Blood Wedding

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. During the early and mid-20th century, Spain experienced a period of political upheaval. What were the causes and effects of this political turmoil? What was the political regime, and what was this regime’s impact on Spanish society?

Teaching Suggestion: This question provides historical context to the era in which Lorca lived and wrote his plays. Spain was primarily an agricultural nation before the Spanish Civil War (1936-1939). After voting to abolish the monarchy in 1931, Spain became a liberal republic; however, in 1936, Spain again experienced political upheaval as a rebel military group (known as Nationalists) moved to overthrow the Republic. Led by dictator Francisco Franco, the country entered a Civil War that lasted three years until the Republic officially surrendered. During the years of the Civil War, political dissidents were jailed and executed; one of these people was the playwright Lorca, who was murdered by Nationalists in 1936. Franco ruled as an oppressive dictator of Spain until he died in 1975.

• “Francisco Franco” is a History.com article that shares an overview of Spanish dictator Francisco Franco’s rise to power and his effect on the country.
• “Theaters of War: Combatant Drama During the Spanish Civil War” is a Vanderbilt University academic paper on theater during the Spanish Civil War.

2. What are “honor killings?” In which ways does an honor killing disproportionately affect women compared to men? Are honor killings still present in contemporary society?

Teaching Suggestion: This question orients students with an important thematic element of the play: the role of Women as Casualties, particularly as it relates to Fate and the Tragic Cost of Honor. The idea that honor is tied to a woman’s place in the family and society perpetuates the concept that women are not agents of their own decisions but representations of social order. In the play, Lorca comments on women’s powerlessness in a patriarchal society while simultaneously noting that women can also perpetuate these social orders by enforcing patriarchal norms, upholding expectations, and teaching younger generations to comply with these standards. Although Lorca wrote this play a century ago, these themes are still present in Spanish society today, as women are forced to battle patriarchal standards and norms as they vie for safety and security. This question segues into the Personal Connection Prompt.

• Britannica shares a sociological overview of honor killings.
• “Machismo Kills” is an article from The New York Times that explores the pervasiveness of femicide and killing for honor. (Subscription may be required for viewing)

Short Activity

Throughout history, many playwrights have used their artistic medium to influence society. Working in small groups, research playwrights who were notable in their era. Use the following topics to guide your research:

• The background and location of the playwright
• The most common theme of the person’s work
• This person’s impact on the country of origin
• Overall reception during the time
• Their legacy

After researching with your group, share your findings with the class in a presentation.

Teaching Suggestion: This activity invites students to consider their prior knowledge of playwrights in the context of group work. Each group should select a different playwright, considering the diversity of location, gender, age, perspective, nationality, etc. The following links provide additional information regarding famous male Western playwrights and information about the impact of Lorca in Spanish theater.

• This list compiles ten of history’s most influential American and European male playwrights. (Academia.edu sign-in required for viewing)
• Britannica highlights Lorca’s work and his influence on Spanish society.

Differentiation Suggestion: For more advanced classes, this activity may be adapted to individual class work or a take-home assignment, where students can share their findings informally instead of a structured group presentation.

Personal Connection Prompt

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

Is death ever the solution to maintain honor? Explain why or why not.

Teaching Suggestion: This prompt invites students to reflect on honor killings philosophically. While students may rush to answer the question with a “no,” ask students to consider the idea of “death” and “honor” from multiple angles, including potentially sensitive issues about military involvement, sacrifice, and suicide. This question directly links with the theme of Fate and the Tragic Cost of Honor and to the Discussion/Analysis Prompt.

Differentiation Suggestion: Based on the class level, this prompt may be reframed to a debate or open discussion question, in which students may argue for or against the question, “Is death ever the solution to maintaining honor?”