PLANNED COURSE OF STUDY

Course Title English Language Arts Grade Level Eighth Grade Content Area / Dept. English Language Arts Length of Course One year Author(s) Sonia Andre-Borges and Michele Mazurek

Course Description:

Eighth grade ELA is based on best practices of the Penn Literacy Network and Writing Based Practice. It gives students the opportunity to expand their reading, writing, speaking, and listening skills by analyzing and creating informational and literature-based texts.

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Curriculum Map

Month Typical # of Topics Covered this Month Weeks September 3 weeks Vignette Unit October 4 weeks Vignette/ Animal Farm Background November 3 weeks Animal Farm- reading overview December 3 weeks Animal Farm close readings and propaganda analysis January 4 weeks Animal Farm book/film comparison (with emphasis on changes to the allegory) and begin Argument and Persuasion Unit and Mid-Term exam February 4 weeks Finish Argument and Persuasion Unit and begin A Raisin in the Sun Background and reading overview March 4 weeks A Raisin in the Sun close readings and Theme essay April 2 weeks Background for Othello and reading overview May 4 weeks Othello Close Readings and puppet show writing and performance June 2 weeks Final Exams and end of year promotion activities

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Unit Title Vignette Unit Unit Description Vignettes are photos or paintings with blurred edges. The style of the photo helps to create a sharper focus on the main object. Vignettes are also short but powerful written scenes. Our vignette unit focuses on a short scene that describe a character, an event, or a setting. Students will read, analyze, and practice writing several examples of vignettes.

Essential Questions & 1. How much of our sense of self is shaped by our life Enduring Understandings experiences? 2. How do vignettes help authors focus on essential information while crafting a piece that showcases their use of word choice, sensory details, precise punctuation and paragraphing, and other writing “moves”?

PA Core Standards Assessment Anchors CC. 1.3.8.A-K E08.A-K.1.1 Demonstrate understanding of key ideas and details CC.1.4.8. M-R, T, X in literature CC.1.5.8.A E08.A-C.2.1 Demonstrate understanding of craft and structure in literature E08.A-C.3.1 Demonstrate understanding of connections within, between, and/or among texts E08.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature. E08.C.1.3 Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. E08.D.1.1 Demonstrate command of the conventions of standard English grammar and usage. E08.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. E08.D.2.1 Use knowledge of language and its conventions. E08.E.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research.

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Key Unit Vocabulary Figurative language, imagery, conflict, resolution, point of view, theme, word choice, context clues, sensory details, inference, cite evidence, setting, vivid verbs, word choice, dialogue, dashes, ellipses

Learning Objectives – The student will… Assessment Opportunities ● Identify and explain stated or implied Students will complete formative and main ideas and supporting details in summative assessments, including close vignette readings and writing their own vignettes. ● Make inferences and draw conclusions based on the text ● Summarize the key details of vignette ● Locate and cite evidence from text to support generalizations ● Identify and apply the meaning of vocabulary words from context ● Define and apply changes in meaning of words using context clues ● Write a zero draft for each type of piece: character, event, setting, photo ● Choose a zero draft to revise and publish

Sequence of Teaching and Learning Number of Lesson Lesson Activities Lessons / Topic Blocks 4 Intro to 1. Characteristics of a vignette vignette/Set 2. Review writing moves ting vignette 3. Read aloud the examples of Setting vignette 4. Students choose a vignette to complete a close reading for and compare with students who completed the same close reading 5. Students write a zero draft of a setting vignette and complete a peer revision

4 Event 1. Read aloud the examples of Event vignette Vignette 2. Students choose a vignette to complete a close reading 4 8th Grade English Language Arts Summer 2017

for and compare with students who completed the same close reading 3. Students write a zero draft of a setting vignette and complete a peer revision

4 Character 1. Read aloud the examples of Character vignette Vignette 2. Students choose a vignette to complete a close reading for and compare with students who completed the same close reading 3. Students write a zero draft of a setting vignette and complete a peer revision

2-3 Vignette 1. Students chose a zero draft to revise, edit, and publish workshop

