law
New Podcast: What “Merchant Of Venice” says about the Holidays
New Podcast
I know Halloween is over, but since I am doing a research project on the Salem Witch Trials, I thought I would trace the history of Witch Hunts from Shakespeare’s day to Salem:

Activities for Students and Teachers: Macbeth Escape Room
I made a digital escape room for Macbeth, as part of my Outschool.com class, “Macbeth: An Immersive Educational Experience,” which you can register for at a discount this week only. I’m presenting this digital escape room as an activity for teachers to teach their student’s knowledge of the plot of the play and use their observation and research skills to escape from a “cursed castle.”
What Is a digital escape room?
In a normal escape room, you are locked in a room and have to follow clues and solve puzzles in order to find a series of keys, codes, and combinations to unlock the door and get out of the room. In a digital escape room, you solve online puzzles and use passwords and key codes to unlock some kind of digital content.
My escape room is designed to test your knowledge of the play, give you a chance to learn about the history behind it. Most escape rooms use the a variety of locks such as:
- Standard combination locks
- Direction locks (where the lock has arrows taht you have to push in the correct direction, in the right order).
- Color locks (where we put different colors in a sequence.
A digital escape room uses these concepts and adapts them to work within the context of a website or other digital experience. For example, I made a direction lock based on the direction a dagger points and made a short animation of a dagger with the text of Macbeth’s famous dagger speech.

The student has to surf through five webpages to find the answers to the puzzles, then imputs the answer in a Google form. Once he or she unlocks all six puzzles, they are permitted to leave the witches’ castle. Here’s a preview of the puzzles:
Part I: The Gate

There’s a website called Flippity which allows you to make little online puzzles so I embedded it on one page of my website. In this case, it has six locks that you have to unlock by typing answers to trivia questions related to “Macbeth,” such as “What object appeared to Macbeth before he killed the king?” The final lock requires you to read a short article on the curse of Macbeth, so you can enter it on the website.
Part II: The Magic Mirror

There’s a website called a magic mirror, which if you click on the mirror, it hyperlinks to an image that spells out the next answer for the Google form.
Part III: Birnam Wood
I wanted to teach the students about verse scantion and what an iambic pentamer iine is. I wanted to get the class to learn the pattern of unaccented beats (which Shakespeare scholars mark with a U), and accented beats marked with a /, as in the couplet below:

To get the students to practice making an iambic pentameter line, I embedded a Google Slides presentation in the website which has pictures of unarmed and armed soldiers. A key indicates that you are to count the soldiers and input the U/U/ pattern into the Google Form:

