Romeo and Juliet Time Project
Rewriting Romeo and Juliet
Step One
You will be divided into groups of three-four students for the duration of the project. The very first job you will
have as group will be to pick the act from Romeo and Juliet that you will be working with over the next several
days. You can choose any of the following acts. Think carefully before you make your decision! Next, read the
act you have chosen before you meet with your group.
Act II - Romeo and Juliet confess their love and decide to make it forever
Act III- Many good men die, Juliet is distraught, Romeo is devastated, and after spending a
night with her new husband, Juliet learns she is going to be forced to marry another!
Act IV– Friar Lawrence’s Plan, and oh no….Juliet is….dead!
Act V- Doth with their deaths bury their parents’ strife; the entire ordeal is revealed.
Step Two
Once you have decided which act you will be concentrating on, you must pick a time period in which to set the
entire act. Choose from these four:
The Wild West
1920's Chicago
1950's Rock n Roll
1960's Counterculture
The Wild West
The American West in the late nineteenth century was a rough place. Gangs of cowboys roamed the often lawless
territory, robbing banks and trains, stealing horses and cattle. There are many interesting figures: both crooks and
lawmen. Some that you might have heard of include Butch Cassidy and the Sundance Kid, Wyatt Earp, the James
brothers - the list goes on. Find out more about these and others, and use what you learn about their escapades to
turn the Montagues and Capulets into true frontiersmen!
1920's Chicago
The Mafia was around for along time before the 1920's and existed in almost every major city in the United States.
But 1920's Chicago is particularly noteworthy because of what was going on in American policy at the time:
Prohibition. The Mafia got involved in huge bootlegging rackets, bringing alcohol to the masses illegally. This was a
risky business involving huge sums of money. Whenever such large amounts of money are involved, greed,
deception, and murder tend to follow. Learn more about the Mafia, and use what you learn to bring the play into the
Twentieth Century!
1950's Rock ‘N’ Roll Culture
Post World War II America was a place of seeming peace and prosperity as thousands of servicemen returned home
to pick up their young families and move to the suburbs, starting "The Baby Boom" generation. Children played
with hula hoops. Teenagers shocked their elders by listening to the new "rock and roll" music. Television began to
play a large role in defining society as people began to get not only their daily news from the TV, but also their
entertainment, from such shows as "I Love Lucy" and "Gunsmoke". However, there is also a serious side to this
decade. The Korean War raged, the first hydrogen bomb was detonated, and the U.S. Supreme Court declared racial
segregation to be unconstitutional, setting off a fight for racial equity that would continue for decades to come. The
Cold War began, and this threat of Communism led to a veritable witch hunt for Communists in America.
1960's Counterculture
The 1960s was one of the most turbulent time periods in American history. The decade was full of events that had a
major effect on how people viewed the world: President Kennedy's assassination, the Cuban Missile Crisis, the
constant threat of nuclear attack, racial strife, and especially, the Vietnam War. Some people saw the war as a waste
of American money and lives, and protested against it. This group of people, often called "hippies", was unhappy
with the state of America. They marked a new stage of American culture, full of new thoughts and ideas, some of
them revolutionary, some unremarkable. With its theme of "sex, drugs, and rock-n-roll", this "hippie counterculture"
upset many members of society, and was the source of much conflict. Research to understand how this time period
is the perfect setting for your version of Romeo and Juliet!
Step Three
You've chosen the act. You've picked the perfect time period. Now what? Each member of your group
needs to choose a task for which you will complete research and incorporate that information into the
presentation of your Act. Remember to use what we’ve learned about research. Only use VALID,
TRUSTED sources. Cite your research, create a Works Cited, etc. You must complete at least ten
notecards, containing one fact per notecard. You must use at least two trusted sources.
Just as every person possesses different talents and interests, each of the roles requires the use of different
skills. Your group should carefully read the Role Descriptions listed below and decide together who is
best suited for each.
The Linguist
You must research the language/slang of your chosen time period. You must also research why slang is formed?
How is slang formed? Include examples of slang from your time period, and analyze how/why they were used
during the time period. In addition, you must write your research into a transcript for your group’s video. Turn in
your written transcript, complete with in-text citations and Works Cited.
In your shortened script, highlight (pink) each of the slang terms which you’ve included from
your time period.
