Romeo and Juliet - Act 3 Scene 1 (1996 Version)

Read and Respond: How do you decide if the rights of the individual is more important than adhereing to the law?

A Caning in Singapore Stirs Up a Fierce Debate About

Crime and Punishment

ROUGH JUSTICE

by Alejandro Reyes

The Vandalism Act of 1966 was originally conceived as a legal weapon to combat the spread of mainly political graffiti common during the heady days of Singapore’s struggle for independence. Enacted a year after the republic left the Malaysian Federation, the law explicitly mandates between three and eight strokes of the cane for each count, though a provision allows first offenders to escape caning “if the writing, drawing, mark or inscription is done with pencil, crayon, chalk or other delible substances and not with paint, tar or other indelible substances….”

Responding to reporters’ questions, U.S. charge d’affaires Ralph Boyce said: “We see a large discrepancy between the offense and the punishment.

The cars were not permanently damaged; the paint was removed with thinner.

Caning leaves permanent scars. In addition, the accused is a teenager and this is his first offense.”

By evening, the Singapore government had its reply: “Unlike some other societies which may tolerate acts of vandalism, Singapore has its own standards of social order as reflected in our laws. It is because of our tough laws against anti-social crimes that we are able to keep Singapore orderly and relatively crime-free.” The statement noted that in the past five years, fourteen young men aged 18 to 21, twelve of whom were Singaporean, had been sentenced to caning for vandalism. Fay’s arrest and sentencing shook the American community in Singapore. Schools advised parents to warn their children not to get into trouble. The American Chamber of Commerce said “We simply do not understand how the government can condone the permanent scarring of any 18-year-old boy—American or Singaporean—by caning for such an offense.” Two dozen American senators signed a letter to Ong on Fay’s behalf.

But according to a string of polls, Fay’s caning sentence struck a chord in the U.S. Many Americans fed up with rising crime in their cities actually supported the tough punishment. Singapore’s embassy in Washington said that the mail it had received was overwhelmingly approving of the tough sentence. And a radio call-in survey in Fay’s hometown of Dayton, Ohio, was strongly pro-caning.

He reckoned the whole affair revealed America’s moral decay. “The U.S. government, the U.S. Senate and the U.S. media took the opportunity to ridicule us, saying the sentence was too severe,” he said in a television interview. “[The U.S.] does not restrain or punish individuals, forgiving them for whatever they have done. That’s why the whole country is in chaos: drugs, violence, unemployment and homelessness. Th e American society is the richest and most prosperous in the world but it is hardly safe and peaceful.”

The debate over caning put a spotlight on Singapore’s legal system.

Lee and the city-state’s other leaders are committed to harsh punishments.

Preventive detention laws allow authorities to lock up suspected criminals without trial. While caning is mandatory in cases of vandalism, rape and weapons offenses, it is also prescribed for immigration violations such as overstaying visas and hiring of illegal workers. The death penalty is automatic for drug trafficking and firing a weapon while committing a crime. At dawn on May 13, six Malaysians were hanged for drug trafficking, bringing to seventeen the number executed for such offenses so far this year, ten more than the total number of prisoners executed in all of 1993.

Most Singaporeans accept their brand of rough justice. Older folk readily speak of the way things were in the 1950s and 1960s when secret societies and gangs operated freely. Singapore has succeeded in keeping crime low. Since

1988, government statistics show there has been a steady decline in the crime rate from 223 per 10,000 residents to 175 per 10,000 last year. Authorities are quick to credit their tough laws and harsh penalties for much of that….

“If there is a single fundamental difference between the Western and Asian world view, it is the dichotomy between individual freedom and collective welfare,” said Singapore businessman and former journalist Ho Kwon Ping in an address to lawyers on May 5, the day Fay was caned. “The Western cliché that it would be better for a guilty person to go free than to convict an innocent person is testimony to the importance of the individual. But an Asian perspective may well be that it is better that an innocent person be convicted if the common welfare is protected than for a guilty person to be free to inflict further harm on the community.”

There is a basic difference too in the way the law treats a suspect. “In Britain and in America, they keep very strongly to the presumption of innocence,” says Walter Woon, associate professor of law at the National University of Singapore and a nominated MP. “The prosecution must prove that you are guilty. And even if the judge may feel that you are guilty, he cannot convict you unless the prosecution has proven it. So in some cases it becomes a game between the defense and the prosecuting counsel. We would rather convict even if it doesn’t accord with the purist’s traditions of the presumption of innocence.”

Singapore’s legal system may be based on English common law, but it has developed its own legal traditions and philosophy since independence.

