Coming to America The Works of William Shakespeare in Early American Culture (and today) followed by a reading of Romeo and Juliet NEH Picturing Early America: People, Places, & Events 1770-1870 Leslie Means 2010 John Quincy Adams Ward (1830–1910) William Shakespeare 1870; this cast bronze 28 x 11 x 11 in Essential Questions •Ho w has Shakespeare become part of American culture? •Should Shakespeare be a central part of school curriculums? Do his works contain timeless messages and universal truths? Who should use this unit plan… Someone teaching a unit about the development of the performing arts in America. Someone teaching about the influence of important literary figures. Someone teaching any one of Shakespeare’s works. This unit was designed to be adapted to classrooms with students in middle or high school. Knowledge Goals Students will know about: •The facts surrounding the Astor Place Riot and events surrounding performances of Shakespeare in American history. •The centrality of Shakespearean performance in American society in the 1750s, 1820s, 1840s, and today. •The universality of the themes of Shakespeare's works. •The structure of a Shakespearean sonnet. Skill Goals Students will be able to: •Find connections between historical events and the arts that were popular at those times. •Inter pret primary and secondary source documents. •Find arts information online. •A nalyze Shakespearean texts. •Use artwork from a time period to understand the human perspective. Connection to the Curriculum English Language Arts Massachusetts Frameworks •9.5 Relate a literary work to artifacts, artistic creations, or historical sites of the period of its setting. •9.6 Relate a literary work to primary source documents of its literary period or historical setting. •11.5 Apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for the identified themes. •11.7 Analyze and compare texts that express a universal theme, and locate support in the text for the identified theme. •12.4 Locate and analyze elements of plot and characterization and then use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict. Connection to the Curriculum continued English Language Arts - Massachusetts •14.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: •figur ative language (personification, metaphor, simile, hyperbole) •18.4 Develop and present characters through the use of basic acting skills •19.22 Write and justify a personal interpretation of literary, informational, or expository reading that includes a topic statement, supporting details from the literature, and a conclusion. •19.25 Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurative language. These frameworks span all levels 5-12. Additionally there are many cross–curricular connections within this unit plan. Connection to the Curriculum National Council of Teachers of English (NCTE) •Standar d 1 •Standar d 2 •Standar d 3 •Standar d 4 •Standar d 5 •Standar d 11 Unit Part 1 A look at how Shakespeare became part of American culture and who determines what becomes popular in theater. Part I is designed to support Part 2 – a reading of Romeo and Juliet In class activity Introductory Activity: Pre-reading (One class 48 minute period) •England’s influence seen in America •Complete pre-reading worksheet •Discuss students’ perceptions of Shakespeare. •Discuss the use of the enrichment board throughout this unit. •T aylor Swift “Love Story”, New Moon cover, “star-crossed lovers” from the Hunger Games series. A Pretty Little Pocket-Book, intended for the Amusement of Little Master Tommy, and Pretty Miss Polly. London: J. Newbery, 1760. Early Printed Collections, The British Library "Cooke's Circus" Edinburgh: James Brydon, 1840. Poster. Prints and Photographs Division, Library of Congress John D. Battin Jr. and Peter Fritz, sculptors Washington Monument Commemorative Stone: Dramatic Profession of America 1853 installed 1889 John Quincy Adams Ward Shakespeare Memorial in Central Park, NY commissioned 1864 Funds raised by a production of Julius Caesar (with actors Edwin and John Wilkes Booth) William Ordway Partridge Shakespeare Memorial in Lincoln Park, Chicago 1888 Introductory Activity: Pre-reading (One class 48 minute period) •England’s influence seen in America •Complete pre-reading worksheet •Discuss students’ perceptions of Shakespeare. •Discuss the use of the enrichment board throughout this unit. •T aylor Swift “Love Story”, New Moon cover, “star-crossed lovers” from the Hunger Games series. Activity 1: Hallum & The American Company (1750s) (One class period) •Sha kespeare in Early America. Have students read the excerpt from the Shakespeare in America website. (notes) •A ccess student’s prior knowledge about the settling of America. •Pla ybills •Students write a journal entry about seeing Shakespeare, from the perspective of a British colonist. •Sha kespeare during the latter half of the eighteenth century •P ortraits