The Costume Designer
You will need to research the fashion of the time. For the video portfolio, you must answer the following: how
did the fashion of the time period reflect the culture and ideals of the people? When writing the transcript of
your video speech, include in-text citations and a Works Cited in MLA format.
For your group’s presentation of the R&J Act, don’t forget to prepare all
of the characters’ costumes! And don’t forget props 
The Ideals of the Culture
You are researching the ideals of the culture. What are the American people’s values during this time period?
What are their accepted customs and courtesies (etiquette)? In addition, find a song that represents the values
of the time period, and analyze and discuss how this song represents the time period well. Write out your
research into a “speech/talk” for the video portfolio. You will turn in a written version of exactly what you say
on the video, including both in-text citations and a Works Cited for your research.
For your group’s presentation of the R&J Act, find a song that represents the values of
the time period (you can use the one from your research), and find a way to incorporate
the song into your group’s presentation.
The Historian
You will be in charge of making sure your act is historically accurate. Therefore, you’ll need to research
important events of the period. How did these events change the face of America and affect her people? Who
were the people behind these events? What ideas/agendas drove these events? Write out your research into a
“speech/talk” for the video portfolio. You will turn in a written version of exactly what you say on the video,
including both in-text citations and a Works Cited for your research.
For your group’s presentation, be sure at least one-two historical events are
incorporated into your script. Highlight them in green. Also, create a backdrop for your
group’s presentation that is relevant historically.
Power Structures *optional
You will be researching the power structure during your assigned time period. Who holds the power? How
do they get power? Is the power structure fair? Does everyone have the same amount of power? If not, who
has more? Who has less power? If possible, analyze how other parts of the culture contribute to this power
structure.
For your group’s presentation, be sure it apparent that this power structure is evident in
the rewritten script. Highlight these places in the script in blue.
Role of Women *optional
You will research the role of women during your time period. What were women responsible for during this
time? What were the putative beliefs about women? Were there any significant women during the period?
What were they known for? Were women’s roles different from those of their male counterparts? If so, how?
For your group’s presentation, be sure the women act accordingly to your period;
however, you also have to balance that with how the characters in the play actually
are. Therefore, if a woman breaks the rules, are there consequences, or are they
rewarded for it? Highlight where these ideas are portrayed in the script in purple.
Role of Religion
You should research the role of religion during your time period. What did people believe during this time?
Was there a strict moral code during this time which was tied to religion, or did religion come to mean
something different than religion in its traditional sense? If it was different, then how was it different? How
did people reach that ultimate, transcendent place?
Shakespeare satirizes the religious figures in Romeo and Juliet. Therefore, you should
do the same in your own script. That means that you’ll have to include Friar
Lawrence’s parts from your original Act in your script, but you’ll have to remake him
into a religious type figure relevant to your time period. In your rewritten script,
highlight the satirizing of your religious figure in orange. (You can achieve satire by
making a character’s actions/words outrageous or outlandish in such a way that it draws attention to
them; make them laughable or unlikable, yet don’t just say it.)
Step Four
You will present your research in a video that your group will make together. Before you just start
talking on video, you should write your research and analysis of your research up into a “talk/speech”
which you will read on the video. Don’t keep the camera on you the whole time though. You can include
pictures, songs, etc. that are relevant to what you’re talking about while your voice is heard in the
background of the video. You should turn in a transcript (typed and double-spaced) of what you read on
video, complete with in-text citations, a Works Cited, and your notecards.
Your Video Portfolio is a group effort, but each person will contribute a different section that will pertain
to the role they have chosen. However, it is a group grade.
Note: A video may take more time than you anticipate. As a second option, you may want
to just create one group PowerPoint with a series of photos which are relevant to each of
your roles. Then, each of you can simply give an overview of your written transcripts to the
class while using the PowerPoint slides to supplement your talk.
*The video, or PowerPoint, cannot take longer than eight minutes.
Step Five
You’ve read the original Shakespearean version of your Act, you’ve researched your time period, and
now it’s time to rewrite your script into its new time period! Since all of you have different knowledge of
your time period, you should rewrite the script as a group, including all the new information you have
learned about this period. Keep the idea of the main conflict and the characters’ feelings, etc., but make it
relevant to your assigned time period. Have fun with it. Don’t forget to practice your script, and have
enough copies for everyone on the day you act it out! Think: Reduced Shakespeare (choose the important
parts).