The recent severance of all appeals to the Privy Council in London is part of that process. In fundamental ways, Singapore has departed from its British legal roots. The city-state eliminated jury trials years ago—the authorities regard them as error-prone. Acquittals can be appealed and are sometimes overturned. And judges have increased sentences on review. Recently an acquittal was overturned and a bus driver was sentenced to death for murder based only on circumstantial evidence. “Toughness is considered a virtue here,” says Woon. “The system is stacked against criminals. The theory is that a person shouldn’t get off on fancy argument.”

Woon opposes caning to punish non-violent offenses. But he is not an admirer of the American system. Last year, Woon and his family were robbed at gunpoint at a bus stop near Disneyworld in Orlando, Florida.

The experience shook him. America’s legal system, he argues, “has gone completely berserk. They’re so mesmerized by the rights of the individual that they forget that other people have rights too. There’s all this focus on the perpetrator and his rights, and they forget the fellow is a criminal.” Fay is no more than that, Woon says. “His mother and father have no sense of shame.

Do they not feel any shame for not having brought him up properly to respect other people’s property? Instead they consider themselves victims.”

Yet harsh punishments alone are clearly not the salvation of Singapore society. The predominantly Chinese city-state also has a cohesive value system that emphasizes such Confucian virtues as respect for authority,

“No matter how harsh your punishments, you’re not going to get an orderly society unless the culture is in favor of order,” says Woon. “In Britain and

America, they seem to have lost the feeling that people are responsible for their own behavior. Here, there is still a sense of personal responsibility. If you do something against the law, you bring shame not only to yourself but to your family.”

That “sense of shame,” Woon reckons, is more powerful than draconian laws. “Loosening up won’t mean there will be chaos,” he says. “But the law must be seen to work. The punishment is not the main thing. It’s the enforcement of the law. The law has to be enforced effectively and fairly.”

JUSTICE BLOG one or two, or if you dare, BOTH:)

READ THE TWO ARTICLES AND RESPOND WITH BLOG ONE OR TWO

1. BLOG: Imagine that you, an American teenager, went out one night with some friends and vandalized a car and street signs.

Imagine then that you were arrested by the police. What do you expect your punishment would be? Would it involve jail time, repairing the damage, or some other penalty? How do you think justice would be best served?

2. BLOG: What is the attitude toward vandalism of this nature in your family? In your school? In your community?

Michael Fay Controversy

Background Information

Michael Fay, an American teenager living in Singapore, was arrested in 1994 for possession of stolen street signs and for vandalism of automobiles. The criminal justice system in Singapore sentenced Fay to a series of “canings,” in which the accused is struck several times on the buttocks with a long, rattan cane. Amnesty International has declared this punishment “torture.”

Before the punishment was carried out, Fay’s father publicized his case all over America, hoping that people would be so horrified by the act that they would protest. What the case touched off instead was a huge debate over the effectiveness of such punishments on criminals.

Proponents of caning pointed out that Singapore has very little crime, while America provides its criminals with cable TV. The case dominated much of talk radio in the months leading up to the scheduled caning.

The Clinton Administration did intervene somewhat and was able to get the number of strokes reduced. In the end, Fay was struck four times with the cane, and the case—and Fay—slipped out of the public’s mind.

The Michael Fay case generated a lot of publicity. Newspaper reporters and editorial writers expressed different points of view on whether the punishment was justified.

• If a reporter thought that the punishment was unjustified, what kinds of words and phrases would you expect him or her to use to describe the caning and Fay himself?

• If a reporter thought that the punishment was justified, what kinds of words and phrases might you expect him or her to use to describe the caning and Michael Fay?

Forms of Evidence

When presenting an argument, writers use evidence to support their positions. For example:

• Empirical evidence is based on experiences and direct observation through research.

• Logical evidence is based on facts and a clear rationale.

• Anecdotal evidence is based on personal accounts of incidents.

Anecdotal evidence is the least reliable because it may have been passed from one person to another to another. As you read pages 210- 214, look for the evidence presented to support the arguments. Mark the text to identify each type of evidence, and discuss with peers the effect of that persuasive technique on the text as a whole as well as its impact on the reader.

lture

Directions: Skim the following two articles from the New York Times and determine whether each writer is a proponent of Fay’s punishment or is opposed to the punishment.

E d i t o r i a l

from The New York Times

Singapore’s founding leader, Lee Kuan Yew, returned to a favorite theme yesterday in defending the threatened caning of Michael Fay, an 18-year-old

American found guilty of vandalism. Western countries value the individual above society; in Asia, he said, the good of society is deemed more important than individual liberties. This comfortable bit of sophistry1 helps governments from China to Indonesia rationalize abuses and marginalize courageous people who campaign for causes like due process and freedom from torture.

