Literature 45—Understanding Literature
PLAY ON WORDS
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
rama is a subcategory of fiction.
D Like the novel, drama has a spe-
cific setting (or settings), charac-
ters, plot with conflict, point of
view, and theme. The point of
view of a play, film, or TV show is
usually third person, because members of the audi-
ence view what is happening within the play from
the outside. A character can tell the story from his
or her point of view, but the audience is a third
eye—seeing all that occurs in the play, even what
happens while the character is gone from the
scene. Drama is meant to be acted out and enjoyed.
Drama is easy to watch because the story is acted
out with props, scenery, and dialogue. Think about
your first experience with drama. Did you ever act
in a play? I got to be Michael in my fifth-grade
play, Peter Pan. My mother bought me footed paja-
mas, and I thought I was super cool because I was
a girl acting as a boy. At the time, I didn’t know
that women acting as men can be commonplace in
theater. I believed that I was making some bold
statement for womankind everywhere—too bad
the only audience was the parents and relatives of
my classmates. I convinced myself that someone
out there was impressed. I still remember the first
three speaking lines I had in the play. I probably
have those lines memorized due to the fact that I
not only repeated the words, but acted with the
words. A relationship occurred between myself
and the script. Has that ever happened to you?
Maybe you didn’t act in a school play, but in a skit
or some other type of drama. Have you ever
made movies with your friends on a camcorder?
One of my most prized possessions is an old video
production I created with my neighbor when we
were eleven or twelve. We acted out courtroom
dramas, commercials (laxatives and Jenny Craig
L E S S O N
commercials being our top choices), and endless
talk shows. What treasures! What great blackmail
potential I have! Nevertheless, to some extent, we
all have experience with drama. Maybe you didn’t
act in front of a camcorder like I did, but you have
seen something acted out on the stage, on the big
screen, or on your television.
Often times, as viewers or as audience mem-
bers, we connect with words that actors and ac-
tresses share. We may even remember these words
in our memory. We can remember the words be-
cause we can visualize what happened as the
words were being spoken. Senses were being used.
This is the greatest aspect of drama—being able to
add sensory experience to the written experience.
For lesson 3, now that you have a good foundation
for fiction because of your experience with The
Outsiders, you will read a play titled Twelve Angry
Men. As you read, you will not be getting the full
sensory experience, because no one will be acting it
out for you (unless you have eleven really good
friends that want to kill some time by reading with
you). However, after reading the play, you might
want to rent the movie version of this play. There is
an old black-and-white movie with Henry Fonda
Lesson 3: Play on Words
when he was young (the version I would highly
recommend) and a newer, made-for-TV version
made in 2001. Watching the play being acted will
allow you to sit and take in how the play was in-
tended to be shared. As you read, you will need to
find the five key components of fiction writing
(learned in lesson 1) at work in the play. Read and
enjoy as these words become a play in your mind.
Ponder the words used and the way in which
they are used. Reginald Rose is masterful as he
plays with words to create a drama filled with
intense characters, realistic dialogue, and thought-
provoking themes.
39
Literature 45—Understanding Literature .................................
What You’ll Learn to Do
.................................
1 Match each character to his
description.
2 Learn the definition of each informal
fallacy and differentiate examples of
each informal fallacy.
3 Recall, interpret, and apply what
you read in act 1 of Twelve Angry
Men.
4 Recall, interpret, and apply what
you read in act 2 of Twelve Angry
Men.
5 Recall, interpret, and apply what
you read in act 3 of Twelve Angry
Men.
.................................
Objective 1
.................................
Match each character to his
description.
Character Descriptions in
Twelve Angry Men
1 seeks facts in the case
Reginald Rose, the author of Twelve Angry
Men, was born in 1920. He intentionally wrote this
Emmy-winning play for television after being on
jury duty. A movie version was made several years
later in 1957, then a stage version was written ten
years after the first television play ran. We are
reading the play version in three acts.
Staging is the art of bringing a play to life. Stag-
ing includes all the necessary elements needed to
make a play: actors, scenery, props, sound effects,
makeup, lighting, etc. The most important aspect
of staging, though, is the stage direction. Stage di-
rections tell the characters how to say their written
script, what to do, and how to act. These gestures
and unspoken actions are truly what make a play
great. Stage directions are written in italics. Be sure
to pay attention to the stage directions written by
Rose. Then, in your mind, picture what the actors
are doing and how they are doing it. Many people
want to skip over the stage directions as they read
plays, but don’t! Critical information is given in the
stage directions!