**The two scores will be averaged for your final individual grade.
Group Evaluation
Rewritten
Script
Class
Presentation
Video/Class
Portfolio of
Research
Outstanding
(33 points)
Above Average
(31 points)
Proficient
(29 points)
Below Average
(26 points)
Unacceptable
(20 - 0 points)
All elements of the
script are authentic to
time period. All
elements of the original
plot & conflict are
retained. Group was
innovative and
creative. All
highlighted portions are
present & creative.
Presentation is
convincing, well
thought out, organized,
and original. Group
works well together
and the scene is wellrehearsed.
The script is authentic
to the time period. All
elements of the plot &
conflict are retained.
Group was creative,
and the research is all
present.
The rewritten act sticks to
the original plot and
conflict, and it is set
accurately into the new
time period. All parts of
the research are correct,
and the script is original.
All highlighted portions
are present.
The act is missing
major elements of
the original plot or
conflict. Errors in
research are
distracting. Several
highlighted portions
were left out of the
script.
Presentation is lacking
in 1-2 of the elements
mentioned in
“outstanding” column.
Presentation is complete,
but may have benefited
from more rehearsal or
organization. Background,
props, and costumes are
authentic, neat, and
complete.
The act is rewritten
into the new time
period, but part of
the conflict or plot is
left out. There may
errors in the research
which aren’t
authentic. Some
highlighted portions
missing.
Presentation is not
thorough.
Presentation is
disorganized. There
may be something
missing or
incomplete.
All elements of the
Portfolio are presented
in a creative and
interesting manner.
Each member of the
group has gone above
and beyond the
requirements.
Portfolio is complete
and shows
independent
exploration on the part
of all group members.
Presentation could’ve
used a little more
creativity.
Portfolio is complete and
shows some independent
exploration on the part of
some group members.
One or more aspects of
the portfolio may have
benefited from more
planning and thought.
Only the very bare
minimum is
included. May be
messy or
disorganized.
Something may be
missing or
incomplete.
There are significant
errors in research by
multiple group
members and
presentation of
material was
severely lacking in
creativity.
Group clearly didn’t
rehearse. Group was
so disorganized, it
was impossible to
glean anything from
the script.
Individual Evaluation
Outstanding
(33 points)
Above Average
(31 points)
Notecards &
Bibliography
Cards
Research meets above
average standards, and
went above and beyond
in the type/amount of
information found.
Ten notecards are in
perfect format with
one fact per card.
Two sources are
used, and biblio. info.
is perfect.
Analysis of
Research –
how well you
answer and
discuss the
questions
Creative/original ideas
and insights; extensive
commentary, refreshing;
goes beyond obvious
and basic commentary
In-Text
Citations
In-text citations are
correct and complete in
the transcript for
video/presentation.
Analysis is
believable and
convincing, a few
assertions may lack
thorough
explanation, but
assertions are still
clearly connected to
argument.
In-text citations are
correct for the most
part, but all are
present.
Works Cited
Works Cited page is
complete and formatted
correctly.
1-2 errors on the
Works Cited page
Proficient
(29 points)
Below Average
(26 points)
Unacceptable
(20 - 0 points)
Ten notecards may have
some errors in format or
may have a little too
much info. Two valid
sources used, and biblio.
info. is nearly perfect.
Research is valid.
Analysis supports your
argument, but ideas are
obvious and basic.
Argument is believable.
May not have enough
cards or invalid
sources. Notecards
may have too much/
too little / incorrect
info. Formatting
errors present.
Ideas lack
development;
misunderstanding of
information
researched; illogical
argument or doesn’t
completely answer
research question.
Information is not
cited or severely
incorrect. Sources
aren’t valid. Research
is incomplete. Format
is incorrect.
In-text citations are all
present, but there are 3-4
errors.
An in-text citation
may be missing, or
there are distracting
errors within the
citation(s).
5-6 errors on Works
Cited page or
something isn’t on
Works Cited page
which is in transcript.
Several in-text
citations are missing,
or there are distracting
errors within the
citations present.
More than 6 errors in
formatting or severe
plagiarism present.
3-4 errors on the Works
Cited page
Analysis not present;
simply relaying
information from
research; doesn’t
answer research
question.