So, there’s a preview of the Digital Escape Room I hope this inspires you to try this type of activity in your class. If you want to use this activity, shoot me an email and I’ll give you a teacher’s guide. Please also consider signing up for my Outschool.com class!
Activities For Teachers and Students: Mock Trial of Romeo and Juliet
If you’re a teacher and your students are reading Romeo and Juliet, one question that your students might innevitably ask is, who’s to blame? The play ends with The Prince and the Watch trying to ascertain what happened over the past 5 days to Romeo and Juliet. He seems to place blame loosely on everyone, but it does make one wonder- will anyone face consequences for the numerous deaths, damages, anguish, and broken promises that resulted from the double suicides?
In 2021, I decided to create an activity that would allow the students in the English class I worked in to decide who is to blame for the deaths of Romeo and Juliet. I developed the project with the help of an English teacher and a real judge. We designed the project so it would test the kids’ knowledge of the play, and their persuassive speaking abilities (which we worked on in a previous unit).
I would like to share the journey of this project, which I think is a lovely way to get kids to engage with English Literature, as well as touching on other topics in high school English courses like persuassive writing, critical thinking, and research.
What kind of trial is it to be?
My original idea was to put Friar Laurence on trial for criminal negligence and/ or conspiracy to assist a suicide, There’s been plenty of classrooms, comedy sketches, and even some juries that blame Friar Laurence for the deaths of Romeo and Juliet, including the US Supreme Court, who put him in the dock as part of a mock trial at the Shakespeare Theater in Washington DC bac in 2016. If you go to C-Span’s website, you can watch the full trial itself: https://www.c-span.org/video/?419930-1/federal-judges-discuss-romeo-juliet
Though mock trials have tried Friar Laurence for murder in the past, the teacher I worked with decided we wanted to be sensitive to the issue of suicide and not place the blame for suicide on anyone other than Romeo and Juliet. This is a valid concern- since teenagers do occassionaly encounter suicide, we didn’t want to suggest that anyone could be held responsible for someone else’s suicide. However, if you decide to have a criminal murder or manslaughter trial, you can do so.
Our trial chose to focus on a different sort of negligence: we noted that, although Friar Laurence arguably isn’t guilty of murder, he certainly did perform the wedding of two minors without parental consent, a wedding that their parents absolutely didn’t apprve of, and that arguably caused irreperable financial damages to the houses of Capulet and Montegue. I therefore went about consstructing a criminal trial based on this perceived negligence.
The CRIMINAL PROHIBITIONS ON THE MARRIAGE OF MINORS ACT
In most states in the United states, parental consent is required to marry a minor, so in reality, Friar Laurence would almost certainly be found guilty of illegal marriage. The judge I worked with wanted to give the case a fighting chance, so she created a fae law that is just for our class called the CRIMINAL PROHIBITIONS ON THE MARRIAGE OF MINORS ACT, which you can read below. This law is designed to provide a loophole for Friar Laurence that allows a clergyman to perform a minor wedding without parental consent if the parents are themselves creating an unsafe and dangerous home. Our teacher liked this aspect of the case, becasue it allows the class to consider the partriarchial values of Lord Capulet, who for most of the play, treats his daugher like a piece of property, and threatens her with dire consequences if she chooses her own husband. This is the central argument of the trial- Was Friar Laurence negligent and irresponsible in marrying Romeo and Juliet, or was he respecting Juliet’s autonomy and trying to free her from an abusive household? Below is a complete description of the project, a presentation I created for the class, and some downloadable materials to get you started. If you have questions or suggestions for other projects, let me know!
Overview
A mock trial is an excellent way to engage a student’s critical thinking skills, persuasive writing skills, and challenge their knowledge of a sequence of events. In Shakespeare’s Romeo and Juliet, several violent deaths occur and at then end of the play it’s ambiguous who will be punished and how. Therefore, to engage students in the play, they can play judge, jury, and lawyers in a trial to answer the question: was Friar Laurence guilty of performing an illegal marriage?
Goals
- Test the student’s knowledge of the plot of the play
- Get them to make persuasive arguments defending and prosecuting the character of Friar Lawrence.
- Come to conclusions
- Get the Jury to look at the rhetoric of the prosecution and defense.
Structure
- Quiz on the play to help assign roles- The highest scorers get to be lawyers and prosecutor, the next highest get to be witnesses, and the lowest scorers get to be the jury.
- Mock trial where the students take on the roles of witnesses, judge, lawyer, prosecutor, and jury
- The Jury delivers a verdict
- Class discussion.
Before the Trial
Only people who know the plot of the play should be allowed to be the lawyers, so I propose that before the trial starts, each student should be quizzed on the plot of the play. The students who score the highest should be allowed to play the prosecutor and defense lawyer. The third, fourth, and fifth highest scoring students can be The Judge and the two witnesses. Everyone else can be the jury. I would propose that the teacher or teaching assistant play the part of Friar Lawrence, as he/she will have to answer the toughest questions and know the most about the play. Of course, if you have a student with real acting talent, he or she can play Friar Lawrence.
The Trial will take place over at least two days- one day for constructing legal arguments, and one day for the trial itself.
When the trial begins, each person will get a character sheet that details who they are, what their role is, in the trial, and what they know about the deaths of Romeo and Juliet. Unlike other mock trials, this will not be scripted. Think of it more like a D&D character sheet or murder mystery game; the characters are given information but not told what to say. Below is a sample character sheet I made for the Prosecuting Attorney.