Resources for this Unit Vignette Unit- https://drive.google.com/file/d/0B0g-bwtBpiU_ZjVUWGZGa2RHY2M/view

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Unit Title Animal Farm Unit Description This unit is designed to introduce students to the allegorical world of George Orwell through the study of the novel Animal Farm. Through different literary and media-based (audio/video/web-based) mediums, students will learn the role and function of critical and interpretive analysis in constructing knowledge about an inherently satirical literary/political piece of writing that showcases the evils that permeate governments and society; students build vocabulary acquisition from context and applications. Students create a meaningful knowledge-base through a historical scaffolding approach, where historical events are explored and used for the relevancy in establishing connections. This piece of literature will afford students with the opportunity to glean thematic connections about the role that political systems play in shaping a society and forming individual ideologies. Essential Questions & Questions Enduring Understandings 1. Can our understanding of history improve our study of literature? 2. Is persuasion a rational or irrational force? 3. How is propaganda used to influence people? 4. How can we determine when we are being manipulated? 5. Is it our responsibility to speak up when we see injustice in the world? 6. When a book is turned into a film, how important is it to stay true to the author’s original intent.

Understandings 1. Language can be used as a way to manipulate and control people. 2. Satire is used to draw our attention to man’s vices and failings.

PA Core Standards Assessment Anchors CC.1.2.8.C,F E08.A-K.1.1 Demonstrate understanding of key ideas and CC. 1.3.8.A-K details in literature CC.1.4.8.A-F, T, X E08.A-C.2.1 Demonstrate understanding of craft and structure 6 8th Grade English Language Arts Summer 2017

CC.1.5.8.A in literature E08.A-C.3.1 Demonstrate understanding of connections within, between, and/or among texts E08.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature. E08.C.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content. E08.D.1.1 Demonstrate command of the conventions of standard English grammar and usage. E08.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. E08.D.2.1 Use knowledge of language and its conventions. E08.E.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research.

Key Unit Vocabulary persuasion, fable, allegory, satire, point-of-view, propaganda, irony, symbolism, foreshadowing, theme, characterization, plot structure, socialism, communism, totalitarianism

Learning Objectives – The student will… Assessment Opportunities ● Analyze plot structure: exposition, Students will complete formative and rising action, climax, falling action, summative assessments. and resolution ● Interpret and explain major themes of the novel ● Identify and interpret figurative language and literary devices throughout the novel: irony and symbolism ● Make inferences and draw conclusions about character actions, motives, dialogue based on information from selected quotations and passages ● Locate and cite evidence from text to support generalizations in class 7 8th Grade English Language Arts Summer 2017

discussions, collaborative learning activities, and close reading of selected passages ● Explain relationships between characters through class discussion and collaborative learning activity ● Identify and apply the meaning of vocabulary words from context ● Evaluate connections between the novel and other works including film

● Connect historical background with events in the novel ● Examine and analyze the use of propaganda in the novel, modern advertisements, and political ads ● Apply comparison-contrast writing to a multi-paragraph essay which focuses on the 1999 film version

Sequence of Teaching and Learning Lessons / Lesson Topic Lesson Activities Blocks Days 1-2 Intro to 1. Read “Plight of the Proletariat” and an abridged copy background of the “The Communist Manifesto” of the 2. Introduce key Communist leaders (jigsaw) Russian 3. Read Orwell’s biography and analyze his views on Revolution capitalism, communism, democracy, and totalitarianism

3-4 Russian 1. View Discovery Education’s video on the Russian Revolution Revolution, its causes and effects, and take notes on the key events and players 5 Allegory, 1. Read examples of fables, allegories, and satires and Fable, and identify key components Satire and 2. Examine themes in Animal Farm and supply examples Themes of modern-day connections to themes 6 Chapter 1: 1. Read Chapter 1 and identify key major characters and (Old Major’s their allegorical symbolism to Russian Revolution 8 8th Grade English Language Arts Summer 2017

dream/”The 2. Examine Old Major’s Dream and its connections to Communist Marx’s “The Communist Manifesto” Manifesto”) 7-14 Chapters 2-9 1. Groups read chapters and work on their assigned literature circle roles for each chapter 2. For each day’s assigned chapter, students will meet in their groups to share out their roles, focusing on cited evidence as support. 3. Meet as a whole class to review key events and make connections back to the allegory using historical footage. 4. Practice selected vocabulary from text on vocabulary.com

