Friday, January 24, 2020

Shakespeares Macbeth and Hamlet as Tragic Heroes Essay -- Macbeth ess

Macbeth and Hamlet as Tragic Heroes      Ã‚   William Shakespeare has written many literary works - from his sonnets to his plays, each has it's own individual characteristics.   One popular characteristic that comes from his plays is the tragic hero.   The audience can always relate to the tragic hero and the many trials he faces.   Macbeth and Hamlet are just two of Shakespeare's plays that involve the tragic hero.   Through their nobility, tragic flaws, and dignity Macbeth and Hamlet prove to be tragic heroes.    Macbeth's nobility begins with the title, "thane of Glamis" (1.3.74).   After the original "thane of Cawdor" (1.3.110) dies, Macbeth gains this title as well.   Once the witches reveal the prophecy that Macbeth would be king, Macbeth murders the king and takes the throne for himself.   This reaches the height of Macbeth's nobility.   In the beginning of the play, Macbeth is thought of as a "worthy thane"(2.3.43.), however, this shifts to nothing more than a "hell hound"(5.8.4.) in the end.   Much like Macbeth, Hamlet is very powerful and has a high status in the country.   Hamlet is the Prince of Denmark and was named "most immediate to [the] throne" (1.2.109) by Claudius.   "Lord Hamlet"(1.5.112.) is well respected by the people of Denmark.   Claudius takes this into account and does not immediately kill Hamlet when he finds out he knows the truth about his father's death.   Similar to Macbeth, Hamlet starts out in a more noble position than he ends up.   Once Ha mlet begins to act crazy, others start to believe his "noble mind is here o'erthrown!" (3.1.153.).   The idea that both Hamlet and Macbeth begin with a high position and fall to their defeat leads to the development of the theme power corrupts, an important theme in... ...s honor by exchanging forgiveness with him.   In turn, the dignity of Shakespeare's tragic heroes is reestablished in the end, however, this does not change their fate.    The characteristics of Macbeth and Hamlet lead them to become tragic heroes.   The specific detail of these characteristics make Shakespeare's tragic heroes well defined in each of his plays.   By the time of their deaths, both Macbeth and Hamlet have realized their fate and accepted the consequences like a true tragic hero.    Works Cited and Consulted: Elliot, G.R. "Introduction: On `Macbeth' as Apex of Shakspearean Tragedy" in Shakespearean Criticism, Volume 3. Edited by Laurie Harris Gale: 1984 Shakespeare, William. Macbeth. Edited by Norman Sanders. Cambridge: Cambridge University Press, 1994 Shakespeare, William. Hamlet. Ed. Sylvan Barnet. New York: Signet Classic, 1998.