1.Joe
Claro, Frances Earle, and Christine Beckert
Long, Prentice Hall Literature, Platinum version,
(Englewood Cliffs: Prentice-Hall, Inc., 1989), 310.
40
This play is about twelve jurors. The setting is
twofold. The drama begins inside the courtroom at
the end of a murder trial. Then, the setting moves
to a jury room. Most of the play takes place in a
jury room. The twelve major characters are the
twelve jurors. All of the characters are American
males. Read through the character list in your copy
of Twelve Angry Men. Once you are familiar with
each character, do the Let’s Check Your Mastery.
Reading Assignment
................................
Twelve Angry Men
Read the character list and become
familiar with each character.
Let’s Check Your Mastery
................................
Answer the following questions and then
check your answers in the Answer Key at the
back of this course manual. Do not submit
your answers to Independent Study.
Match each character to his description by
writing the correct juror’s number out to the side
of his description. The foreman is Juror #1.
____ 1. a compassionate man who seeks justice
____ 2. an eloquent and wealthy man who
____ 3. a petty man with authority who isn’t
overly intelligent
____ 4. a soft-spoken old man who yearns to be
courageous
____ 5. a shallow snob who has no real under-
standing of people
____ 6. a prejudiced and angry man with no
real accomplishments
____ 7. a fickle man who changes his opinion
due to others’ views
____ 8. a naive young man who has a hard time
speaking his mind
____ 9. a humble refugee who pleases others
but truly wants justice
____ 10. an obnoxious bully who forms opinions
too easily
____ 11. a humorless man who forces his ways
onto others
____ 12. a dull-witted man who listens intently
Interesting bunch of men! Hope you did well.
You will be asked on your Speedback assignment
to match characters in the play to the types of char-
acters we learned in lesson 1.
.................................
Objective 2
.................................
Learn the definition of each informal
fallacy and differentiate examples of
each informal fallacy.
Because these jurors will be trying to come to a
decision of guilty or innocent, they will try to use
persuasion to convince each other of their opin-
ions. Sadly, not all the jurors use good, solid facts
in their persuasive tactics. A good argument has a
conclusion based on solid reasons and facts. A bad
argument has a conclusion based on false ideas
and beliefs. These false ideas and beliefs are called
informal fallacies. Read through the following falla-
cies. A definition and example of each are pro-
vided. Then, once you have become skilled in the
art of identifying informal fallacies, do the Let’s
Check Your Mastery.
Informal Fallacies
1. Post Hoc (after this, because of this)
This type of unsound argument or reasoning
occurs when someone blames what is happening
on something that happened before that is unre-
lated. For instance, my grandmother recently vis-
ited. After her visit, my cat died. If I were to use a
post hoc, I would blame my grandmother for unin-
tentionally killing my cat. Everything was fine
with the cat until my grandma came. So she must
have had something to do with the death of my
cat. My grandmother must be a cat killer. Sound
ridiculous? Informal fallacies are ridiculous, but
people use them all the time.
2. Hasty Generalization
This type of unsound argument or reasoning
occurs when someone creates a generalization of
some sort. For instance, people often generalize
about men and women. “All men are pigs” is a
phrase I’ve heard before. True, there may be some
men who seem like pigs to some women, but defi-
nitely not all men are pigs. A generalization gener-
alizes. “Women are emotionally unstable” is
another generalization I’ve heard. True, women
tend to be more emotional than men, but that
doesn’t mean all women are more emotional than
men or the least bit emotionally unstable. As you
listen to people talk this week, see how many gen-
eralizations you catch people making. People gen-
eralize about people in certain occupations,
nationalities, dress, and even age.
3. Either/Or Reasoning
This type of unsound argument or reasoning
occurs when a person states that there are only two
options—there’s no middle ground or gray area.
For instance, many people think you are either for
Literature 45—Understanding Literature
gun control or against gun control. Some people
can’t see that there could possibly be middle
ground. Obviously, in topics such as gun control,
abortion, and environmental safety, most people
stand somewhere in the middle instead of fighting
tooth and nail on the extreme side. Either/or reason-
ing is just that: you are either for something or
against it.