15 Chapter 10 1. Listen to/read aloud Chapter 10 and view historical footage that connects to the allegorical events 16-20 Close- 1. Practice close-reading skills ((highlighting, Readings annotating, questions, and open ended response) for excerpts from Chapters 1, 2, 6, 8, and 9 21-26 Propaganda 1. Examine propaganda techniques used by Napoleon and the pigs (name-calling, testimonial, glittering generality, transfer, plain folks, and bandwagon) 2. Examine propaganda use in advertisements and political ads 3. Examine propaganda use in WW2 posters 4. Using a WW2 poster as a model, students take on the role of the pigs and create a propaganda poster using a slogan and images that incorporate two propaganda techniques. 27-31 Compare/con 1. Watch 1999 version of Animal Farm and keep track trast of differences between the book and the movie, focusing characterization, plot, and propaganda 2. Outline and draft a compare/contrast essay focusing on three key differences, how the differences appeal to a modern audience, and how Orwell would have responded to the change. 3. Mini-lessons on the use of present tense and incorporating quotes into writing (“no stand alone quotes) 32 North Korea 1. Watch the National Geographic documentary, “Inside 9 8th Grade English Language Arts Summer 2017

North Korea” and make comparisons between the N.Korean regime’s use of propaganda and Animal Farm/Joseph Stalin (Communist U.S.S.R.)

Resources for this Unit

1. Animal Farm, George Orwell (Signet Classic)

2. Animal Farm Latitudes Sourcebook with Related Readings (Perfection Learning)

3. Animal Farm (Home Video, Hallmark Home Entertainment, 1999)

4. The Russian Revolution Distribution Access, 1998. Full Video Discovery Education. Web. 20/6/2017. http://www.discoveryeducation.com. 5. Inside North Korea, National Geographic, 2006 https://www.youtube.com/watch?v=MatC-sS9NB0

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Unit Title Argument and Persuasion Unit Description Argument writing is different from writing propaganda and persuasion. While propaganda and persuasion rely mainly on pathos, or emotional appeal, argument writing also relies on ethos and logos, which means establishing yourself as a reliable source and making claims that can be supported with evidence. Students will analyze several famous speeches for their use of rhetorical devices and then write their own researched based argument speech on a social issue of their choosing.

Essential Questions & 1. How does an author’s bias shape the way an audience Enduring Understandings views a piece? 2. When should authors intentionally use bias in their pieces? 3. How much responsibility does an author have in presenting accurate information? 4. How important is it to have reliable sources? 5. Why is it important to properly cite information and protect intellectual property? 6. How can authors use rhetorical devices to help convince their audience of their point?

PA Core Standards Assessment Anchors CC. 1.2.8.A-F E08.B-K.1.1 Demonstrate understanding of key ideas and CC.1.4.8.G-L, S-X details in informational texts. C.C.1.5.8.B-G E08.B-C.2.1 Demonstrate understanding of craft and structure in informational texts. E.08.B-C.3.1 Demonstrate understanding of connections within, between, and/or among informational texts. E08.B-V.4.1 Demonstrate understanding of vocabulary and figurative language in informational texts. E08.B-C.3.1 Demonstrate understanding of connections within, between, and/or among informational texts. E08.B-V.4.1 Demonstrate understanding of vocabulary and figurative language in informational texts. E08.C.1.1 Write arguments to support claims with clear reasons and relevant evidence. 11 8th Grade English Language Arts Summer 2017

E08.C.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content. E08.D.1.1 Demonstrate command of the conventions of standard English grammar and usage. E08.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. E08.D.2.1 Use knowledge of language and its conventions. E08.E.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research.

