Humanities
High School for Contemporary Arts
Ms. Moore
WEBQUEST
Comparing the culture
of violence in
Romeo & Juliet
and the
INTRODUCTION
In the
In the Verona of Romeo and Juliet, members of the Capulet
and Montague households commonly fight in the street in broad daylight, despite
legal edicts and the disapproval of the common citizens.
The code of honor called for
·
Loyalty
As part of loyalty to the household, family members and even servants connected to the Capulets and the Montagues taunt and challenge one another in public, risking illegal street fighting.
·
Honor
Men fight to protect the family’s honor from perceived
offences.
If challenged, a man may not refuse to fight without being
considered a coward.
·
Revenge
Men are expected to exact revenge for the death of a family
member or friend. Women also demand
revenge for a death.
The social problem: This code of behavior
of honor, loyalty, and revenge creates a
vicious cycle in
Likewise,
in the
The Task
Your task is
to complete two assignments:
·
Compare examples of following this code of
behavior in Romeo and Juliet and in
the
·
Second, develop a plan to get contemporary
people to question this code of behavior as a means of bringing the cycle of
violence to an end.
·
As part of your task, present the examples and
your plan.
Process
To make sure
you identify the problem, fill out Worksheet
#1.
Then:
·
Gather evidence of the problem in contemporary
·
Determine the causes of the problem. Worksheet #3
·
Brainstorm to develop a plan to cause people to
question and hopefully end this culture of violence.
·
Evaluate the policy. Worksheet #4
Gather the evidence: Gather examples of the culture of violence in
Romeo and Juliet.
To show examples of incidents in
which people followed their code of behavior and contributed to violence, look
at these scenes from Romeo and Juliet.
http://www-tech.mit.edu/Shakespeare/Tragedy/romeoandjuliet/romeoandjuliet.html
Next, gather evidence from
newspapers and interviews with
For assistance in conducting
interviews, go to
http://projects.edtech.sandi.net/staffdev/tpss99/processguides/interviewing.html
Determine the causes: Look at the examples from Romeo and Juliet and from your research
in the
Develop a plan to cause
people to question and hopefully end this culture of violence
Evaluate the policy What part of your plan is practical? What parts are idealistic?
Presentation
Share the problem and your policy
solution with the whole class using a PowerPoint presentation.
Resources
On Romeo and
Juliet
http://www.wsu.edu:8080/~brians/love-in-the-arts/romeo.html
On the culture
of violence in the
http://www.hbns.org/newsrelease/manysouthbronx11-15-99.cfm
http://www.riverdalereview.com/
http://www.bronxmall.com/norwoodnews/
EVALUATION
PowerPoint Presentation
|
Quality |
A |
B |
C |
D |
F |
|
Meaning
& Development |
-Excellent
use of facts, quotes, and statistics from websites. -Fully
developed PowerPoint slides that follow task. |
-Very good
demonstration of quotes and statistics from the web. -Well-developed
PowerPoint slides that follow task. |
-Average
use of quotes and statistics from websites. -Average
development PowerPoint slides that follow task. |
-Poor or
incorrect use of quotes and statistics from websites. -Poor
development PowerPoint slides that follow task. |
-No use
of quotes and statistics or plagiarized from websites. -No
development -Less
than 6 slides |
|
Organization |
-Excellent
focus. -PowerPoint
organization perfectly follows task. |
-Very
strong focus. -PowerPoint
organization appropriately follows task. |
-Average
focus. -Average
organization of PowerPoint -Some
awareness of task. |
-Lacks
focus. -PowerPoint
lacks organization and awareness of task. |
-No
focus. -No
organization. -No awareness
of task. |
|
Language
& Conventions |
-Excellent
vocabulary. -Varies
sentence structure and length. |
-Strong
vocabulary. -Good
variety of sentences. . |
-Average
vocabulary. -Average
variety of sentences. |
-Poor
vocabulary. -Poor
variety of sentences. |
-No
attention to vocabulary usage. -No
variety in sentence structure. |
|
Format |
6-step
Public Policy Analyst (PPA) format followed perfectly. |
PPA
format mostly followed. |
PPA
format followed Inconsistently. |
Little
or confused understanding of PPA format. |
No use
of PPA format. |
GRADE KEY:
A= 18-20 B
=15-17 C=12-14 D=8-11 F=4-7
Standards
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.
Standard
3: Geography
Students will
use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and
global—including the distribution of people, places, and environments over the
Earth’s surface.
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 United
States and other nations; the United States Constitution; the basic civic
values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of 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.
CONCLUSION
By the end of this project, you
will have an understanding of how an unquestioned acceptance of a code of
behavior can contribute to a culture of violence.
Through your oral and PowerPoint
presentation you will have shared your understanding with other students in the
class.
What do you feel you learned about Romeo and Juliet by doing this
project? What did you learn about the
life in the
Extra!
What
have you learned about preventing conflict that could help you prevent conflict
at school?