The Great Divorce

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

ACTIVITY 1: “After the Dream”

In this activity, students will demonstrate an understanding of Lewis’s style and structure by creating an original narrative continuation of the story.  

Throughout the story, the narrator is depicted as more of an observer than an active participant in the spiritual dilemmas around him. In this activity, you will continue where the story left off in order to explore what the narrator might be inspired to do after having this revelatory dream. In your narrative, consider the impact of the dreamlike journey on the narrator’s waking actions as well as the impact of sharing this dream. Will he tell others about it, will doubt creep in, or will he have another kind of spiritual revelation? You decide the shape this continuation takes, but make sure to borrow from Lewis’s didactic style and modes of argumentation.

Stories will be shared with the class. Once you have read your classmates’ stories, reflect on the following questions: Which story is the most persuasive, and why? How did other students effectively adopt Lewis’s writing style? Do the continuations further develop Lewis’s message? Why or why not?

Teaching Suggestion: This activity offers students a chance to demonstrate deep understanding of components of the novel while also allowing them to speculate and draw conclusions regarding ideas or questions the novel does not answer. Formal sharing options may include class read-alouds, performances, or a digital anthology.

Differentiation Suggestion: For students with organizational or executive functioning differences, graphic organizers or step guides may be beneficial. For multilingual learners, preselected and/or pre-highlighted passages may help with time management and ease transition from language comprehension to style analysis. To include more learning styles and cultures, consider allowing options for group work, visual or performance art form such as video or storyboarding, or oral response forms such as a monologue. To provide opportunities for reflection, consider having students write statements that explain their choices regarding topic, medium, structure, and style.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Several characters exhibit Humankind’s Capacity for Self-Deception regarding their motives in the novel. Choose only one character as the focus for your essay.

• What role does self-deception play in this character’s experience of Hell? (topic sentence)
• Explain at least two examples that show how this character exhibits self-deception and discuss why this leads to their suffering.
• In your concluding sentence or sentences, explain whether this view of Hell is more or less surmountable than traditional depictions of fire and physical torment.

2. The narrator observes several situations in which the rules governing entry to Heaven seem unfair or cruel. Choose only one of these situations as the focus for your essay.

• How does this scenario appear cruel or unfair, and why is it not? (topic sentence)
• Identify what makes the narrator or other characters perceive this situation as unfair or cruel, and then explain why it is not unjust or cruel.
• In your concluding sentence or sentences, explain how this aspect of divine judgment undermines the accusation that Christianity is too “soft” or “easily accepted” to be real.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Many of the characters the narrator meets exhibit errors in their logic and perception. To what does Lewis attribute these errors? What role does flawed human perception play both in the allegory and in Lewis’s treatment of deeper spiritual questions? What is the relationship between evil, Hell, and flawed human perception, and what is the remedy or counterpoint?

2. A major conundrum of traditional Christian theology involves the reconciliation of a perfect divine plan with the human capacity for evil. How does Lewis reconcile the idea of divine determinism with human free will through the scope and structure of the narrative? Where do characters exhibit free will, and what are the results? Ultimately, why would Hell exist when, as Hard-Bitten suggests, those in charge could rescue sinners from their fate?

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. What devices does Lewis use to depict Grey Town?

A) Auditory imagery and alliteration

B) Visual imagery and symbolism

C) Tactile imagery and irony

D) Olfactory imagery and allusion

2. Why does beginning in medias res make sense in the context of the greater narrative?

A) It emphasizes the actions of the beings around the narrator.

B) It subverts the common tropes of a journey to the Underworld.

C) It mimics the confusing nature of Christian Theology.

D) It mimics the immediacy of a dream, vision, or waking into death.

3. What might the character traits of the people of Grey Town reveal about human beings?

A) Base human nature is childish, deluded, selfish, and hostile.

B) Base human nature is confused, despondent, ungrateful, and fearful.

C) Base human nature is loving, supportive, forgiving, and helpful.

D) Base human nature is neutral, observant, questioning, and intelligent.

4. How does Lewis distinguish Grey Town from the Bright Country?

A) Lewis relies on visual and tactile imagery to create contrast and support symbolism.

