Describes how an in-class journal was used in a college Shakespeare course to involve students in a daily communication process. (DD)

Relates how one teacher helped another overcome his prejudice against his American Indian students by showing him that English literature--even "Beowulf"--can be as valid in the curriculum as Native American literature. (JL)

Discusses problems encountered in developing and teaching a course on Stuart and Tudor Drama, some of the teaching methods employed, and ideas for improving the effectiveness of the course. (JMF)

Suggests that students who have found "Shane" to be an exciting literary experience can be motivated to read other heroic literature such as "Beowulf" if the teacher presents it with an eye toward motivation. "The Odyssey" might follow os another epic poem. (TJ)

Designed for a ninth grade gifted history class, this interdisciplinary unit of study includes critical examination of two interpretations of the character of Shakespeare's Richard III. (RM)

Notes that the brief but crucial appearances of Prince Escalus in "Romeo and Juliet" offer a key to the understanding of how plot proceeds in any dramatic or comedic work. (FL)

Describes a teaching experiment for the study of literature in which students focus on "special authors" and use is made of such teaching strategies as group work, full class discussion, wide reading, and individual research. (HOD)

Addresses the problems in discussing nineteenth-century British literature in the classroom and advocates encouraging students to take and support various interpretations of text. (DF)

Examines some considerations that Shakespeare's plays raise for students and teachers of political science. Using the plays "Richard II and III" and "Henry IV, V, and VI," Gleicher discusses the genre of the history play, describes the historical and political position from which Shakespeare wrote, and identifies themes in…

A teacher of gifted elementary students discusses her class's annual Shakespeare project which involves studying his life, reviewing familiar passages, and finally presenting one of his plays. (CL)

Contributors offer suggestions for teaching "David Copperfield," a vocabulary unit built around the theme of love, and a vocabulary guessing game. (HOD)

Discusses reading and teaching Renaissance poetry in terms of the poem's "resonance," its capacity to speak to contemporary readers directly and draw them into its historical world. Advises teachers to expand the resonance to illuminate the poem's background, as exemplified by the poetry of Thomas Wyatt in the court of Henry VIII. (DF)

Describes a method for giving a final examination in a British Literature class by having students write a paper using an original approach based on the works studied during the semester. Provides four possible approaches and includes an example written by a student. (TJ)

Presents a method of teaching Restoration and eighteenth-century drama in which a context shaped by student characteristics and needs is built for the study of the plays and in which a single specific problem is addressed in each text to develop an understanding of the drama and the period. (DF)

Posits that the 1990 publication of the New Revised Standard Version of the BIBLE offers a teaching opportunity for public schools, especially in social studies and literature. Points out that new knowledge about ancient texts generated by biblical scholarship and changes in the English language necessitated creating a new standard text. (CH)