Quotation on Human Existence: To Be Or Not To Be

To be or not to be. That is the question.

Hamlet — William Shakespeare

Photo by Max Muselmann on Unsplash

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Opinion: Why Everyone Should Either Give Back to Society with Time or Money

In this blog post, I argue why it is our moral obligation to give back to society . . .

Why Everyone Should Give Back to Society

Have you ever stopped to think about the impact that one individual can have on society as a whole? It might not seem like much, but giving back to society can make a significant difference in the lives of others. In fact, it's so important that some people believe that citizens should be legally required to give back to their country through either volunteering or monetary donations.

Consider this: if a person cannot contribute monetarily, should they be required to volunteer their time? While it might seem like a burden, volunteering can be a fantastic way to give back to your community while developing new skills and connections.

In 1961, President John F. Kennedy famously stated, "ask not what your country can do for you but what you can do for your country." These words still ring true today. Society relies on the generosity of its citizens to function properly. With the willingness of individuals to give back, many important initiatives and services come to fruition.

Moreover, the benefits of giving back go beyond helping others. Studies show that individuals who give back to society are generally happier, healthier, and more fulfilled. Volunteering, for example, can provide a sense of purpose and belonging and even help alleviate depression and anxiety.

So, how can you give back to society? There are many different ways to get involved, and the best approach is to find something that aligns with your interests and passions. If you're passionate about animal welfare, consider volunteering at a local animal shelter. If you're interested in education, consider tutoring children in your community. And if you can't give your time, consider donating to a cause you care about.

In conclusion, giving back to society is essential for improving our communities and society. It helps those in need and provides the giver a sense of fulfillment and purpose. So, let's follow in the footsteps of President Kennedy and ask ourselves not what society can do for us but what we can do for society.

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A Pro Tip for Teachers: Using Text Sets on Newsela

Newsela is a website that curates news articles for teachers to share with their students. The idea is straightforward. Students engage with non-fiction texts to improve their reading levels (and critical thinking skills). Each news article on Newsela is calibrated to at least five reading levels which can be tweaked according to a student's grade level and reading proficiency. Articles come equipped with quizzes students can take (and teachers can see the results) and writing prompts students can respond to (which teachers can edit to align with their own classes).

Use Newsela for Non-Fiction ReadingI have been using Newsela for a long time. I use it to assign articles to my students that supplement what we're doing in class. For example, for a Ninth Grade English Shakespeare unit I have kids read about Shakespeare in the Park or after talking about whether or not "video games rot your mind" I have them read an opinion piece on the subject before they write their own essay.

Go Further With Teacher-created Text SetsA really powerful tool on Newsela is the ability to create text sets. I teach a series of "Philosophy in the Classroom" units that I developed with middle and high school students at my school. We read Plato and Nietzsche in class but I want to connect the abstract ideas of philosophers to current and relevant events going on in our society today. Newsela makes that possible. Here is a text set I recently made for my students that I have paired up with my unit on Justice.

Newsela Text Set: Philosophy in the High School Classroom: "The Ring of Gyges"
Essential Mystery: Why should I be a good person?

I based the Newsela Text Set On 

My Philosophy in the Classroom Lesson

Supporting questions:
Should I be a good person even if I know I can get away with being bad?
Is being a good person in of itself a good thing? Why do those who do bad things not only sometimes get away with it but seem to benefit from their ill deeds while those who do good don't often prosper nor get as much recognition for the good they do?

Student/ Teacher Instructions:
Why be good? The texts in this set contribute to an overarching moral question first brought out by Plato in his book, The Republic. Plato's young student Glaucon complains to Socrates that good people never seem to benefit from their good deeds, while bad people who do bad deeds not only profit from it but seem to be better off than good people. So why be good at all?

• Pre-Reading Assignment: Before going further watch the following video “The Myth of Gyges”. Copy and paste the link: https://youtu.be/4qjGp6TWqe4
• Optional. Read the primary source material from The Republic. Copy and paste the link: http://sites.wofford.edu/kaycd/Plato/. 
• Choose THREE compelling stories from this text set to read and to annotate. Respond to all prompts in YELLOW. These are my questions to you. 
• Be both Glaucon and Socrates as you read. Highlight in RED ideas in the stories that support Glaucon. Highlight in GREEN views that support Socrates' view. 
• Take the reading comprehension quizzes for the three stories you selected. 
• Prepare the writing prompt for the article that you thought was the most compelling. Read the prompt carefully. 

In class, be ready to share your annotations for the articles you selected. You will be paired with different students to discuss the ideas of each article. Your grade for this assignment is a combination of your quiz scores (20%), your annotations and appropriate highlights (20%), group participation (30%), and finally, your writing prompt (30%).

Extension Resources:

• Primary Source "Ring of Gyges" Kay, Charles D. Wofford College. “Plato”. N.d. <http://sites.wofford.edu/kaycd/Plato/>. Internet Resource.
• Go deeper with this lecture from Yale University professor Tamar Szabó Gendler on "The Ring of Gyges". https://oyc.yale.edu/philosophy/phil-181/lecture-2
• Plato, and Benjamin Jowett. The Republic: The Complete and Unabridged Jowett Translation. New York: Vintage Books, 1991.

