist Bertold Brecht greatly influenced playwright Bernard Pomerance. Working in small groups, select one of Brecht’s plays to share with the class. Consider the following questions as you prepare your overview: What is this play about? What is the setting, who are the characters, and what are the major plot points? How does Brecht use the theatrical form of expression to make a particular point? What distinguishes Brecht’s plays from those of other dramatists of the 20th century, and how are these elements included in this particular play? Finally, does this play touch upon the themes of Dehumanization Through “Freakishness” and “Normalcy,” Science Versus Religion, and/or Imperialism and Western Self-Superiority? If so, how?

Teaching Suggestion: This Short Activity invites students to explore the literary context of Pomerance’s play, namely the theatrical inspiration of Brecht. Based on the level of the class, students may either create a formal visual presentation or share their findings in an informal group discussion.

• This Poetry Foundation article provides an overview of Bertolt Brecht.
• This article from Europeana explores the impact that Brecht had on theater.

Differentiation Suggestion: For an extended presentation, the following Prompt may be added to the above Short Activity: Select one scene from your chosen Brecht play. Cast the characters, rehearse the script, and perform the scene for the class. Be sure to follow the stage directions in order to stay true to the Brechtian form of theatrical presentation.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Do you believe that contemporary society supports people with physical and/or mental impairments? How has this changed over time? What more can be done in order to support communities with disabilities?

Teaching Suggestion: This Personal Connection Prompt invites students to consider the manner in which society has become more inclusive regarding individuals who have physical and/or mental disabilities. Through the themes Dehumanization Through “Freakishness” and “Normalcy,” Science Versus Religion, and Imperialism and Western Self-Superiority, Pomerance’s play highlights the mistreatments that these communities experienced in the late 19th century, particularly in the realm of exploitation and suffering. This Personal Connection Prompt directly relates to the Discussion/Analysis Prompt.