Structure Of the Trial
The Prosecutor intends to prove that Friar Lawrence performed an illegal marriage because he married two minors without their parent’s consent. The Defense intends to prove that the marriage was legal under the CRIMINAL PROHIBITIONS ON THE MARRIAGE OF MINORS ACT (a fake law made up for our class).
- Jury Instructions- The Judge
- Opening Statements- Prosecutor and Defense Lawyer
- Witness For the Prosecution- Lord Capulet
- Cross-Examination- Lord Capulet
- Witness For the Defense- Ghost Juliet
- Witness For the Prosecution- The Nurse
- Cross-Examination- The Nurse
- Defendant’s Testimony- Friar Lawrence
- Cross-Examination- Friar Lawrence
- Witness For the Prosecution- Lady Capulet
- Cross-Examination- Lady Capulet
- Closing Statements- Prosecutor and Defense Lawyer
- Post Trial Instructions- Judge
- The Verdict- Jury
- Weighing In- Judge
Worksheet content-
All characters will have a packet explaining who they are, their goal for the trial, and what their character knows about the alleged crime. They also have a copy of the structure of the trial, so they know when to speak. During the pre-trial prep day, the lawyers will decide on questions to ask the witnesses and construct arguments based on their knowledge of the law and the play.
- -Friar Lawrence
- -The Nurse
- -Lord Capulet
- -Prosecutor
- -Defense Lawyer
- -Jury
- -Judge
Everyone will receive a copy of the CRIMINAL PROHIBITIONS ON THE MARRIAGE OF MINORS so the prosecution and jury can construct their arguments, and the Jury can judge the effectiveness of those arguments.
References:
- https://www.c-span.org/video/?419930-1/federal-judges-discuss-romeo-juliet
- https://betterlesson.com/lesson/610780/mock-trial-preparation-friar-lawrence-stands-trial-for-the-tragedy-of-romeo-and-juliet
CRIMINAL PROHIBITIONS ON THE MARRIAGE OF MINORS ACT
Purpose
- The purpose of this act is to protect the integrity of the family and the independent rights of minor children.
Prohibitions:
- No officiant shall perform the marriage of a minor child without the consent of the child’s parent, unless such minor child has first been determined to be emancipated and such determination was in the minor’s best interest.
Definitions:
- Officiant means a person authorized to perform weddings, including but not limited to a priest, minister, friar or pastor.
- Minor child means a person 14 years but under the age of 18 years.
- The parent of a minor child shall mean the biological father of said child.
- The factors used in the determination of emancipation shall include the following;
- The demonstrated ability and capacity to manage his/her own affairs,
- The demonstrated ability and capacity to live independently,
- The wishes of the minor child,
- The wishes of the parent,
- Any other factors including compensation which could influence the officiant.
7) The factors used in the determination of the best interest of the minor child shall include the following:
- The age of the minor child,
- The home environment of the minor child, especially if there is a risk of violence or harm to the minor child,
- Whether the marriage of the child promotes a union that is beneficial to society,
- Whether the minor child can manage his/her own finances.
- Whether the minor child has demonstrated other characteristics of maturity
8) An emancipated child shall be entitled to enter into contracts, marry and enjoy the legal rights of an adult without the permission of his/her parent.
9) Whoever violates this law shall be guilty of a misdemeanor of the first degree, which is punishable by up to 6 months in jail and/or a $1,000 fine.
Jury instructions (to be handed out ot the jury)
The jury need not be given a passive role- they can write down reactions on how effective the lawyers wer in presenting their arguments, which witness gave the best testimony, etc. In most jury trials, judges instruct the jury on how to put aside their personal biases when listening to the evidence, which I’ve written into some instructions below, based on instructions that Judge Taylor gave me.
So, that is my version of the Romeo and Juliet mock trial that you can freely use in your classroom. If you want to use it, please just give me credit. If you want to collaborate with me on your version, send me an email. I hope this project can be a widespread activity that will help students hone their persuasion, analysis, research, and of course, their interpretation of literature in a realistic context.
You can download the entire project for free on my TeachersPayTeachers page:
https://www.teacherspayteachers.com/Sellers-Im-Following/Add/Paul-Hricik
Thanks for reading, and see you in court!
The Battle Of Bosworth
To begin wrapping up our Richard III month, I thought it might be appropriate to speak a little about the battle that ended the real Richard’s life, the Battle of Bosworth Field, August 22, 1485.
What does Shakespeare Say about the battle:
KING RICHARD III
Come, bustle, bustle; caparison my horse.
Call up Lord Stanley, bid him bring his power:
I will lead forth my soldiers to the plain,
And thus my battle shall be ordered:
My foreward shall be drawn out all in length,
Consisting equally of horse and foot;
Our archers shall be placed in the midst
John Duke of Norfolk, Thomas Earl of Surrey, Shall have the leading of this foot and horse. They thus directed, we will follow In the main battle, whose puissance on either side Shall be well winged with our chiefest horse. This, and Saint George to boot!
What think’st thou, Norfolk?
NORFOLK
A good direction, warlike sovereign.
Richard III, Act V, Scene iii.
This speech matches very well with what the chronicles mention about the battle. In those days the English archers were more deadly than their cavalry, so Richard probably wanted to pick off as many soldiers as possible with the archers, then mow the rest down with his charge toward Henry.
Contemporary Accounts, (courtesy of the Richard III Society). The most complete, and unbiased account I could find was Polydore Virgil, which is also likely the one from which Shakespeare got his information. You’ll notice that it mentions the long line of foot soldiers and horsemen, and the mention of the Duke of Norfolk commanding one of Richard’s forces.