Key Unit Vocabulary Ethos, Pathos, Logos, bias, persuasion, rhetorical devices: alliteration, analogy, climatic word order, exaggeration, imagery, opposites, parallelism, repetition, reversal, rhetorical question, sentence fragment, understatement

Learning Objectives – The student will… Assessment Opportunities ● Identify techniques that have been Students will complete formative and successful in persuading them in the summative assessments including close past reading analysis of mentor texts and the creation and delivery of a research driven argument speech. ● Identify the main concepts in ethos, pathos, and logos ● Analyze commercial and political ads for the use of ethos, pathos, and logos ● Analyze mentor texts for the use of ethos, pathos, logos, and other rhetorical devices ● Research a social issue of their choice ● Summarize, paraphrase, and quote specific information from their research that supports their point of view ● Incorporate and highlight examples of ethos, pathos, logos, and other rhetorical devices into their speeches 12 8th Grade English Language Arts Summer 2017

● Design a slideshow or video that uses relevant photos, charts, graphs, and quotes to support the content of their speech ● Present their speech using formal spoken English and appropriate eye contact and body language

Sequence of Teaching and Learning Lessons / Lesson Lesson Activities Blocks Topic 1 - 2 Intro to 1. Introduction of Ethos, Pathos, and Logos. Watch a Ethos, Shmoop video that gives a brief overview of the Pathos, concepts of these three persuasive techniques. Logos 2. Revisit political ads that we saw during Animal Farm and analyze them for Ethos, Pathos, and or Logos. After each ad, share with a partner which techniques you saw. 3. Match up propaganda techniques with Ethos, Pathos, and Logos (ex- Testimonial is a form of Ethos)

3 Ad analysis 1. View selected video ads and analyze for Ethos, Pathos, and Logos 4- 5 FDR speech 1. Identify and take notes on rhetorical devices found in analysis the Argument and Persuasion packet. 2. Watch FDR’s Pearl Harbor “Day of Infamy” speech 3. Complete close reading (highlighting, annotating, questions, and open ended response) 6-7 Severn 1. Watch Severn Cullis-Suzuki’s speech to the UN Earth Cullis- Summit in Rio de Janeiro Suzuki 2. Complete close reading (highlighting, annotating, speech questions, and open ended response)

8-9 Malala 1. Watch Malala’s Nobel Prize acceptance speech Yousafzai 2. Complete close reading (highlighting, annotating, speech questions, and open ended response) analysis 10-11 MLK Jr 1. Watch King’s speech from the March on Washington speech “I Have a Dream” speech 13 8th Grade English Language Arts Summer 2017

analysis 2. Complete close reading (highlighting, annotating, questions, and open ended response)

12 Open ended 1. Students will choose one of the open ended responses revision and for their close readings to revise and submit for an assessment assessment analysis grade. 13-16 Research 1. Students will brainstorm topics for their speeches and time then research their topics. 2. Mini-lesson on summarizing, paraphrasing, and quoting at the beginning of Day 2. Students will use NoodleTools to track their research and to take notes. 17 Students 1. Students will come up with the specific criteria for create domains set forth by teachers rubric 18-19 Draft Speech 1. Students will have two class periods to draft their speeches 20-22 Revision 1. Students will use the rubric to provide feedback to peers, including to the works cited and citations 2. Students will revise and then upload to turnitin.com to check for plagiarism 3. Students will revise and highlight based on feedback from turnitin.com 23-26 Slideshows 1. Teachers will show models of past slideshows 2. Students will create a slideshow that compliments their speeches. They may create a video program using iMovie, wevideo, or voicethread if they chose not to present their speech live. All students will find appropriate, copyright friendly images and create a separate works cited for the images. 27 Practice 1. Students will present their speeches to small groups in speeches order to receive feedback and make any final changes with before presenting to the class slideshow 28-32 Presentatio 1. 5-6 students will present each day ns 2. Classmates will provide feedback

Resources for this Unit https://drive.google.com/file/d/0B0g-bwtBpiU_NnR4RWs1MjZFMHM/view 14 8th Grade English Language Arts Summer 2017

Unit Title A Raisin in the Sun Unit Description In this unit, students learn the role and function of critical and interpretive analysis in constructing knowledge about a work of contemporary drama; students build vocabulary acquisition from context and application. Students create a meaningful knowledge base through a historical scaffolding approach, where they establish connections to real-life events. This piece of literature affords students the opportunity to analyze connections to themes and explore the role society plays in the formation of dreams and individual identity.

