A PROJECT CRITICAL PRESENTATION
VIOLENCE
IN ROMEO & JULIET
SHAKESPEARS’S
MORAL MESSAGE TO ALL!
For Mr. T.
Hesson
Department of
English
Romeo says
of Juliet:
“O, she doth
teach the torches to burn bright!
It seems she hangs upon
the cheek of night
As a rich jewel in an
Ethiop's ear-
Beauty too rich for use,
for earth too dear!”(act I, scene iv, 45-48)
Yet the prologue says:
The fearful passage of their death-marked
love,
And the continuance of their parents' rage
Which, but their children's end, naught could remove,
Is now the two hours' traffic of our stage” ( prologue)
This sums up one of the definitive
tragedies in world literature-“Romeo & Juliet” by William Shakespeare. As
Prince Escalus berates the citizens of
“...You men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands
Throw your mistempered weapons to the ground
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturbed the quiet of our streets
And made
Cast by their grave-beseeming ornaments
To wield old partisans, in hands as old,
Cankered with peace, to part your cankered hate
(I, i, 83-95
Ripe with violence,
Shakespeare’s Romeo & Juliet is a masterpiece of pure love juxtaposed
against pure hate. Much more, it is a lesson aimed at every generation, not
just those who lived in 17th century
“Civil blood makes civil
hands unclean” is Shakespeare’s message in the prologue. Look at those who fall
by violence in Romeo & Juliet! All die unfairly. Romeo, Juliet and Mercutio
are unwitting victims of violence and, whose deaths represent a blanket of
violence that can easily be drawn over the entire world.
Since Romeo & Juliet
are teenage victims, similar to many who live in
1: Each group will
be asked to construct a POWER POINT presentation portraying the Shakespeare’s
view of violence as it so eloquently woven in Romeo & Juliet.
2: Each member of the
group will then prepare of five page minimum paper outlining the groups’
findings. You should use illustrations to prove your points in the form of
graphs, charts pictures etc.
3: In both the Power Point
and Paper you will use CHARACTERS, EVENTS, SCENES and QUOTES to prove your
thesis on violence in Romeo & Juliet.
3: As a format you will
use the PUBLIC POLICY ANANLYST as a guide to both the Power Point and the
Paper. You will be asked to complete the PPA as if you were Shakespeare. You
will be the author and you will define the social problem, find evidence, find
causes, find policies and determine the BEST policy that Shakespeare clearly or
figuratively poses in his play.
4: You will then use the
PPA to write a short paper doing the same for TEENAGE VIOLENCE IN
5: Each group will make a
ten minute ORAL REPORT to the class, explaining their findings and their
comparison of eras. The PPA model is the guideline for the presentation
information. You should use props, charts or other illustrations in your
presentation.
1: The class will be divided into
groups of FOUR.
Each member of the group must
fulfill his given responsibilities. The group will decide the roles for each member
using the outline below. Each group member will be responsible for two Written
Reports but there will be a group grade for the power point.
2: Individual responsibilities for
group members
Student # 1: Recorder &
Writer-This student will take notes on information gathered by group members
and write an outline for the power point slides. These notes will also be used
by each member to write the paper. This student will be responsible for
completing the Public Policy Analyst Worksheets for Romeo & Juliet &
for the information on Contemporary teenage violence. This person will also
make connections between the two eras.
Student # 2: Researcher-This
student will do the research, with help of other members. He/she will search
the Internet and gather information that will be used to complete the
worksheets. The information gathered will be focused on Violence in Romeo &
Juliet and in contemporary
Student # 3: Time keeper of organizer-Will keep the group on track. He/she will
assist in the research, lead & coordinate group meetings and be aware of
teacher made deadlines and schedules
Student # 4: Presenter- This
student will be responsible to convey the group findings to the class. He/she
will be the main speaker in the Oral Presentation and will assign others their
subordinate roles for the oral presentation. The
Power point should be used as part of this presentation. The
presenter will coordinate the oral report but all members will take part in
some form.
ALSO NOTE: Each member of the group will submit TWO
papers. One on the Violence in Romeo & Juliet and the other on “Teenage
Violence” in Contemporary
II: Each group member should do individual
research whenever possible. As a group, you will complete the worksheets
(steps) in the Public Policy Analyst.
III: Remember-THINK LIKE A PUBLIC POLICY ANALYST DURING YOUR TWO
ANALYSES.
IV: Your group will use the INTERNET
resources below along with written text and class notes you have received in
your English class to complete the worksheets.
The SIX-STEP PUBLIC
POLICY ANALYST
Each group will complete
Six Public Policy Analyst worksheets for the
social problem of Violence as seen in Romeo & Juliet and the Paper on Teen
Violence in Contemporary society-your group will have TWO sets of worksheets
completed as follows
#1- Defining the
Social Problem
What is the problem that you plan on
addressing?
#2- Gather evidence
of the problem
How do we know that this is a problem?
#3- Identify the
causes of the problem
What causes this problem that you plan on addressing?
#4-
Identify and
evaluate the existing public policies
What policies already exist on your problem?
#5- Developing public
policy solutions
What new public policy do you want to create?
#6- Selecting the
best policy solution
Decide with your
group the best policy to use for the
problem.
Your group will use these
worksheets as resource for completing the task assignments.