of Washington, Adams, and Jefferson compared to King George III •Summa ry of the Bard in revolutionary America from Shakespeare in America website. (notes) Activity 1: Hallum & The American Company (1750s) (One class period) •Sha kespeare in Early America. Have students read the excerpt from the Shakespeare in America website. (notes) •A ccess student’s prior knowledge about the settling of America. •Pla ybills •Students write a journal entry about seeing Shakespeare, from the perspective of a British colonist. •Sha kespeare during the latter half of the eighteenth century •P ortraits of Washington, Adams, and Jefferson compared to King George III •Summa ry of the Bard in revolutionary America from Shakespeare in America website. (notes) Gilbert Stuart 1755-1828 George Washington (Lansdowne Portrait) 1796 Oil on canvas National Portrait Gallery Gilbert Stuart American, 1755 - 1828 John Adams 1800/1815 oil on canvas Gilbert Stuart (painter) American, 1755 - 1828 Thomas Jefferson 1821 oil on wood Allan Ramsay 1713-1784 King George III (in coronation robes) 1761-62 Oil on canvas National Portrait Gallery Activity 1: Hallum & The American Company (1750s) (One class period) •Sha kespeare in Early America. Have students read the excerpt from the Shakespeare in America website. (notes) •A ccess student’s prior knowledge about the settling of America. •Pla ybills •Students write a journal entry about seeing Shakespeare, from the perspective of a British colonist. •Sha kespeare during the latter half of the eighteenth century •P ortraits of Washington, Adams, and Jefferson compared to King George III •Summa ry of the Bard in revolutionary America from Shakespeare in America website. (notes) Activity 2: The African Company (1820s) (One class period) •R ead a description of the African Company from Howard University’s Fine Arts Walk of Fame (notes) •Discuss controversy (notes) •R ead excerpt from Act V, scene 3 The Tragedy of King Richard the Third. Discuss the effects on the audience. •W rite a letter to a friend about the experience, from the perspective of an African American. •Discuss the path of the African Company (notes) James Hewlett as Richard III Ira Aldridge as Othello Activity 2: The African Company (1820s) (One class period) •R ead a description of the African Company from Howard University’s Fine Arts Walk of Fame (notes) •Discuss controversy (notes) •R ead excerpt from Act V, scene 3 The Tragedy of King Richard the Third. Discuss the effects on the audience. •W rite a letter to a friend about the experience, from the perspective of an African American. •Discuss the path of the African Company (notes) KING RICHARD III A thousand hearts are great within my bosom: Advance our standards*, set upon our foes flags Our ancient word of courage, fair Saint George, patron of England Inspire us with the spleen of fiery dragons! Upon them victory sits... Activity 2: The African Company (1820s) (One class period) •R ead a description of the African Company from Howard University’s Fine Arts Walk of Fame (notes) •Discuss controversy (notes) •R ead excerpt from Act V, scene 3 The Tragedy of King Richard the Third. Discuss the effects on the audience. •W rite a letter to a friend about the experience, from the perspective of an African American. •Discuss the path of the African Company (notes) Activity 3: The Astor Place Riot (1849) (One class period) •Differences in American and British theater •R ead the excerpt about the Astor Place Riot from Lawrence Levine’s Highbrow/Lowbrow. (on handout) •Complete handout on Astor Place Riot Charlotte and Susan Cushman (the Cushman sisters) in Shakespeare’s Romeo and Juliet. 1846 Shakespeare’s Globe Theatre Shakespeare’s Globe Theatre Left: earliest know sketch of the interior Below: reconstructed exterior Chatham Garden Theatre New York 1823 Bowery Theatre New York 1856 Compare & Contrast Compare & Contrast A European view of Americans at the Theatre Box at the Theatre by Auguste Hervieu, from Trollope, Domestic Manners of the Americans A view of the clientele at a New York theatre (most likely the Park) in 1831. John Lewis Krimmel (1786-1821) From Nightlife in Philadelphia An Oyster Barrow in front of the Chestnut Street Theater 1811 Watercolor and graphite on white laid paper Left: 19th century British theatre-goers at the Drury Lane, Convent Garden Below: American theatre patrons at the Park Theatre in New York. Activity 3: The Astor Place Riot (1849) (One class period) •Differences in American and British theater •R ead the excerpt about the Astor Place Riot from Lawrence Levine’s Highbrow/Lowbrow. (on handout) •Complete handout on Astor Place Riot Activity 3: The Astor Place Riot (1849) continued… (One class period) •Letter to Macready from pre-reading activity •Summarize Levine’s description of Macready’s second attempt to perform. (notes) •A brief essay on a modern-day comparison to the Astor Place Riot incident.