No Exit

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.

DEBATE: “Did Sartre’s Characters Deserve to be in Hell?”

In this activity, students will participate in an in-class debate where they argue for or against the following assertion: Based on the information provided by Sartre in his play, Estelle, Garcin, and Inez deserved to be in hell.

As the play progresses, each of Sartre’s characters learn about their companions’ actions, many of which were questionable in morals and ethics. In this activity, you will participate in an in-class debate where you argue either for or against the following assertion: Based on the information provided by Sartre in his play, Estelle, Garcin, and Inez deserved to be in hell.

Working with your classmates, you will develop an argument, including opening and closing statements as well as rebuttals, that supports your point of view. Be sure to rehearse your argument with your group prior to the in-class debate. Finally, participate in a post-debate class discussion in which you analyze and reflect on each team’s argumentative approaches, as well as the presence of the themes Subjectivity Versus Objectivity of The Self, Creating Meaning in Absurdity, and The Possibility of Redemption.

Teaching Suggestion: This activity invites students to connect the concept of the Judeo-Christian afterlife with Sartre’s philosophy concerning the meaning of life. The monotheistic Abrahamic religions (i.e., Judaism, Christianity, and Islam) all provide different stipulations regarding the afterlife, particularly as it relates to performing good deeds, asking for forgiveness, and testifying one’s faith to a particular belief system. This teacher-facing resource from Harvard University provides guidance on facilitating in-class debates.

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. Inez creates the idea of being a “lark-mirror” as a form of reflection.

• What does the ability to be a “lark-mirror” do to the characters’ ability to trust one another? (topic sentence)
• Identify 2-3 examples from the text and analyze the role of the symbol in relation to the discussion of subjectivity.
• How might the “lark-mirror” complicate the concept of Subjectivity Versus Objectivity of The Self?

2. The character of the Valet is present for a very short time at the beginning of the play. 

• Why does his character exist? What does he contribute to the play that would otherwise be missing? (topic sentence)
• Identify 1-2 portions of the play that involve his presence in your argument.
• How does the presence of the Valet fit within the larger theme of Creating Meaning in Absurdity?

3. Anxiety and pessimism are very frequently found in works that deal with existentialist themes. This is also present in Sartre’s concept of the Look, where looking and being looked at can cause anxiety in a subject. Yet, in his work “Existentialism is a Humanism,” Sartre claims that existentialism is perhaps the most optimistic philosophy.

• How can that claim be reconciled with No Exit? (topic sentence)
• Can the play be viewed in an optimistic light? Why or why not?
• How does the idea of optimism in existentialism connect with the play’s theme of The Possibility of Redemption?

Full Essay Assignments

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

1. Unreliable characters and narrators are a staple of literature written during and after World War II. This is partly because of the shift in philosophical thinking and approaches to life, as outlined in the play’s Study Guide. Is it possible that one of the characters is lying and is an assigned torturer for the other two? Cite examples from the text to substantiate your argument. If you think all of the characters are being truthful, cite reasons as to why.

2. Why does Garcin claim that “hell is other people” (46-47) yet choose to stay in the room with Estelle and Inez? If he wanted only Inez’s approval, why not leave the room with Inez and leave Estelle behind? Make sure to consider Sartre’s broader philosophies and the themes discussed within this guide.

3. Why has Sartre chosen to deprive his characters of rest in the afterlife? What might this symbolize for each of their journeys? Consider each character’s secrets and backstory when deciding what lack of sleep and rest might mean for each. How might the play be different if, say, each character had their own bedroom? Or if the room was decorated in a more human way, with mirrors and other human amenities? How would the interactions between the characters change if they could sleep or blink?

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

Multiple Choice

1. Based on the backstories of Estelle, Garcin, and Inez, which of the following conclusions can be drawn about Sartre’s depiction of the afterlife?

A) It is related to the stereotypical Judeo-Christian representation of hell.

B) It is not based on belief in a deity, but rather a person’s good works on Earth.

C) It is a place of movement and fluidity, where new residents come and go as they wish.

D) It is not a close reflection of one’s actions during their life.

2. Which of the following physical features is revisited throughout the play?

A) Nose

B) Back

C) Eyes

D) Throat

3. Which of the following conflicts manifests within the three characters as the play progresses?

A) Between one’s subjective and objective self

B) Between one’s gender and social expectation

C) Between one’s sexuality and political affiliation

D) Between one’s psychological and physiological capabilities

4. Which of the following words best represents Garcin’s emotional state prior to his death?

A) Confident

B) Intrepid

C) Diffident

D) Frightened

5. Which of the following words best describes Sartre’s characterization of Inez throughout the play?

A) Fluid

B) Flat

C) Round

D) Ambivalent

6. Which of the following phrases best describes Estelle’s main concern regarding her own life on Earth?

A) Preparing for motherhood

B) Developing her mental aptitude

C) Challenging her superiors

D) Maintaining the status quo

7. Which of the following establishments does the setting of Estelle, Garcin, and Inez’s abode most closely resemble?

A) A hotel

B) A hospital

C) A restaurant

D) A government building

8. Which of the following characteristics do Estelle, Garcin, and Inez have in common?

A) They are all from the same country.

B) They all have the same gender orientation.

C) They are all determined to make peace with their former lovers.

D) They are all surprised at the reality of the afterlife.

9. Based on the content of the play, which of the following general statements is true about a person’s experience in Sartre’s afterlife?

A) A person’s humanity is diminished.

B) There is no ability to see the actions of those on Earth.

C) People are grouped with individuals they came into contact with while alive.

D) Those in the afterlife may freely move in and out of the establishment.

10. Which of the following sentences is true about the design of the rooms in Sartre’s hell?

A) All are catering to the inhabitants’ tastes in design.

B) All are selected for the inhabitants of the particular room.

C) All are decorated in French architectural styles.

D) All are created with ease and comfort in mind.

11. Which of the following words describes the characters’ observations regarding the temperature of the room?

A) Chilly

B) Fluctuating

C) Stuffy

D) Comfortable

12. Which of the following situations frequently interrupts the conversations between Estelle, Garcin, and Inez?

A) An insight into a present moment on Earth

B) The arrival of the Valet

C) The rising and setting sun

D) The sound of the bird chirping

13. Which of the following aspects of Inez makes Estelle uncomfortable?

A) Her fashion taste

B) Her sexuality

C) Her political status

D) Her religious beliefs

14. Which of the following words best describes Estelle’s reaction when Inez and Garcin try to make her tell her story?

A) Uncomfortable

B) Jubilant

C) Accommodating

D) Apathetic

15. Which of the following feelings does Garcin struggle with throughout the play?

A) His callousness

B) His cowardice

C) His narcissism

D) His adultery

Long Answer

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

1. What is the setting of the play? How does the setting relate to the central concept?

2. What is the structure of the play? How does this structure fuel the mood of the play?