GENERAL
Web Sites
Specific sites-Romeo & Juliet
ARTICLE ON
VIOLENCE IN ROMEO & JULIET
LOVE &
FAMILY FEUDS IN Romeo & Juliet
SPARK
NOTES ON ROMEO & JULIETE
CHARACTERS & PLOT
SUMMARIES-A STUDY GUIDE
TEENAGE
VIOLENCE Web Sites
VITAL STATISTICS AND INFORMATION
|
|
CATEGORY |
4 EXCELLENT
|
3 SATISFACATORY
|
2 NEEDS IMPROVEMENT
|
1 UNSATISFACTORY
|
|
Organization
|
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. 8) |
|
Amount
of Information |
All topics
are addressed and all questions answered with at least 2 sentences about
each. |
All topics
are addressed and most questions answered with at least 2 sentences about
each. |
All topics
are addressed, and most questions answered with 1 sentence about each. |
One or
more topics were not addressed. |
|
Sources
|
All
sources (information and graphics) are accurately documented in the desired
format. |
All
sources (information and graphics) are accurately documented, but a few are
not in the desired format. |
All
sources (information and graphics) are accurately documented, but many are
not in the desired format. |
Some
sources are not accurately documented. |
|
Paragraph
Construction |
All paragraphs
include introductory sentence, explanations or details, and concluding
sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
|
Internet
Use |
Successfully
uses suggested internet links to find information and navigates within these sites
easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
Diagrams
& Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
Date
Created: Mar 18, 2006 03:58 pm (CST)
GRADING: “A” = 21-24 POINTS “B”= 16-29 POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
|
Enthusiasm
|
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student seems
pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces no more than one word.
|
Often mumbles
or can not be understood OR mispronounces more than one word. |
|
Props |
Student
uses several props (could include costume) that show considerable
work/creativity and which make the presentation better. |
Student uses
1 prop that shows considerable work/creativity and which make the
presentation better. |
Student
uses 1 prop which makes the presentation better. |
The
student uses no props OR the props chosen detract from the presentation. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
|
Content
|
Shows a
full understanding of the topic. |
Shows a good
understanding of the topic. |
Shows a
good understanding of parts of the topic. |
Does not
seem to understand the topic very well. |
GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNACCEPTABLE
|
|
Graphics
Sources |
Graphics
are eye catching. |
Graphics are
accurate and prove the point. Sources are documented in the presentation for
all images. |
Only a Few
graphics are used but they are well chosen. |
No
graphics are used and the presentation is not accurate or stimulating |
|
Originality
|
Presentation
shows considerable originality and inventiveness. The content and ideas are
presented in a unique and interesting way. |
Presentation
shows some originality and inventiveness. The content and ideas are presented
in an interesting way. |
Presentation
shows an attempt at originality and inventiveness on 1-2 cards. |
Presentation
is a rehash of other people's ideas and/or graphics and shows very little
attempt at original thought. |
|
Content
- Accuracy |
All content
throughout the presentation is accurate. There are no factual errors. |
Most of
the content is accurate but there is one piece of information that might be
inaccurate. |
The
content is generally accurate, but one piece of information is clearly flawed
or inaccurate. |
Content is
typically confusing or contains more than one factual error. |
|
Spelling
and Grammar |
Presentation
has no misspellings or grammatical errors. |
Presentation
has 1-2 misspellings, but no grammatical errors. |
Presentation
has 1-2 grammatical errors but no misspellings. |
Presentation
has more than 2 grammatical and/or spelling errors. |
|
Sequencing
of Information |
Information
is organized in a clear, logical way. It is easy to anticipate the type of
material that might be on the next card. |
Most
information is organized in a clear, logical way. One card or item of
information seems out of place. |
Some
information is logically sequenced. An occasional card or item of information
seems out of place. |
There is
no clear plan for the organization of information. |
|
APPEAL |
The
entire class was involved and interested. Many questions were asked |
Most
of the class was interested. The presentation sparked some debate |
The
presenters were enthusiastic but the
class did not appear involved or stimulated |
Neither
the presenters nor the class appeared to be involved in the presentation |
|
Cooperation
|
Group
delegates tasks and shares responsibility effectively all of the time. |
Group delegates
tasks and shares responsibility effectively most of the time. |
Group
delegates tasks and shares responsibility effectively some of the time. |
Group
often is not effective in delegating tasks and/or sharing responsibility. |
|
PPA
WORKSHEETS |
ALL SIX
PPA WORKSHEETS WERE UTILIZED IN DETAIL |
FIVE OF
THE SIX PPA WORKSHEEETS WERE UTILIZED IN DETAIL |
FOUR
WORKSHEEETS UTILIZED IN DETAIL |
WORKSHEETS
WERE NOT USED AS A GUIDELINE FOR THE POWER POINT |
GRADING: A=30-34 POINTS B= 25-29 POINTS C=10-24 POINTS
F=BELOW
23 POINTS
You should have learned
from this web quest that literature often mirrors society. Shakespeare’s greatness
lay, not only in his marvelous use of language but in his moral messages.
Shakespeare was pleading with his contemporaries to find a public policy
solution to the violence that was ripping apart his country. Let’s hope you
found solutions to that will help yours.
You have also experienced
the importance of a ‘Public Policy Analyst”. It is this profession that
analyzes critical social problems and formulates innovative policies that
improve all our lives. In fact, if one looks closely at Romeo & Juliet, it
appears that Shakespeare understood the PPA format. He exposed the social
problem of violence, gave evidence and analyzed the existing public policy.
However
THANKS FOR YOUR PARTICIPATION
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Social
Studies
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives as they pertain to Elizabethan England
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to
demonstrate their understanding of the necessity for establishing governments;
the governmental system of the