Essential Questions & 1. What is the American Dream? Enduring Understandings 2. Has the American Dream changed over the years? 3. Are hopes and dreams motivating forces in people’s lives? 4. How is one’s sense of worth influenced by their circumstances? 5. How is one’s sense of self influenced by others? 6. What can interfere with truly understanding oneself?

PA Core Standards Assessment Anchors CC.1.2.8.B,F,G E08.A-K.1.1 Demonstrate understanding of key ideas and CC. 1.3.8.A-K details in literature CC.1.4.8.A-F,Q,S-U E08.A-C.2.1 Demonstrate understanding of craft and structure CC.1.5.A,D,F in literature E08.A-C.3.1 Demonstrate understanding of connections within, between, and/or among texts E08.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature. E08.C.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content. E08.D.1.1 Demonstrate command of the conventions of standard English grammar and usage. E08.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. E08.D.2.1 Use knowledge of language and its conventions. E08.E.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research. 15 8th Grade English Language Arts Summer 2017

Key Unit Vocabulary dialect, stage terminology, dialogue, simile, allusion, imagery, symbolism, plot structure, theme, character development

Learning Objectives – The student will… Assessment Opportunities ● Interpret and explain major themes Students will complete formative and of the play summative assessments. ● Connect historical background with events in the play ● Explain relationships between characters through class discussion and collaborative learning activity ● Identify and interpret figurative language and literary devices throughout the play: allusion, dialect, symbolism, and character development ● Make inferences and draw conclusions about character actions, motives, dialogue based on information from selected quotations and passages ● Locate and cite evidence from play to support generalizations in class discussions, collaborative learning activities, and close reading of selected passages ● Analyze how specific characters exemplify various themes

Sequence of Teaching and Learning Number of Lesson Lesson Activities Lessons / Topic Blocks 1-2 Background 1. “Harlem” poem analysis video and 2. Students watch “Happy Days” segment of Peter intro Jennings’ The Century: America’s Time on their

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Chromebooks and answer questions as they watch. 3-4 Background 1. Close readings of “Share Cropping” and “Great readings Migration” articles 5-6 Background 1. Watch excerpts of Goin’ to Chicago and discuss. video and Complete Theme worksheet. themes 7-11 Watch play 1. Watch the 1989 American Playhouse version of the play 12-21 Close 1. Act out Close Reading excerpts for Act 1 and then Readings choose a close reading scene to analyze. Do the same for Acts 2 and 3. 22-24 Outline 1. Use outline provided in Google Classroom to organize Theme theme analysis piece. Mini lessons on quote integration analysis and formatting. 25-26 Revision 1. Peer Revision based on domain stations, revise, highlight, and submit Bonus Theme 1. Watch the 2016 animated film Moana with the focus activities to comparison on how the theme “We don’t simply live for ourselves” be placed applies to Moana and Maui. Write a comparison piece where that compares how Mama or Walter and Moana or needed Maui show the theme in the different stories (3 days needed- good to use around a break) Bonus Poetry 1. Gallery walk of various poems by Langston Hughes, activity 2 analysis Maya Angelou, and Paul Lawrence Dunbar with similar themes to ARITS (1 day)

Resources for this Unit

1. Hansberry, Lorraine. A Raisin in the Sun. Vintage Books: New York, 1988

2. A Raisin in the Sun Sourcebook with related readings. McDougal Littell: Evanston, 1997

3. Assorted poems, including but not limited to “I Know Why the Caged Bird Sings,” Maya Angelou “Harlem,” Langston Hughes