Western nations, it is asserted, have no right to impose their values on countries that govern themselves successfully according to their own values.

So, the argument goes, when Americans express outrage over a punishment that causes permanent scarring—in this case, caning—they are committing an act of cultural arrogance, assuming that American values are intrinsically superior to those of another culture.

There is a clear problem with this argument. It assumes that dissidents, democrats and reformers in these countries are somehow less authentic representatives of their cultures than the members of the political elite who enforce oppressive punishments and suppress individual rights.

At times like this, Americans need to remember that this country was also founded by dissidents—by people who were misfits in their own society because they believed, among other things, that it was wrong to punish pilferage with hanging or crimes of any sort with torture.

ANTIGONE JOURNAL 1

—What is your first impression of the characters Antigone and Ismene?

—What is their relationship like?

—Which character are you more like and why?

—Describe the central conflict in the play? (How does the information about Ancient Greek beliefs impact the central conflict?)

—Can you compare the central conflict to any modern day conflict?  If so, what?

History of Theatre 1 - From Ritual to Theatre

DP Journal 1, 2 and 3 Post all three here

“To the Virgins" and the Horace poem that features the line "hold onto the day" (carpe diem). 

Dead Poets Society Journal Assignment

Your task:

Over the course of our four-day viewing of the film, you must complete THREE journal entries written in response to the prompts below (unless you have a good idea that’s not here).  Each journal entry should be about one to two pages in length. Handed in on LL or Posted to QuinnEnglish.Blogspot.com (DP Journal # 1, DP Journal # 2, DP Journal # 3) Due Nov 29, Nov 30 and Dec 1.

Possible prompts:

*Which of the boys do you think is the most sympathetic character and why?

*What comment does the film make on authority and nonconformity?  How does it make this comment?

*What are some of the main conflicts in the movie?  Why are these conflicts important?  How are they resolved?

*How does the film access ideas associated with the Transcendentalist Movement?  (Do some basic research.)

*How is one of the boys in the film similar to (and/or different from) Holden and/or Paul?

*Compare the film to another movie, a TV show, book, or story (besides Catcher or “Paul’s Case”).

*Transcribe a quotation from the film that you find interesting and write about it (meaning, importance, agree/disagree, etc.).

*Read one of the texts (besides the two we’ve already read) to which the film alludes (references).  Discuss why the particular text seems to have been mentioned, and what effect it has on the scene. 

*Critique one or more scenes of the film.  Avoid blanket comments like “It was good” or “It was terrible” and focus instead on analyzing how the actors, the direction, the particular shot, the music, etc., act in concert.  Point out what seems to work and why or what seems not to work and why.

Dead Poets Society Part 13

Dead Poets Society Part 8.2-1

Dead Poets Society Part 10

Dead Poets Society Part 9

Dead Poets Society Part 8.1

Dead Poets Society Part 7

Dead Poets Society Part 6

Dead Poets Society Part 5

Dead Poets Society Part 4

Dead Poets Society Part 3

Dead Poets Society Part 2

Dead Poets Society Part 1

Name__________________________                                                          Date______

ELA-10                                                                                                          Period_____

The Road Not Taken - Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair;
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, And I-
I took the one less travelled by,
And that has made all the difference.
Questions:

1.        What advice does the speaker give?

2.       How does the speaker try to show which path is better?

3.       How would you describe the speaker’s philosophy of life?

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?

from chapter 2 of Walden (“Where I lived, and what I lived for”)
Henry David Thoreau

"If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away." - Walden
"Under a government which imprisons any unjustly, the true place for a just man is also a prison." - "Civil Disobedience"
[15]    We must learn to reawaken and keep ourselves awake, not by mechanical aids, but by an infinite expectation of the dawn, which does not forsake us in our soundest sleep. I know of no more encouraging fact than the unquestionable ability of man to elevate his life by a conscious endeavor. It is something to be able to paint a particular picture, or to carve a statue, and so to make a few objects beautiful; but it is far more glorious to carve and paint the very atmosphere and medium through which we look, which morally we can do. To affect the quality of the day, that is the highest of arts. Every man is tasked to make his life, even in its details, worthy of the contemplation of his most elevated and critical hour. If we refused, or rather used up, such paltry information as we get, the oracles would distinctly inform us how this might be done.

