Team up with a partner and analyze Shakespeare's The Tempest.
You must work independently to create annotations defining and explaining unfamiliar words in two different scenes. Then you will trade scenes, read your partner's annotations, and write a paragraph explaining how your partner's scene reveals Shakespeare's views on colonialism or imperialism.
Your assignment should include the following elements:
• At least 20 annotations that define words modern readers (including your partner) are unlikely to know
• At least two annotations that explain the history, or etymology, of a word
• At least two annotations that explain how to pronounce a word
• A paragraph about your partner's scene that analyzes Shakespeare's message about colonialism or imperialism in The Tempest

The Illusion of Justice

The Tempest tells a fairly straightforward story involving an unjust act, the usurpation of Prospero’s throne by his brother, and Prospero’s quest to re-establish justice by restoring himself to power. However, the idea of justice that the play works toward seems highly subjective, since this idea represents the view of one character who controls the fate of all the other characters. Though Prospero presents himself as a victim of injustice working to right the wrongs that have been done to him, Prospero’s idea of justice and injustice is somewhat hypocritical—though he is furious with his brother for taking his power, he has no qualms about enslaving Ariel and Caliban in order to achieve his ends. At many moments throughout the play, Prospero’s sense of justice seems extremely one-sided and mainly involves what is good for Prospero. Moreover, because the play offers no notion of higher order or justice to supersede Prospero’s interpretation of events, the play is morally ambiguous.

As the play progresses, however, it becomes more and more involved with the idea of creativity and art, and Prospero’s role begins to mirror more explicitly the role of an author creating a story around him. With this metaphor in mind, and especially if we accept Prospero as a surrogate for Shakespeare himself, Prospero’s sense of justice begins to seem, if not perfect, at least sympathetic. Moreover, the means he uses to achieve his idea of justice mirror the machinations of the artist, who also seeks to enable others to see his view of the world. Playwrights arrange their stories in such a way that their own idea of justice is imposed upon events. In The Tempest, the author is in the play, and the fact that he establishes his idea of justice and creates a happy ending for all the characters becomes a cause for celebration, not criticism.

By using magic and tricks that echo the special effects and spectacles of the theater, Prospero gradually persuades the other characters and the audience of the rightness of his case. As he does so, the ambiguities surrounding his methods slowly resolve themselves. Prospero forgives his enemies, releases his slaves, and relinquishes his magic power, so that, at the end of the play, he is only an old man whose work has been responsible for all the audience’s pleasure. The establishment of Prospero’s idea of justice becomes less a commentary on justice in life than on the nature of morality in art. Happy endings are possible, Shakespeare seems to say, because the creativity of artists can create them, even if the moral values that establish the happy ending originate from nowhere but the imagination of the artist.

The Difficulty of Distinguishing “Men” from “Monsters”

Upon seeing Ferdinand for the first time, Miranda says that he is “the third man that e’er I saw” (I.ii.449). The other two are, presumably, Prospero and Caliban. In their first conversation with Caliban, however, Miranda and Prospero say very little that shows they consider him to be human. Miranda reminds Caliban that before she taught him language, he gabbled “like / A thing most brutish” (I.ii.359–360) and Prospero says that he gave Caliban “human care” (I.ii.349), implying that this was something Caliban ultimately did not deserve. Caliban’s exact nature continues to be slightly ambiguous later. In Act IV, scene i, reminded of Caliban’s plot, Prospero refers to him as a “devil, a born devil, on whose nature / Nurture can never stick” (IV.i.188–189). Miranda and Prospero both have contradictory views of Caliban’s humanity. On the one hand, they think that their education of him has lifted him from his formerly brutish status. On the other hand, they seem to see him as inherently brutish. His devilish nature can never be overcome by nurture, according to Prospero. Miranda expresses a similar sentiment in Act I, scene ii: “thy vile race, / Though thou didst learn, had that in’t which good natures / Could not abide to be with” (I.ii.361–363). The inhuman part of Caliban drives out the human part, the “good nature,” that is imposed on him.

Answer: FYI

Explanation: Answer above is also on spark notes directly copied and pasted. The whole thing

he transatlantic flow of people and goods such as corn, potatoes, horses, and sugarcane is called.. A. Globalization B. The Columbian Exchange C. The Atlantic System D. The Great Circuit

Read these lines from Stanza 2 of the poem.

The stout mate thought of home; a spray

Of salt wave washed his swarthy cheek.

How does the poet's use of the word swarthy affect the poem?


It emphasizes that the mate's face is dark and weathered from the sun and sea.

It suggests that the mate's cheeks are puffy and wet from the sea spray.

It emphasizes that the mate is homesick and the sea spray hides his tears.

It suggests that the mate has been a seaman a long time and his skin is aged.

In "Annabel Lee" Poe uses many literary elements to create sound effects in the poem. List three literary devices that Poe used and quote a line of the poem as an example for each device.

You are the owner of Wonderworld Playground equipment. Tom and Joanne Adams purchased your Model 245 playground kit complete with fort, slide, and rock wall. They would like to exchange the slide because they claim it does not produce the speed they expected. Write them a letter denying them their request.

A symbol is a person, place, or object that represents something beyond itself. What might the kites at the end of "A Christmas Memory" represent, or symbolize? Give reasons for your interpretation.

If we used for example: noisy, it would not affect the tone. "How they scream out their affright!Too much horrified to speak, They can only shriek, shriek,Out of tune,In a noisy appealing to the mercy of the fire,.."