Intended Grade Level(s): 7-10

Content Areas: English Language Arts, Social Studies, Humanities, Civics

Skills Practiced: This text set and its activities conform to the following Common Core Standards:

CCSS.ELA-LITERACY.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.CCRA.L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCSS.ELA-Literacy.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Estimated Time: Three 45-minute class periods.

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Quotation: Mr. Keating from Dead Poets' Society on Writing

In the movie Dead Poets Society, Robin Williams plays the role of private school teacher Mr. Keating — a man who believes words can be bullets. Words matter. Maybe more so now than ever.

Even unintelligible text scribbled on a wall can be an idea.

"No matter what anybody tells you, words and ideas can change the world"

— Mr. Keating, Dead Poets Society (1989)

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Library Poster: "Read a Book"

Printable poster from stonesoferasmus.com to encourage reading -- Read a book!

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Teaching Shakespeare's A Midsummer's Night's Dream: Power Plays, Cultural Insights, and A Unique Scene Analysis

Dive into our insightful analysis of Shakespeare's A Midsummer Night's Dream as we explore power dynamics, Shakespeare's orientalistic imagery, and a nuanced interpretation of a specific scene involving Titania and Oberon. Our post, perfect for educators and students alike, brings a fresh perspective on this classic play.

Teaching and Analyzing a Midsummer Night's Dream

I've taught high school students A Midsummer Night's Dream several times. It's a popular text in American schools. Heck, I even read it in high school. And I have seen it performed on stage several times. It's a fun play that has worn well over the last five hundred years.

Power Plays in the Play

When teaching the play, I recommend skipping the part in the first scene where Hippolyta and Theseus talk about their wedding (and I go back to it later). I go straight to the part where Egeus comes to the court to ask Theseus to force his daughter Hermia to marry a boy she doesn't want to marry.

I ask students to keep a record of disagreements that occur in the play. Who is arguing with who and what is the power differential at work? In this case, it is a debate between an adolescent girl and her upper-class middle-aged father who wants to make decisions about the future of his family tree. Having the kids identify these power struggles is an effective way to hook them onto the play. Who doesn't like a rollicking tale of parental control and teen rebellion?

If you don't know the plot, it involves two young pairs of lovers from Athens' aristocratic class who escape into the woods to evade their parents' authority and the law. I am leaving out a few plot details but basically, a fairy named Puck mucks around with the concept of love at first sight and all hell breaks out in the forest. Even the queen and king of the fairies get in on the craziness.

So there is a lot to say about this play, and I have written about it on this blog; however, in this post, I want to zero in on a particular scene one may overlook when reading the play.

A Closer Look at a Particular Scene (Act.2.S.1)

Titania, the Queen of the fairies, has "stolen" a lovely boy from an Indian king, and her husband, Oberon, wants the boy for himself. Now, by Indian, Shakespeare means the Asian sub-continent, not the first nations inhabitants of the New World. In Shakespeare's time, Britain had already made in-roads into India and had begun what would become a long colonial presence there. There is debate among scholars as to the exact implications of this term in the play. In the late 16th century, when Shakespeare was writing, England was just beginning its interactions with India. The British East India Company, which began formalizing British presence in India, was established in 1600, a few years after "A Midsummer Night's Dream" was written. This means that while there were some interactions and awareness of India, the full-scale colonial presence hadn't been fully established yet in Shakespeare's time.

But the germ of colonial enterprise is there, in the text. Shakespeare romanticizes India.

The argument between Titania and Oberon over the "changeling boy" primarily takes place in Act 2, Scene 1. In this scene, Oberon confronts Titania about the Indian boy whom she has brought from India and is caring for. Oberon wants the boy to become one of his followers, but Titania refuses to give him up, which causes a conflict between the two characters. The scene contains key dialogues that reveal the depth of their disagreement over the boy.

When Titania explains how the boy was not stolen, but rather, she became the child's protector, Shakespeare infuses the language with orientalistic flourishes. For example, in describing Titania's visit, Shakespeare describes the Indian air as spiced, and he notes that Titania takes a seat on "Neptune's yellow sands". I am not sure why he refers to Neptune here, but it is a reference to the god of the sea (in Greek, Poseidon). My guess is that it is a soft allusion to the trade relations between India and Europe, a relationship that was born on the sea, but also traversed through trade routes (hence the "spiced Indian air" that also seems to allude to the export of spices from Asia).

Oberon: "I do but beg a little changeling boy to be my henchman"

While Oberon contends that Titania is a thief, the Fairy Queen explains that she came in possession of the boy because "His mother was a votaress of my order." When the mother dies in childbirth, Titania takes it upon herself to raise the boy as her own and she steals away with him - basically stealing the child from his father.