Thursday, January 16, 2020

Independence and Constitutions Practice Assignment Essay

Focus on how the Constitution provides liberty for American citizens. Use quotations from the Constitution to support your points. If you choose, you can compare or contrast the U.S. Constitution with the Haudenosaunee Great Law of Peace (the Iroquois Constitution). Your essay should use a basic three-paragraph structure (introductory paragraph with a hook and a thesis, a supporting paragraph, and a concluding paragraph) and should be written in 12-point font with one-inch page margins. For extra help on completing your assignment, click your practice guide. Read more: How does the constitution guard against tyranny dbq essay Tips for Success When you analyze something, you’re trying to figure out how its different parts work together. In this assignment, you want to figure out how the parts of the Constitution work together to create liberty for American citizens. You may want to consider the following: What major parts of the Constitution are there? How do they function? What liberties does this document provide? For whom did this document actually provide liberty? Was anyone left out? How was this document similar to or different from the Iroquois Constitution? Remember, as you craft your essay, it should be built on a strong thesis statement, one that is debatable, not just a fact. And don’t forget to support your position with strong evidence from the Constitution itself!  Without evidence, an analysis essay is nothing. Self-Assessment Checklist Read each question and evaluate your short response. If the answer to the question is yes, check the box to the left. If the answer is no, go back and revise your work. Your teacher will use these same guiding questions to score your short response. Quality of Ideas Did I demonstrate an understanding of the assignment by: Focusing on how the Constitution provides liberty for American citizens? Following the basic structure of an analysis essay (introduction with hook and thesis, body with quotations to support my points, conclusion)? Did I demonstrate the ability to think critically and creatively by: Using my language or ideas in a creative way? Going beyond basic information to make connections between ideas? Did I demonstrate the ability to write a thesis statement by: Making a claim that requires support? Did I demonstrate the ability to support my ideas by: Referring directly or indirectly to the reading or readings? Addressing all parts of the writing topic? Connecting each supporting sentence to the claim in the thesis statement? Did I demonstrate the ability to conclude by: Summarizing the ideas and/or restating the thesis statement? Did I demonstrate the ability to organize my writing by: Using transitions? Ordering ideas logically? Form and Presentation Did I follow presentation requirements (12-point font, standard margins, length requirements)? Did I properly cite all quotations? Style Did I use a variety of sentence types (simple, compound, and complex)? Did I avoid run-on sentences and fragments? Did I check for spelling and grammar errors? Did I use an appropriate tone? In creating the Constitution, the states had several different reactions, including a rather defensive reaction, but also an understanding reaction. As a document that provided the laws of the land and the rights of its people. It directs its attention to the many problems in this country; it offered quite a challenge because the document lent itself to several views and interpretations, depending upon the individual reading it. It is clear that the founders’ perspectives as white, wealthy or elite class, American citizens would play a role in the creation and implementation of The Constitution. On further analysis, most of the issues within the document were due to vast cultural, racial, and economic lifestyles that our country did and will continue to support, as unintentional as it may be. This document lessened some of those issues and attempted to accommodate the requests of all states. However, Elitist framers manipulated the idea of a constitution in order to protect their economic interests and the interests of their fellow white land and slave owning men’ by restricting the voices of women, slaves, indentured servants and others. The Constitution that was created had a strong central government and weaker state governments. Under the Constitution, Congress was given the power to levy taxes, regulate trade between the states, raise an army, control interstate commerce, and more. A three-branch government was established in  which a judicial branch handled disputes in a federal court system, a President headed an executive branch, and a legislative branch. Conversely, the anti-federalists believed in weak central and strong state governments, as the way it was in The Articles of Confederation and believed in strict adherence to the writings of the constitution. Furthermore, the creation of The Constitution caused much debate between the elite and democratic states because they thought that if the Government got all of the power, they would lose their rights. The conflict between the North and South played a major role in the development of this document. The North felt that representation in Congress should be based on the number of total people and South felt that it should be based on number of whites. However, The Three Fifths Compromise settled this when it was said a slave will count as 3/5 of a free person of representatives and taxation. Article one section two of the Constitution defines how the population will be counted, obviously there was a strong opposition to this by Southern states like Virginia because their economy was based on slave labor and they had a bigger population because of it. Additionally, In Young’s’ article he mentions â€Å"four ghosts† (Young 3) the first being Thomas Paine, Abraham Yates, Daniel Shays and Thomas Peters who â€Å"haunted† (young 3) the minds of elites as they were making the constitution. These â€Å"ghosts† were representations of the resistance the elites encountered during the revolution; as a result, accommodations were made in order to avoid conflicts such as the ones they had previously faced such as Shays Rebellion. Secondly, another issue would arise with the Article 4. Section 1 declares that all states will honor the laws of all other states; this ensures, for example, if someone was declared a slave in one state they couldn’t be freed in another state. Also, section two, serves as the comprise between the founders and citizens to section one by guarantying that citizens of one state be treated equally and fairly like all citizens of another. It also says that if a person accused of a crime in one state flees to another, they will be returned to the state they fled from. The slave states could lose  more slave labor by other owners claiming slaves that weren’t theirs. Those people like William Byrd feared that the Constitution wouldn’t work because it was completely opposite from The Articles of Confederation. Consequently, the majority of the states had to accept the constitution the law and abide by it. The Anti-Federalist viewed the federal judicial system as a threat to individual liberties and state’s independence. How far could the judges expand their role? They feared they would be ruled by Kings. There was nothing in the Constitution to guarantee civil trial by jury and judges could take over matters that had been the jurisdiction of lower courts. They worried that the jurisdiction of the federal courts was too broad and not clearly defined. To resolve this issue the framers detailed what powers the judicial system would have, for instance, (Article 3, Section 1) Congress establishes inferior courts to the Supreme Court. It was a part of the system of checks and balances designed to ensure that one branch of the government wouldn’t dominate the others and each had limitations of power. (Constitution 4) Another fear of the anti federalists was the cost of the constitution, some feared that it would cost too much to change the laws in their states and this would greatly impact their lifestyle especially the planters and slave owners. Article I, Section 8: â€Å"To lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States† (Constitution 2). This gave states the power to collect taxes, by providing this section those elites would have more protection against economic loss. Some delegates feared democracy itself. They believed that unfit people would control the government as a result more checks and balances were put into place, for example, The Electoral College was implemented to ensure that the uneducated masses didn’t elect someone unsuitable for the presidency. They also created guidelines for the selection of the president, the guidelines are that the candidate is at least age 35, a natural-born citizen, and has a residency of at least 14 years. Another major concern could have been the connection between the national government and its people. To combat this each state would have their government and representatives. The government would also have a bill of rights that protected the natural rights of the citizens. So, in conclusion, the Constitution began by using the Articles of Confederation to create a stronger centralized government. Each state had their own interpretation of the document and the varying lifestyles of the framers and citizens delayed ratification time after time. However, due to the malleability of the document and much debate a standard was finally created. Copyright  © 2014 Apex Learning Inc. Use of this material is subject to Apex Learning’s Terms of Use . Any unauthorized copying, reuse, or redistribution is prohibited. Apex Learning  ® and the Apex Learning Logo are registered trademarks of Apex Learning Inc.