‘The day after King Richard, well furnished in all things, drew his whole army out of their encampments, and arrayed his battle-line, extended at such a wonderful length, and composed of footmen and horsemen packed together in such a way that the mass of armed men struck terror in the hearts of the distant onlookers. In the front he placed the archers, like a most strong bulwark, appointing as their leader John, duke of Norfolk. To the rear of this long battle-line followed the king himself, with a select force of soldiers.‘Meanwhile … early in the morning [Henry Tudor] commanded his soldiery to set to arms, and at the same time sent to Thomas Stanley, who now approached the place of the fight, midway between the two armies, to come in with his forces, so that the men could be put in formation. He answered that Henry should set his own men in line, while he would be at hand with his army in proper array. Since this reply was given contrary to what was expected, and to what the opportunity of the time and greatness of the cause demanded, Henry became rather anxious and began to lose heart. Nevertheless without delay he arranged his men, from necessity, in this fashion. He drew up a simple battle-line on account of the fewness of his men. In front of the line he placed archers, putting the earl of Oxford in command; to defend it on the right wing he positioned Gilbert Talbot, and on the left wing in truth he placed John Savage. He himself, relying on the aid of Thomas Stanley, followed with one company of horsemen and a few foot-soldiers. For all in all the number of soldiers was scarcely 5,000, not counting the Stanleyites of whom about 3,000 were in the battle under the leadership of William Stanley. The king’s forces were at least twice as many.
‘Thus the battle-line on each side was arrayed. As soon as the two armies came within sight of each other, the soldiers donned their helms and prepared for the battle, waiting for the signal to attack with attentive ears. There was a marsh between them, which Henry deliberately left on his right, to serve his men as a defensive wall. In doing this he simultaneously put the sun behind him. The king, as soon as he saw the enemy advance past the marsh, ordered his men to charge. Suddenly raising a great shout they attacked first with arrows, and their opponents, in no wise holding back from the fight, returned the fire fiercely. When it came to close quarters, however, the dealing was done with swords.‘In the mean time the earl of Oxford, afraid that in the fighting his men would be surrounded by the multitude, gave out the order through the ranks that no soldier should go more than ten feet from the standards.

