Discussion #1, by Steve Miller: Social Prejudice/Class Distinctions/Peacemaking/Forgiveness

Purpose: By the end of this session, I want my students to understand the importance of peacemaking and some practical ways to make peace.

Ideas: If the words “character education” aren’t hot buttons of interest for your students, don’t introduce this discussion with, “Now let’s see what Romeo and Juliet can teach us about character.”  Those who aren’t into “character” might turn you off before you get started. Instead, try either of these two tacts:

1)      Beat Them to the Draw. “Now I know that some of you here probably aren’t into “Character Education,” but I think this story demonstrates the importance of character. How could the story have turned out differently had the two families been tolerant rather than feuding?

2)      Stealth Character Input.  If many kids at your school turn off “the character thing,” don’t mention character at all. Before reading the story, tell the students, "As we read Romeo and Juliet, let’s think about the story line and the style. After all, any work that’s endured for hundreds of years must have something worthwhile in it. Before George Lucas began writing “Star Wars” he read and reflected upon the great legends and myths that have passed the test of time, to see what elements they all contained. So, let’s reflect on what makes this story endure.

     Yet, I hate studying things with no practical application to life. Don’t you? So, beyond comprehension and stylistic observations, let’s take a further step and think through what we can learn from this story to help us in real life. I want to know how the story of Romeo and Juliet can help me to be more successful at life. So, let's think about this as we read the story.

Questions for Discussion:

1.      What were the names of the feuding families? (Montague and Capulet)

2.      How might this story have ended differently had these families been tolerant and forgiving rather than feuding?

3.    Although we don’t know from the story, how do you think that this feud might have begun?

4.     Do you think the feuding would stop after the Romeo and Juliet’s death? Why or why not?

5.     Imagine that you were a member of one of the families prior to Romeo and Juliet’s deaths. What could you have done to stop the feuding?

6.    What makes our prejudices so hard to overcome? (Pride, inability to forgive, repeated acts of unkindness by the other party)

7.    Imagine that this story was retold about a girl and guy on our campus (or in our city). What two feuding groups might they belong to? (Hispanic versus White, White Versus Black, Band versus Jocks, Alternative versus Preppie, Rich versus Poor, etc.)

8.    What kinds of consequences could take place down the road if these feuds aren’t put to rest?

9.    What can we do personally to help bring peace among these groups?

Related Resources:

See quotes, stories and lesson plans under the traits “Acceptance” and “Peacemaker.”  

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 Discussion #1, by Tracy Pisano, 9th Grade English: Importance of Good Character

 Title:                           Character Counts

Overview:                   Character education in Romeo and Juliet.  (By this point students will have read Romeo and Juliet in its entirety)

Goals:                         Students will develop an awareness of the importance of good character.

Standards:                  Standard 1:     Language for Information and Understanding

Standard 2:     Language for Literary Response and Expression

Standard 4:     Language for Social Interaction

Objectives:                 Students will:

o       Demonstrate an understanding of the six pillars of Character.

o       Use the writing process to write a clear, creative essay on the topic.

o       Develop a personal voice that enables the reader to get to know the writer.

Materials:                  Class set Shakespeare Romeo and Juliet

Procedures:                Students will be given handout #1 which explains the aspects of having good character.  We will discuss this as a class and using brainstorming and graphic organizers to present our thoughts.  Next, students will be asked to complete the following assignment: Choose three characters in Romeo and Juliet in a well-written essay show how each of these characters has/lacks each of the six pillars of Character.  Include your personal feelings on why you feel this aspect of character is important.  You must choose at least one character from the Capulet family and one from the Montague family.  Where applicable show how the lack of character may have been a factor in the tragedy that takes place.

                                    Activity #2:  Pick any of the six character traits and make a poster to visually represent it.  You can draw, cut and paste, or use any other means available to you.  The poster must be 12 x 18”.  On the back include your name and a short one-two paragraph explanation of what you drew/copied.