In Wisconsin schools, Act 31 is praised as one of the most important social studies bills passed. Act 31 is the “biennial budget bill that addressed several education needs, such as requiring the study of American Indian history, culture, and tribal sovereignty of the eleven federally-recognized tribes in Wisconsin” (O’Connor, 2018). All teachers need to be aware of this Act, and should know how to approach a solid teaching style. There are many ways to go about this, but studying the actions, history and culture of some or all of the tribes in Wisconsin is usually the way to go. There are eleven recognized tribes in the state of Wisconsin, and I am going to be discussing the impacts that the Forest County Potawatomi Tribe and the Ho-Chunk tribe.
Additionally Regan and Goneril’s manipulation of Lear lead to Cordelia being stripped of her rightful Kingdom and the downfall of Lear, who without
three witnesses: 29. How much more surer punishment, suppose ye, shall he be thought worthy, who hath trodden underfoot the Son of God, and hath counted the blood of the covenant, wherewith he was sanctified, an unholy thing, and hath done despite unto the spirit of grace?” Zeph. 1:6.;Luke 12:45-47 Luke 9:62 “No man having put his hand to the plough, and looking back is fit for the kingdom of God,” We must now ask ourselves what the foregoing scriptures mean.
Here is my suggested rough draft of the project A few notes • TBD= dialog need to be written • (suggested direction of dialog) Act 4 Scene 1 Open with anchor 1 (chorus) giving a recap of the war and present state and disposition of the English Army on the eve of battel to be developed (TBD) (Outnumbered, far from home, imposable odds but moral up, English superiority, victory certain for the English, god on English side…) Anchor 2 interrupts questioning the how victory could be certain with the English so heavily outnumbered; also questions King Henry’s wisdom in engaging in a battel while in such a weak position, (unfit to be as a general, lack of experience, is barley holding the army together not leading it…) Anchor 1 introduces footage
Act 4 Reader’s Response When I began reading act four of The Crucible, I hadn’t developed strong feelings, positive or negative, about any characters. There were certain people I didn’t necessarily like throughout the first three acts, but there was never a point when I became extremely frustrated with any of them. In this act, that wasn’t the case. Deputy Governor Danforth proved to me as act four progressed that he wasn’t concerned for the people of Salem, he was concerned about not allowing himself, the government or his God look weak. I discovered how his reputation became more important to him than standing up to the hysteria and saving innocent lives.
The three-act structure is the most widely used formula for writing movies in American cinema. Some swear that this structure is the perfect formula for creating a successful film that will top the charts and bring in the most revenue. As the name states, it is composed of three distinct acts: the setup, the confrontation, and the resolution. Each of these three acts has their own partitions called beats. The beats are checkpoints for important events that screenwriter and film analyst Blake Snyder says are imperative for writing a screenplay that will both captivate and entertain it’s audience.
Act 3 Scene 1 and Act 3 Scene 5 were made effective for different reasons for example Scene 1 contained more tension and impetuous decisions whereas Scene 5 consists of more predicaments and character revealing. Act 3 Scene 1 was effective because of the language used within the battle between the two families and was mostly patronizing and provoking towards each other, the character was mainly based on how blood thirsty and maculating these men thought they were, tension was used a lot within this scene as this was the scene where two men were killed and the situation was found to be more serious. Scene 5 showed characters’ personalities more as this was the scene were you got to know both Lord and Lady Capulets true colours, and their relationship with their daughter and shows us the patriarchal society
The scene Act 3 scene 2, conveys the theme that killing someone isn't the most proficient way in dealing with problems nor does it make life simpler, instead it creates more complications. Ironically, In this scene Lady Macbeth and Macbeth discuss the death of Banquo; both of them begin to show signs of fear & guilt. Both of them realize the troubles that come with killing Banquo, and recognize that troubles follow; his son Fleance can still cease the prophecy. This is demonstrated in the metaphorical quote “We have scorched the snake, not killed it.” Macbeth refers to Banquo as a snake, who has not yet been killed and is still able to “attack” them.
This play is called Blithe Spirit – An Improbable Farce in Three Acts by Noël Coward and it was written in 1945. The setting of the whole play is only in one place, the living room of Charles and Ruth’s house. The play is divided into three acts. Charles invited a local medium named Madame Arcati to have a séance at his house. His invitation was to collect some good information for his new book for he is a writer.
King Lear is about political authority as much as it is about the power of family and its’ dynamics. Lear is not only a father but also a king, and when he gives away his authority to the unworthy and evil Goneril and Regan, he gives not only himself and his family but all the people of Britain into cruelty and chaos. As the two wicked sisters satiate their demand for power and Edmund begins his own rising, the kingdom collapses into civil clash, and we realize that Lear has destroyed not only his own authority but all authority in Britain. The reliable, hierarchal order that Lear initially represents falls apart and disorder consumes the dimension. The failure of authority in the face of chaos recurs in Lear’s excursions on the heath during the storm.
The Sioux lived in now Wisconsin, Minnesota and North and South Dakota. They were corn farmers, and they were good at that, so that did not need to worry about the eating problem. When Spanish brought horses to America, the Sioux rode horses to hunt buffalos.
There would´ve been a different outcome if not for the cruelty and seek for revenge in this play. But that is not to be in the way Shakespeare wrote
Over the course of Hamlet, many of the main characters engage in role play as a mechanism to achieve their own interests. Prince Hamlet is one of these characters, and his act proves to be one of the most important aspects of the play. Throughout the play, role-play (especially Hamlet’s) significantly affects the plot, and ultimately strains the relationships between several characters. Hamlet is among one of the most important characters to engage in role play. In act one, scene 5, shortly after being told that Claudius killed his father, Hamlet tells Horatio and Marcellus that he plans to feign madness, and he says, “As I, perchance, hereafter shall think meet to put an antic disposition
Macbeth Act II Study Questions Act II. Scene i 1. Macbeth meets Banquo just before he goes to perform the murder. The two talk and Macbeth tells Banquo, “If you shall cleave to my consent, when ’tis,/It shall make honor for you” (2.1.34-35). This increases the dramatic tension of the scene because Macbeth is hinting that one day he will be king.
It is often said that the opening scene or chapter of a drama sets the stage for the major themes that the reader will see throughout the book or play. This theory is proven to be true in William Shakespeare’s King Lear. The first scene in act one helped to introduce some of the themes that would be seen throughout the rest of the play like the idea of madness, reconciliation and the idea of authority versus chaos. One major theme was reconciliation. In the very beginning when Lear was asking his daughter how much they all loved him, Cordelia couldn’t come up with the right words to say that would express her feeling for her father and accused her sister of exaggerating their love for him.