B) Lewis relies on character reactions to the environment to create contrast.

C) Lewis relies on allusions to earlier depictions of Heaven and Hell to convey contrast.

D) Lewis relies on poetic language and metaphor to distinguish one setting from another.

5. What point does the bus driver’s assurance that passengers may choose to stay or go convey?

A) There are no laws governing the universe, but people prefer to believe in laws.

B) There are no right or wrong choices because both destinations are equally awful.

C) All humans arrive at their spiritual destination on their own merits, not compulsion.

D) The bus driver confirms Ikey’s observation that everything is too easy for the ghosts.

6. Which of the following narrative formats is the primary facilitator of the text’s spiritual didactics?

A) The narrator’s physical journey

B) Discourse between ghosts and spirits

C) Archetypal characters

D) The narrator’s internal conflict

7. What might the narrator’s ability to walk on water allude to and why?

A) Alluding to an impossible task reveals that faith makes all things possible.

B) Alluding to Greek mythology, the narrator crosses into death via a river.

C) Alluding to a miraculous undertaking, Lewis implies the narrator is pure and holy.

D) Alluding to Christ’s water-walking reveals the capacity of all humans for salvation.

8. What point does Ikey’s foolish attempt to bring the golden apple to Grey Town make?

A) One apple will never create a market of goods big enough for Grey Town.

B) Ikey is foolish to believe the deluded people of Grey Town will want apples.

C) One who does not understand truth or reality cannot reveal it to others.

D) Ikey’s willingness to suffer for a greater cause is noble and praiseworthy.

9. Which of Hard-Bitten’s arguments allows doubt to enter the narrator’s mind?

A) “It’s as good as any other park to look at and darned uncomfortable.”(Chapter 7)

B) “Didn’t we find both sides in the war were run by the same Armament Firms?” (Chapter 7)

C) “They’ve got the strength. If they wanted to rescue us, they could do it.” (Chapter 7)

D) “There doesn’t seem to be much point in going anywhere on your showing.” (Chapter 7)

10. How does Lewis’s revelation of Heaven and Hell through MacDonald differ from common conceptions?

A) Instead of eternal fire, MacDonald describes interminable rain.

B) MacDonald claims they are not places but perceptions.

C) MacDonald makes the famous claim that “Hell is other people.”

D) Instead of divine salvation, MacDonald describes eternal damnation.

11. Why do so many people turn away from the Mountain, according to MacDonald?

A) People are more comfortable with the known even if it is terrible.

B) People are prideful and do not wish to see themselves diminished by being humble.

C) People are more infected by fear and doubt of the unknown than fear of suffering.

D) People are afraid the way there is too steep and fear falling.

12. What is the flaw in both the Artist and Sir Archibald’s reasons for rejecting Heaven?

A) Both mistake their life’s work for their true selves and believe Heaven negates them.

B) Both are afraid that their flaws are too great and wish to avoid rejection.

C) Both return to save others, but they cannot hope to save lives if they reject salvation.

D) Both believe their suffering is noble and therefore justifiable.

13. Why is the desire to enter Heaven not sufficient for entry, such as in the case of the grieving mother?

A) Heaven cannot accommodate those who have struggled with dark emotions.

B) Desire is a sinful emotion and serves as an obstacle to overcome.

C) Heaven is not a means to a personal end but a recognition of reality.

D) Beneath the desire to enter Heaven is a fear of death.

14. What is ironic about Frank’s desire to control and manipulate Sarah Smith?

A) God is in control of everything.

B) Sarah Smith is too aware of reality to be controlled.

C) The only control Frank really has is whether to stay or go with Sarah Smith.

D) Frank gives up his control to the Tragedian.

15. What symbol does Lewis use to reconcile the idea of both free will and divine determinism?

A) A chess game

B) A cosmic egg

C) A watch

D) A train

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. What common misconception of Christianity does the weightiness and difficulty of adjusting to the Bright Country symbolically dispel?

2. Why might the author have chosen to leave the narrator waking—and the question of his and all of humanity’s fate—unresolved at the end of the story?