[16]    I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. For most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God, and have somewhat hastily concluded that it is the chief end of man here to "glorify God and enjoy him forever."(17)

[23]    Time is but the stream I go a-fishing in. I drink at it; but while I drink I see the sandy bottom and detect how shallow it is. Its thin current slides away, but eternity remains. I would drink deeper; fish in the sky, whose bottom is pebbly with stars. I cannot count one. I know not the first letter of the alphabet. I have always been regretting that I was not as wise as the day I was born. The intellect is a cleaver; it discerns and rifts its way into the secret of things. I do not wish to be any more busy with my hands than is necessary. My head is hands and feet. I feel all my best faculties concentrated in it. My instinct tells me that my head is an organ for burrowing, as some creatures use their snout and fore paws, and with it I would mine and burrow my way through these hills. I think that the richest vein is somewhere hereabouts; so by the divining-rod and thin rising vapors I judge; and here I will begin to mine.

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?

To the Virgins, To Make Much of Time   (Robert Herrick)

Gather ye rose-buds while ye may,

Old Time is still a-flying:

And this same flower that smiles to-day,

To-morrow will be dying.

The glorious Lamp of Heaven, the Sun,

The higher he’s a-getting

The sooner will his race be run,

And nearer he’s to setting.

That age is best which is the first,

When youth and blood are warmer;

But being spent, the worse, and worst

Times, still succeed the former.

Then be not coy, but use your time;                                        *coy: modest

And while ye may, go marry:

For having lost but once your prime,

You may for ever tarry.                                                                 *tarry: linger

1.) What does the speaker in the poem advise, or try to convince, women (or a particular woman) to do?

2.) How does the speaker in the poem try to convince women (or the woman)?  Underline specific words or phrases that support your answer.

3.) How would you describe the speaker’s philosophy of life?  Do you think this is a good philosophy?  Why or why not?

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?

O Captain My Captain - Walt Whitman

O Captain! my Captain! our fearful trip is done,
The ship has weather'd every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck the Captain lies,
Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;
Rise up --- for you the flag is flung --- for you the bugle trills,
For you the bouquets and ribbon'd wreaths --- for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning,
Here Captain! dear father!
The arm beneath your head!
It is some dream that on the deck,
You've fallen cold and dead.

My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor'd safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.

1.) What does the speaker in the poem share with the audience?

2.) How does the speaker in the poem try to convince people of his captain?  Underline specific words or phrases that support your answer.

3.) How would you describe the speaker’s philosophy of life?  Do you think this is a good philosophy?  Why or why not?

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?

Sonnet XVIII - William Shakespeare

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.

1.) What does the speaker in the poem advise, others about this woman?

2.) How does the speaker in the poem try to describe women (or the woman)?  Underline specific words or phrases that support your answer.

3.) How would you describe the speaker’s philosophy of life?  Do you think this is a good philosophy?  Why or why not?

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?

She Walks In Beauty - Lord Byron

She walks in beauty, like the night
Of cloudless climes and starry skies;
And all that's best of dark and bright
Meet in her aspect and her eyes:
Thus mellow'd to that tender light
Which heaven to gaudy day denies.

One shade the more, one ray the less,
Had half impair'd the nameless grace
Which waves in every raven tress,
Or softly lightens o'er her face;
Where thoughts serenely sweet express
How pure, how dear, their dwelling-place.

And on that cheek, and o'er that brow,
So soft, so calm, yet eloquent,
The smiles that win, the tints that glow,
But tell of days in goodness spent,
A mind at peace with all below,
A heart whose love is innocent!

1.) What does the speaker in the poem advise, or try to convince, women (or a particular woman) to do?

2.) How does the speaker in the poem try to convince women (or the woman)?  Underline specific words or phrases that support your answer.

3.) How would you describe the speaker’s philosophy of life?  Do you think this is a good philosophy?  Why or why not?

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?

Puck’s Speech at the end of A Midsummer Night’s Dream

PUCK

If we shadows have offended,
Think but this, and all is mended,
That you have but slumber'd here
While these visions did appear.
And this weak and idle theme,
No more yielding but a dream,
Gentles, do not reprehend:
if you pardon, we will mend:
And, as I am an honest Puck,
If we have unearned luck
Now to 'scape the serpent's tongue,
We will make amends ere long;
Else the Puck a liar call;
So, good night unto you all.
Give me your hands, if we be friends,
And Robin shall restore amends.

1.        What is the speaker hoping for?

2.        How do the ideas of Honesty and Lying come up?

3.        What is the speaker’s philosophy of life?

SOAPStone	Response	Textual Support
Speaker:  Who is the speaker?
Occasion: What is the social, cultural, historical, geographical context of the text?
Audience: Who is the target audience?
Purpose:  What is the message of the text? Why was it written?
Subject: What is the text about? What is the theme?
Tone:  What is the speaker’s attitude toward the reader, subject and audience?