Analysis Of The Book Romeo And Juliet And Great...

Why Diversify? Everyone knows the classics. Romeo and Juliet, Jane Eyre, Great Expectations, the novels of white characters in Western settings commonly read in high school English classes. Lost in the backrooms of school libraries, The House on Mango Street and Uncle Tom’s Cabin are hidden away, stories of minorities boxed in by cardboard and majority rule. While America’s student body becomes increasingly diverse (and schools rush to adapt), some say curriculum has stayed monochromatic by regularly painting the story of the white majority while failing to represent minority backgrounds and experiences fairly and leaving minority students struggling to relate to texts presented in the classroom. Others say the American curriculum should†¦show more content†¦Alexie remarks on his experience dealing with this standard, remarking that â€Å"a smart Indian is a dangerous person, widely feared and ridiculed by Indians and non-Indians alike† (Alexie). He faced the ‘id eal’ growing up and noticed those who thought against it, like himself, were viewed as â€Å"dangerous† — a threat to the majority’s power and capable of subverting the social order; he illustrates one method the majority uses to maintain their power: those who threatened the ‘ideal’ were mocked by both the majority and minorities who were manipulated into adopting the ‘ideal’ way of thinking to force ideological rebels to submit to the ‘ideal’. A historical example of majorities defining the â€Å"right† way of thinking, the ‘ideal’, is the Civil Rights Movement in the 1950s and 1960s. In those years, leaders like Martin Luther King Jr. and Malcolm X rallied supporters to the cause of equal rights. These leaders carried ‘revolutionary’ ideas — they supported uprooting the social order by giving African-Americans equal status as other citizens, fighting the effects of Jim Crow and modern-day slavery — that would threaten the power and â€Å"security† of the white majority. As they marched and organized, protestors and supporters were confronted, often attacked, by white police and white citizens across the South with many jailed, bloodied, and silenced in the struggle for freedom. Viewpoints that antagonize the majority, like in the Civil Rights Movement, areShow MoreRelated Comparing the Love of Romeo and Juliet, Twelfth Night and the Bible4838 Words   |  20 Pageshu manity. God so loved the world that he gave his only Son. (John 3:6) Jesus preached a great deal about love of neighbor, love of God and even love of enemies. (Matt 5:44) Shakespeares Biblical knowledge is well known and he was certainly familiar with these concepts as he wrote his plays on the subject of love. By looking closely at his works, we can analyze the nature of true love. In Romeo and Juliet, Shakespeare gives an example of true love overcome by tragic fate. His star-crossed loversRead MoreThe Use of Verse and Prose in RomeoJuliet3483 Words   |  14 PagesThe Use of Prose and Verse in RomeoJuliet Table of Contents page 1 Introduction 3 2 Technical terms 3 2.1 Metre 3 2.2 Foot 3 2.3 Enjambment and End-stopped Line 4 2.4 Rhyme 4 2.5 Rhyme Scheme 5 3 Prose 5 4 Verse 5 4.1 Rhymed verse 6 4.1.1 Sonnet 6 4.2 Blank Verse 6 4.3 Free Verse 7 5 Verse and Prose in Romeo and Juliet 7 5.1 Functions of the Use of Prose 7 5.1.1 Function of Variation 7 5.1.2 Class-Differing Function 8 5.1.3 Empathy-Creating Function 8 5.1.4 Realness-CreatingRead MoreSymbolic Interactionism: Studies of Social Construction4480 Words   |  18 Pagesthem, and root meanings assigned by social construction. William Shakespeare can be shown as example of this with posed questions by characters in his writings. In Romeo and Juliet, the character Juliet poses questions that reflect the symbolism of the name of her and her star-crossed lover Romeo. â€Å"O Romeo, Romeo! Wherefore art thou Romeo. Deny thy father and refuse thy name; or, if thou wilt not, be but sworn my love, and I ll no longer be a Capulet†¦ Tis but thy name that is my enemy;--Thou artRead MoreAnalysis Of An Institution I Attended Windham Technical High School1251 Words   |  6 PagesFor my analysis of an institution I attended Windham Technical High School. I observed half of a ninth grade English class in addition to a ninth grade honors English class. My host teacher’s name was Christopher Romano, and he is an extremely valued teacher. When I first arrived at the school, I went into the principal’s office to learn further about what a technical high school is and how its altered from a regular public school. 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