4. Ad Hominem (against the person)
This type of unsound argument or reasoning
occurs when a person slanders or makes rude com-
ments against the person or people opposing the
argument. Sadly, we see this all the time in politics.
Politicians try to find one small weakness in their
opponent and then blow it up to a larger scale—
making the other person seem incompetent. Bill
Clinton is a good example of one who had a lot of
ad hominem tactics thrown his way.
5. Appeals to False Authority/
Bandwagon
This type of unsound argument or reasoning
occurs when a person tries to get others to think
like him or her by persuading them that a famous
person or many others think that way. Commer-
cials on the radio and TV use this tactic. A lot of
commercials use super models, actors or actresses,
and sports stars to convince people to buy their
products. Commercials also use the “everyone
else is buying it” technique. This is also called
bandwagon. When peers pressure their friends into
taking drugs or alcohol, they usually use this tech-
nique—”everyone else is doing it, so you should,
too.” Hopefully, you can see that it is just a tech-
nique. Everyone is not doing the same thing; that is
the greatest aspect of human behavior.
6. Circular Reasoning
This type of unsound argument or reasoning
occurs when people state their reason as their ar-
gument. “I don’t like her because I don’t like her”
would be an example of circular reasoning. In a
jury room, an example would be “she’s innocent
because she’s innocent” or “he’s guilty because
Lesson 3: Play on Words
he’s guilty.”
7. Red Herring
This type of unsound argument or reasoning
occurs when a person throws into the argument
something totally unrelated in order to either side-
track or confuse the other person. That’s why it is
called a red herring. It’s like a fish being suddenly
thrown into the argument. An example of this
would be if a daughter was having an argument
with her mother about going to a party. The
mother doesn’t want her daughter to go. In the
middle of the argument, the daughter says, “You
don’t let me do anything. I can’t even get my ears 41
Literature 45—Understanding Literature pierced.” The daughter is bringing up a topic unre-
lated to the argument at hand. When an unrelated
topic is addressed in an argument, it is called a red
herring.
8. Slippery Slope
This type of unsound argument or reasoning
occurs when a person assumes that just because a
person is headed down a wrong path or made a
wrong choice, that person will follow that path all
the way. For instance, a slippery slope fallacy would
assume that everyone who tries alcohol is going to
be an alcoholic, or that everyone who has taken
candy from a grocery store is going to be a crimi-
nal. Obviously, not everyone who makes a wrong
choice will go all the way down the wrong path.
Let’s Check Your Mastery
................................
Answer the following questions and then
check your answers in the Answer Key at the
back of this course manual. Do not submit
your answers to Independent Study.
Write the type of informal fallacy being used in
each example.
13. “He’s a jerk because he’s a
jerk!”
14. “Everyone’s doing it—come
on!”
15. “You’re either a friend or an
enemy.”
16. “You told a white lie! You’re a
fraud!”
17. “All old people are bad
drivers.”
18. “After she came, everyone was
happy.”
19. “Don’t vote for him! He’s
mean to animals.”
20. “Please say yes! You didn’t say
yes last week.”
42
.................................
Objective 3
.................................
Recall, interpret, and apply what you
read in act 1 of Twelve Angry Men.
Act 1
Now that you are familiar with the characters
and what informal fallacies are, let’s begin reading
the play. We’ve already discussed the setting, so
let’s dive into what happens. In the first act, the
jury will deliberate in the jury room. Take note of
how each character thinks and if he uses informal
fallacies in his thinking. Your Speedback assign-
ment will have you match each character to an in-
formal fallacy he made throughout the play. A
young man is on trial for the murder of his father.
Most of the jury thinks one way, while one man
stands alone in his own conviction. Have you ever
been in that situation? Maybe everyone around
you believed or thought a different way than you?
How did that make you feel? Courage is often
needed to stand up for what we believe. See how
courage is used in the first act.
Reading Assignment
................................
Twelve Angry Men
Read act 1.
I love that the act leaves us in suspense—
wondering how the vote will go. How did you re-
act to the switchblade brought in by Juror #8? I
think that was the first time many of the jurors ac-
tually thought that there was any substance to
what Juror #8 was thinking. At first, they all
thought he was crazy; however, he has put a lot
into this trial—more than anyone else, it seems.