“Dreams,” Langston Hughes 17 8th Grade English Language Arts Summer 2017

“Mother to Son,” Langston Hughes

“A Negro Speaks of Rivers,” Langston Hughes

4. A Raisin in the Sun Dir. Bill Duke. American Playhouse. 1989

5. The Century America’s Time-1953-1960: Happy Daze-YouTube

6. Close reading assessments in Google drive

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Unit Title Othello Unit Description In this unit, students will examine the themes of Appearance vs Reality, jealousy, and friendship. Students are introduced to the world of Shakespeare using background videos and readings and experience Shakespeare’s writing through a side- by-side text. After watching the whole play and examining key scenes, the unit culminates with the students collaborating in small groups on writing, creating puppets and props, and performing an abridged version of the play.

Essential Questions & 1. Why are some people more willing to accept the way Enduring Understandings things appear to be rather than what they really are? 2. How do emotions such as love and jealousy influence people? 3. How is one’s sense of self influenced by how others see him/her? 4. Why is reputation so important? 5. How do our perceptions of friendship drive our actions? 6. Are Shakespeare’s characters as believable to a modern audience as they were to an Elizabethan audience?

PA Core Standards Assessment Anchors CC. 1.3.8.A-D,F-G,I-K E08.A-K.1.1 Demonstrate understanding of key ideas and CC.1.4.8.M-U details in literature C.C.1.5.8.A,D,F-G E08.A-C.2.1 Demonstrate understanding of craft and structure in literature E08.A-C.3.1 Demonstrate understanding of connections within, between, and/or among texts E08.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature. E08.C.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content. E08.C.1.3 Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. E08.D.1.1 Demonstrate command of the conventions of standard English grammar and usage. 19 8th Grade English Language Arts Summer 2017

E08.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. E08.D.2.1 Use knowledge of language and its conventions. E08.E.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research.

Key Unit Vocabulary Renaissance dramatic conventions: the soliloquy, aside and embedded stage directions; irony, foreshadowing, theme, figurative language, plot structure, tragic hero

Learning Objectives – The student will… Assessment Opportunities ● Analyze and interpret shades of Students will complete formative and meaning in the play summative assessments. ● Analyze the effects of Appearance vs Reality, especially as pertains to the characters of Iago, Desdemona, and Cassio ● Evaluate the importance of specific sections of an Act and determine what to keep and what to skip ● Evaluate the ways in which the play would be different without key factors such as the handkerchief and Roderigo’s involvement ● Collaborate to create a script of their assigned Act ● Create puppets to represent their assigned characters

Sequence of Teaching and Learning Number of Lesson Topic Lesson Activities Lessons / Blocks 1-2 Intro to 1. Wordsplash activity-K-W-L Shakespeare’s 2. View Professor Engel video stage and

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language 3-4 Characters 1. Character “Cocktail Party” and quotes 2. Quote analysis (with or without gallery walk, depending on class dynamic) 5 Themes 1. Opinionairre and major themes 6-15 Initial read 1. Read/act out/ watch scenes of play through 16-21 Create scripts 1. Create 5 groups and assign students to groups (one and puppets group per Act) 2. Share/create rubric for puppet show 3. Students decide on the most crucial events of each act and create a script for their act that doesn’t exceed 12 minutes 4. Each group is also assigned 2-3 characters for which to create paper bag puppets and props 22-23 Practice and 1. Students will practice their portion of the play and revise revise and edit for time and content 25 Present 1. Students will present their portion of the puppet show in order from Act 1- Act 5 26-27 Watch play 1. Show the 1990 film version of Othello, skipping specific scenes to edit for content

Resources for this Unit

1. Shakespeare, William. Othello. Prestwick House: Clayton, 2005. 2. Professor Engle: A Light and Enlightening look at Shakespeare

3. Othello. Dir. Trevor Nunn. Image Entertainment, 1990. 4. Othello. Dir. Oliver Parker. Warner Brothers, 1995.

5. Handouts that give background information on the Moors, Shakespeare’s world, the role of women in Elizabethan times, Venetian life and culture, history of the conflict over Cyprus

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