Their conflict over the boy plays a significant role in the plot development, as it prompts Oberon to instruct his sprite, Puck, to apply the juice of a magical flower to Titania's eyes while she sleeps. This leads to Titania falling in love with Bottom (who has been given a donkey's head) when she wakes up. When Titania returns to the forest with the "changeling," as she calls the boy, Oberon becomes furious when she won't share what she stole. The two royal fariy monarchs duke it out and to make a long story short, they kiss and make up — but not after Titania has her way with Bottom, and falls in love with the donkey-man.

New York City Ballet production of movie version of "A Midsummer

Night's Dream" with director Dan Eriksen coaching child actress

playing the changeling, choreography by George Balanchine

(New York). NYPL Digital Collections. 

One could look at this episode as a metaphor for colonialism. The British Empire was basically stolen by the British and then raised as its own.

Stop at the end of this scene and have your students discuss — better yet, have them prepare discussion points based on the following prompts:

• Understanding the Conflict Between Oberon and Titania: Discuss the core issue that instigates the dispute between Oberon and Titania in "A Midsummer Night's Dream." How does their disagreement over the "changeling boy" inform their characters and affect the overall plot?
• Traces of Early Colonial Influence in Shakespeare's Work: Examine the textual evidence in "A Midsummer Night's Dream" that could suggest the beginnings of Britain's colonial influence on India and East Asia. How does Shakespeare's portrayal of the Indian boy reflect or contradict the historical context of early British-Indian relations?
• Shakespeare's Orientalism in Depicting India: Analyze how "A Midsummer Night's Dream" may exemplify an "Orientalist" perspective, in which India is depicted as mysterious, exotic, and otherworldly. Consider instances in the text where Shakespeare romanticizes or idealizes India. How might this perspective have influenced perceptions of India during Shakespeare's time, and how does it relate to the broader discourse of Orientalism in literature?

The Changeling in Literature

Cigarette Card 'The Fairies' Changeling

Another stab at the text is to look at the trope of the changeling — as Oberon refers to the boy. There is a long, and detailed history of the changeling child in European fairytale and lore. The changeling is a substitute child left to replace a real one — stolen by fairies — or by goblins (cue the Jim Henson flick Labyrinth). Even into the nineteenth and twentieth centuries, this lore has endured, as evidenced by a pack of cigarette cards. The card reads:

THE FAIRIES' CHANGELING (Herefordshire) A mother was greatly worried over her child, for it never grew but lay in its cradle vear after year. When her elder son, a soldier, returned from the wars, he refused to believe the child was his brother, declaring it was a changeling. To prove this, he blew out some eggs, filled the shells with malt and hops, and brewed them over the fire. "Though I've lived a thousand years," chuckled the changeling, "this is the first time I've seen beer brewed in egg-shells." He then rushed from the house. Shortly afterwards, a fine young man walked in — he was none other than the boy the fairies had been keeping for many years.

Suffice it to say the "changeling" represents the unwanted child, a fairytale metaphor for the step-child, or the boy under the stairs (from Harry Potter). On the one hand, the fairy tale hinges on a childhood fear that "I am not wanted;" or the fear that "My parents are not my real parents." But it also reflects a more disturbing fact, of abuse, and neglect of children.

Ahhh A Comedy (But, Wait. What about the Boy?)

The play is a comedy. And at the end of the play, all is made right, lovers get what they want and the audience is treated to a play within a play. But we never find out the fate of the boy. What happened to him — what is his story? There is a creative piece here, waiting to be written, in the vein of The Wide Sargasso Sea, where a novel is written that gives a voice and character to the changeling boy from A Midsummer Night's Dream. Let's not leave the changeling boy to be neglected and give them their voice and story.

By Greig Roselli

Sources:

1. Billy Rose Theatre Division, The New York Public Library. "New York City Ballet production of movie version of "A Midsummer Night's Dream" with director Dan Eriksen coaching child actress playing the changeling, choreography by George Balanchine (New York)" The New York Public Library Digital Collections. 1964.

2. George Arents Collection, The New York Public Library. "The fairies' changeling (Herefordshire)." The New York Public Library Digital Collections.

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Video Repost: Cute Kid Gives Sage Criticism on Consumer Culture

In this video repost, listen to a cute kid give sage advice on how to avoid consumerism.

Girbaud Brand Jeans — Remember Them?

When I was a teenager, in the 1990s, the French jeans clothier Marithé et François Girbaud was in style. I remember I bought these jeans because I thought I needed them. They were cool! Everyone was wearing them. Now. They were cool. But, in retrospect — looking back on it — jeans are jeans. Girbaud jeans had a privileged quality attached to them. Wearing the Girbaud brand was like being christened with a superpower. Jeans with the Girbaud logo were easily noticeable, so everyone in your school could identify who had the right pair of jeans. If your jeans were Wal-mart storebought, you were doomed.

The Kid in the Video is Non-Plussed about Consumerism

What I like about the kid in this video is that not only is he non-plussed by consumerism, he also can make his own aesthetic judgments. He says he knows what he likes and Filas fit him well and he likes the color.

What shoes do the other kids in the park expect kids to wear to avoid being ostracized? I'd like to know.

What's Your Take on This Video?

Let me know if you have ever been made less because you did not conform to consumer culture.

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