When in response to the command all the men massed together and drew back a little from the fray, their opponents, suspecting a trick, took fright and broke off from the fighting for a while. In truth many, who wished the king damned rather than saved, were not reluctant to do so, and for that reason fought less stoutly. Then the earl of Oxford on the one part, with tightly grouped units, attacked the enemy afresh, and the others in the other part pressing together in wedge formation renewed the battle.

While the battle thus raged between the front lines in both sectors, Richard learnt, first from spies, that Henry was some way off with a few armed men as his retinue, and then, as the latter drew nearer, recognised him more certainly from his standards. Inflamed with anger, he spurred his horse, and road against him from the other side, beyond the battle line. Henry saw Richard come upon him, and since all hope of safety lay in arms, he eagerly offered himself for this contest. In the first charge Richard killed several men; toppled Henry’s standard, along with the standard-bearer William Brandon; contended with John Cheney, a man of surpassing bravery, who stood in his way, and thrust him to the ground with great force; and made a path for himself through the press of steel.

‘Nevertheless Henry held out against the attack longer than his troops, who now almost despaired of victory, had thought likely. Then, behold, William Stanley came in support with 3,000 men. Indeed it was at this point that, with the rest of his men taking to their heels, Richard was slain fighting in the thickest of the press. Meanwhile the earl of Oxford, after a brief struggle, likewise quickly put to flight the remainder of the troops who fought in the front line, a great number of whom were killed in the rout. Yet many more, who supported Richard out of fear and not out of their own will, purposely held off from the battle, and departed unharmed, as men who desired not the safety but the destruction of the prince whom they detested. About 1,000 men were slain, including from the nobility John duke of Norfolk, Walter Lord Ferrers, Robert Brackenbury, Richard Radcliffe and several others. Two days after at Leicester, William Catesby, lawyer, with a few associates, was executed. Among those that took to their heels, Francis Lord Lovell, Humphrey Stafford, with Thomas his brother, and many companions, fled into the sanctuary of St. John which is near Colchester, a town on the Essex coast. There was a huge number of captives, for when Richard was killed, all men threw down their weapons, and freely submitted themselves to Henry’s obedience, which the majority would have done at the outset, if with Richard’s scouts rushing back and forth it had been possible. Amongst them the chief was Henry earl of Northumberland and Thomas earl of Surrey. The latter was put in prison, whree he remained for a long time, the former was received in favour as a friend at heart. Henry lost in the battle scarcely a hundred soldiers, amongst whom one notable was William Brandon, who bore Henry’s battle standard. The battle was fought on the 11th day before the kalends of September, in the year of man’s salvation 1486, and the struggle lasted more than two hours.

‘The report is that Richard could have saved himself by flight. His companions, seeing from the very outset of the battle that the soldiers were wielding their arms feebly and sluggishly, and that some were secretly deserting, suspected treason, and urged him to flee. When his cause obviously began to falter, they brought him a swift horse. Yet he, who was not unaware that the people hated him, setting aside hope of all future success, allegedly replied, such was the great fierceness and force of his mind, that that very day he would make an end either of war or life. Knowing for certain that that day would either deliver him a pacified realm thenceforward or else take it away forever, he went into the fray wearing the royal crown, so that he might thereby make either a beginning or an end of his reign. Thus the miserable man suddenly had such an end as customarily befalls them that for justice, divine law and virtue substitue wilfulness, impiety and depravity. To be sure, these are far more forcible object-lessons than the voices of men to deter those persons who allow no time to pass free from some wickedness, cruelty, or mischief.

‘Immediately after gaining victory, Henry gave thanks to Almighty God with many prayers. Then filled with unbelievable happiness, he took himself to the nearest hill, where after he had congratulated his soldiers and ordered them to care for the wounded and bury the slain, he gave eternal thanks to his captains, promising that he would remember their good services. In the mean time the soldiers saluted him as king with a great shout, applauding him with most willing hearts. Seeing this, Thomas Stanley immediately placed Richard’s crown, found among the spoil, on his head, as though he had become king by command of the people, acclaimed in the ancestral manner; and that was the first omen of his felicity.’

-Polydore Virgil, c. 1500. Reprinted from the Richard III Society:
http://www.r3.org/richard-iii/the-battle-of-bosworth/bosworth-contemporary-tudor-accounts/
What most people can agree:
- The battle took place on August 22nd, 1485 in a small field in Leicester.
- Richard had about 70,000 troops, and Richmond had far fewer, aided mostly by French, Scot, and Welsh mercenaries.
- Many of Richard’s people like the Earl Of Stanley betrayed him and turned sides.
- Several sources record Richard wearing the crown in battle, which Henry Tudor immediately seized after he murdered Richard.
- Richard fought bravely against Richmond, charging alone into combat and refusing to be rescued by his army. One account has Richard say: “This day I will die as king or win.” In another account, a lone Welshman killed the king’s horse, which probably was the origin of the line “A horse, a horse, my kingdom for a horse!”
- Richard’s body was hacked to pieces, stripped naked, covered with a noose, and displayed at a poor local church for the citizens to mock at for two days. Even contemporary accounts allege that Henry treated his vanquished foe shamefully.

Infographic of Richard’s post-battle wounds. Above- infographic of Richard’s battle wounds, courtesy of Lifescience.com
To conclude, even Shakespeare admits that Richard was a great commander, who lost the battle when his own soldiers betrayed him, and he was piteously murdered by the man who took over the crown from him. It’s a good thing that the real King Richard’s remains were discovered in 2012, and we now know more about the real man in addition to the myth.
RIP Richard.
