![The Canterbury Tales - Perspective in "The Wife of Bath's Prologue"](http://cdn.storyboardthat.com/storyboard-srcsets/kristy-littlehale/determining-perspective-in--the-wife-of-bath-s-prologue-.png "The Canterbury Tales - Perspective in "The Wife of Bath's Prologue"")
Activity Overview
There is a long-standing debate over whether Chaucer’s portrayal of the Wife of Bath portrays him as an early feminist, or a typical misogynist of the time period. This activity prompts students to do some research on feminism and misogyny first, either in groups or individually, and after reading the story, to form an opinion of how Chaucer is portraying the Wife of Bath in her Prologue. Have students create a Storyboard that depicts “The Wife of Bath’s Prologue” from the student’s opinion and provide support based upon their research.
Feminist Perspective:
Cell 1: The Wife of Bath, Alyson, has been married five times, and she explains how she has been in control of most of these marriages. She views herself as an expert on the woes of marriage.
Cell 2: She uses biblical examples, including King Solomon, to show that being married so many times is a positive thing. She’s even excited to meet her sixth husband.
Cell 3: She says that while the Apostle Paul preaches the importance of virginity, she smartly points out that someone needs to create more virgins. After all, God told Adam and Eve to be fruitful and multiply.
Cell 4: Alyson’s fifth marriage, to Jankyn, was for love and not money. She gives him everything and he gives her nothing. He tries to control her because his younger age makes him insecure.
Cell 5: Jankyn reads to Alyson every evening about wicked wives. She finally becomes so annoyed that she rips the book and punches Jankyn. He strikes her back, causing her to go deaf in one ear. She lures him to her, pretending to be dying, and hits him again.
Cell 6: This leads to a truce between the two, and Jankyn gives Alyson all of the power in their marriage. She also makes him burn the book. She gains the power back over her dignity, and her marriage.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
- Click "Start Assignment".
- Based on The Wife of Bath, decide whether Chaucer was an early feminist, or a typical misogynist.
- In the descriptions, include evidence from the text that support your opinion.
- Add illustrations for each description using appropriate scenes, characters, items, and dialogue.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
There is a long-standing debate over whether Chaucer’s portrayal of the Wife of Bath portrays him as an early feminist, or a typical misogynist of the time period. This activity prompts students to do some research on feminism and misogyny first, either in groups or individually, and after reading the story, to form an opinion of how Chaucer is portraying the Wife of Bath in her Prologue. Have students create a Storyboard that depicts “The Wife of Bath’s Prologue” from the student’s opinion and provide support based upon their research.
Feminist Perspective:
Cell 1: The Wife of Bath, Alyson, has been married five times, and she explains how she has been in control of most of these marriages. She views herself as an expert on the woes of marriage.
Cell 2: She uses biblical examples, including King Solomon, to show that being married so many times is a positive thing. She’s even excited to meet her sixth husband.
Cell 3: She says that while the Apostle Paul preaches the importance of virginity, she smartly points out that someone needs to create more virgins. After all, God told Adam and Eve to be fruitful and multiply.
Cell 4: Alyson’s fifth marriage, to Jankyn, was for love and not money. She gives him everything and he gives her nothing. He tries to control her because his younger age makes him insecure.
Cell 5: Jankyn reads to Alyson every evening about wicked wives. She finally becomes so annoyed that she rips the book and punches Jankyn. He strikes her back, causing her to go deaf in one ear. She lures him to her, pretending to be dying, and hits him again.
Cell 6: This leads to a truce between the two, and Jankyn gives Alyson all of the power in their marriage. She also makes him burn the book. She gains the power back over her dignity, and her marriage.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
- Click "Start Assignment".
- Based on The Wife of Bath, decide whether Chaucer was an early feminist, or a typical misogynist.
- In the descriptions, include evidence from the text that support your opinion.
- Add illustrations for each description using appropriate scenes, characters, items, and dialogue.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about Perspectives in \"The Wife of Bath\'s Prologue\"
Design a classroom debate on Chaucer’s portrayal of the Wife of Bath
Organize your students into two groups—one arguing that Chaucer was an early feminist, and the other that he was a typical misogynist. Assign each group time to research and prepare arguments using specific examples from the text. This active participation deepens understanding and sharpens critical thinking skills through respectful discussion.
Set clear debate rules and roles for students
Establish ground rules for respectful dialogue and assign roles such as speaker, rebuttal leader, and note-taker within each group. Clarifying expectations ensures all students are engaged and the debate remains productive and focused.
Guide students to find and use textual evidence
Encourage students to select quotes and examples from the Prologue to support their positions. Highlight the importance of citing the text and relating evidence directly to their arguments, helping them build stronger, more persuasive cases.
Facilitate the debate and manage time
Moderate the debate by keeping track of time for each segment, prompting students to move from opening statements to rebuttals and closing remarks. Active facilitation guarantees that all voices are heard and the activity stays on schedule.
Reflect on the debate with a class discussion or quick-write
Wrap up the lesson by inviting students to share what they learned or changed their minds about. Encourage a brief written reflection or group discussion to solidify understanding and connect the activity to broader themes of gender and literature.
Frequently Asked Questions about Perspectives in \"The Wife of Bath\'s Prologue\"
What is the main debate about Chaucer's portrayal of the Wife of Bath in her Prologue?
The main debate centers on whether Chaucer depicts the Wife of Bath as an early feminist challenging medieval gender roles, or as a reflection of typical misogynistic attitudes of the time. Students are encouraged to analyze both feminist and misogynist perspectives using evidence from the Prologue.
How can teachers help students explore feminist and misogynist themes in 'The Wife of Bath’s Prologue'?
Teachers can guide students to research feminism and misogyny, then have them form an opinion on Chaucer's stance after reading the Prologue. Activities like storyboarding with textual evidence and group discussions help deepen understanding of these themes.
What is a simple lesson plan for teaching 'The Wife of Bath’s Prologue' from multiple perspectives?
A simple lesson plan involves: 1) Researching feminism and misogyny, 2) Reading the Prologue, 3) Deciding Chaucer’s perspective, and 4) Creating a storyboard with illustrations and text evidence to support each viewpoint.
What are key examples of feminist ideas in 'The Wife of Bath’s Prologue'?
Key feminist examples include the Wife’s control over her marriages, her use of biblical arguments to defend her choices, and her regaining of autonomy and dignity after conflict with Jankyn. These moments show her challenging traditional gender expectations.
Why is 'The Wife of Bath’s Prologue' considered complex for high school students?
The Prologue is complex due to its historical context, exploration of nuanced gender dynamics, and the need to understand medieval attitudes toward women. Analyzing Chaucer’s intent requires critical thinking and evidence-based discussion.
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