Wednesday, January 8, 2020

Biography and Facts About Elizabeth Bowes-Lyon

Elizabeth Bowes-Lyon  was the daughter of the Scottish Lord Glamis, who became the 14th Earl of Strathmore and Kinghorne, Elizabeth was educated at home. She was a descendant of the Scottish King, Robert the Bruce. Brought up to duty, she worked to nurse troops in World War I when her home was used as a hospital for the wounded. Life and Marriage In 1923, Elizabeth married the second son of George V, the shy and stuttering Prince Albert, after turning down his first two proposals. She was the first commoner to legally marry into the royal family in several centuries. Their daughters, Elizabeth and Margaret, were born in 1926 and 1930, respectively. In 1936, Alberts brother, King Edward VIII, abdicated to marry Wallis Simpson, a divorcee, and Albert was crowned King of Great Britain and Ireland as George VI. Elizabeth thus became queen consort and they were crowned May 12, 1937. Neither had expected these roles and while they fulfilled them dutifully, Elizabeth never forgave the Duke and Duchess of Windsor, the titles of Edward and his wife after the abdication and their marriage. When Elizabeth refused to leave England during the London Blitz in World War II, even enduring the bombing of Buckingham Palace, where she was residing with the king, her spirit was an inspiration to many who continued to hold her in high regard until her death. George VI died in 1952, and Elizabeth became known as the Queen Mother, or fondly as the Queen Mum, as their daughter, Elizabeth, became Queen Elizabeth II. Elizabeth as Queen Mother remained in the public eye, making appearances and remaining popular even through the many royal scandals, including her daughter Margarets romance with a divorced commoner, Capt. Peter Townsend, and her grandsons rocky marriages to Princess Diana and Sarah Ferguson. She was especially close to her grandson, Prince Charles, born in 1948. Death In her later years, Elizabeth was plagued with ill health, though she continued to appear in public regularly until a few months before her death. In March of 2002, Elizabeth, the Queen Mum, died in her sleep at age 101, just weeks after her daughter, Princess Margaret, died at age 71. Her familys home, Glamis Castle, is perhaps most famous as the home of Macbeth of Shakespearean fame. Source: The Queen Mother: Chronicle of a Remarkable Life 1900-2000. 2000. Massingbred, Hugh. Her Majesty Queen Elizabeth the Queen Mother: Woman of the Century. 1999. Cornforth, John. Queen Elizabeth: The Queen Mother at Clarence House. 1999. De-la-Noy, Michael. The Queen Behind the Throne. 1994. Pimlott, Ben. The Queen: A Biography of Elizabeth II. 1997. Strober, Deborah Hart and Gerald S. Strober. The Monarchy: An Oral Biography of Elizabeth II. 2002. Botham, Noel. Margaret: The Last Real Princess. 2002.