Mrs. Dalloway

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. Between 1914 and 1918, many of the world powers were engaged in fighting the Great War, later called World War I (WWI). Reflect upon the causes and effects of WWI in participating countries. How did WWI shape future generations, particularly those individuals who fought in the war?

Teaching Suggestion: This Short Answer question orients students with the historical context of the novel: the British Empire in the post-WWI era. Caused by rising tensions related to imperialism, economics, and politics in the European region, WWI eventually extended to the surrounding continents, as the imperialism of European countries resulted in the involvement of colonies in battles. Woolf’s novel is placed five years after the war, when the general population is still reeling from the effects of the war. Individuals who fought in the war were significantly affected physically and mentally. Woolf explores the latter through her character Septimus, a war veteran who struggles with post-traumatic stress disorder (PTSD); in fact, Woolf’s narrative is considered one of the first pieces of literature to explore the trauma of war on veterans’ mental health.

• History.com offers a thorough overview of “World War I.”
• Historic England shares “The Impact of the First World War,” focusing particularly on those who were physically impaired from the fighting.

2. The literary movement of Modernism is usually associated with literature in the post-WWI era. What type of literature was produced in this era? In particular, what types of themes were focused on? Who were notable authors during this literary era?

Teaching Suggestion: This Short Answer question orients students with the historical and literary contexts of the text in relation to the themes of Isolation Within the Social Classes and The Power of Memory. Modernism in literature arose as a response to the destruction of WWI. Some of the major themes that writers focused on included a rejection of Victorian norms and ideals, the failings of industrialization, and the harsh reality of the postwar world. Furthermore, many authors experimented with the nonlinear passage of time as well as textual styles. Author Virginia Woolf, one of the best-known writers of the London-based “Bloomsbury Group,” experimented with narrative in her stream-of-consciousness style.

• The Literature Network shares information on the “Bloomsbury Group.”

Short Activity

Modernist author Virginia Woolf explored themes such as Isolation Within the Social Classes and The Power of Memory, particularly in the historical context of WWI, in many of her texts. Working in small groups, select one of these texts and, using critical overviews, analyze the above themes in the selected work. Share an overview, along with any related visuals and/or videos, with the class.

Teaching Suggestion: This Short Activity invites students to consider the author’s context as it relates to the themes of the novel. Depending on the level of the class, this Short Activity may be done as either a formal or informal presentation.

• Columbia University shares a synopsis of Woolf’s background and works.
• Literariness.org offers detailed descriptions of Woolf’s work, including her themes. 

Personal Connection Prompt

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

Virginia Woolf is well-known for her “stream-of-consciousness” narration. This form of writing imitates the nonlinear flow of thought from a character’s perspective. Write an entry in which you utilize the stream-of-consciousness technique using one of these prompts. Select one of the prompts and write your thoughts as they arise, without editing or limiting the flow.

Teaching Suggestion: This Personal Connection Prompt invites students to explore Woolf’s writing style in a creative writing prompt. Given the personal nature of their entries, remind students that they can feel free and uninhibited in their writing, exploring topics that come to their mind without prejudice. The links below are an entry point for students new to the stream-of-consciousness style of writing.

• Oregon State University, “What Is Stream of Consciousness?”
• Masterclass.com, “Writing 101: What Is Stream of Consciousness Writing?”

Differentiation Suggestion: For a further creative writing component, the Personal Connection Prompt may be extended to the following exercise: Using the link above as guidance, write a stream-of-consciousness entry each day for one week. Compile a journal of your entries and reflect on topics and themes that are common in your submissions.