Now, he is putting himself and his beliefs on the
line. If no one votes “not guilty,” he will stand up
to his promise and vote “guilty” like the rest. What
are your thoughts on Juror #8? I think he has a lot
of confidence in himself to go out on a limb and
stand up against others. We’ll see in act 2 how this
is working for him. Now that you are finished with
act 1, complete the Let’s Check Your Mastery. Each
question will ask you to recall, interpret, and apply
what happened in the first act.
 Let’s Check Your Mastery
................................
Answer the following questions and then
check your answers in the Answer Key at the
back of this course manual. Do not submit
your answers to Independent Study.
Read each multiple-choice question and answer
to the best of your ability.
21. Which was not a fact discussed to prove the
boy’s guilt?
a. old man who lived underneath hearing
the murder
b. old man seeing the boy running down the
stairs
c. landlord hearing the murder from his
downstairs apartment
d. woman across the street seeing the mur-
der through the window
22. The el tracks are
a. the subway system
b. grounded railroad tracks
c. elevated railroad tracks
d. a bus system
23. Which is not one of Juror #8’s reasons for
uncertainty about the boy’s guilt?
a. The boy has had a hard life.
b. He likes being on the jury.
c. He found a knife at a pawn shop exactly
like the knife used as a murder weapon.
d. He didn’t think the defense counsel cross-
examined well.
24. What is not part of the boy’s past behavior as
it is presented in the play?
a. He has a good relationship with his
mother.
b. His dad beat him.
c. He has been arrested for mugging and
knifing.
d. He has been in reform school.
25. Who set up the conditions of the vote at the
end of the act?
a. Juror #9
b. Juror #1
c. Juror #7
d. Juror #8
26. Juror #2 thinks the boy is guilty because “no
one proved otherwise.” In what way is his
thinking in conflict with the United States
legal system?
a. We always assume “guilty until proven
innocent.”
b. We always assume “innocent until proven
guilty.”
c. We always let the jury decide.
d. We always let the judge decide.
27. The night of the murder, the boy said he was
Literature 45—Understanding Literature
where?
a. at a friend’s
b. at the movies
c. working
d. hanging out on the streets
28. The stage directions were critical to which
part because no words were spoken?
a. in the courtroom
b. Juror #3 reflecting on his son
c. in the jury room
d. Juror #8 taking the knife out
Hope you did well! Let’s get to act 2. I’m sure
you are anxious to find out who cast the “not
guilty” vote.
.................................
Objective 4
.................................
Recall, interpret, and apply what you
read in act 2 of Twelve Angry Men.
Act 2
As you begin to read act 2, once again take note
of each juror and whether he uses informal falla-
cies. Also, try to find who is Juror #8’s main antag-
onist. Juror #8 is the protagonist as he takes a stand
against the other jurors. Which character seems the
most determined to find the defendant guilty?
Why? After hearing the facts of the court, do you
believe the boy is guilty or innocent? Why or why
not? Read act 2 and see if your mind changes.
Reading Assignment
................................
Twelve Angry Men
Read act 2.
Wow! Once again, the act ends in a pretty sus-
penseful part. Juror #3 is truly heated up. I think
we found our antagonist. What are your feelings
Lesson 3: Play on Words
about him at this time? Are you like me? Don’t you
want to shake him into common sense and de-
cency? He’s pretty much a hypocrite. He can yell
“I’ll kill him” and not mean it literally, but this
poor kid from the slums with a bad background
and a bad track record has to mean it if he yells it.
Why do you think he is on a personal vengeance to
send this boy away? He said he would like to be
his executioner! Who would really want to do that?
Think about all of these ideas as we venture into
reading act 3, the final act. Before we move on,
answer the Let’s Check Your Mastery for act 2.
Each question will ask you to recall, interpret, and
apply what happened in the second act.
43
 Let’s Check Your Mastery
Literature 45—Understanding Literature
................................
Answer the following questions and then
check your answers in the Answer Key at the
back of this course manual. Do not submit
your answers to Independent Study.
Read each multiple-choice question and answer
to the best of your ability.
29. Which juror changes his vote at the end of
act 1, and then we find out who he is at the
beginning of act 2?
a. Juror #11
b. Juror #9
c. Juror #5
d. Juror #3
30. Who did Juror #3 automatically assume
changed his vote?
a. Juror #5
b. Juror #11
c. Juror #2
d. Juror #7
31. What is the first point of argument Juror #8
questions being true in the case?
a. the lady’s testimony
b. the old man’s testimony
c. the store clerk’s testimony
d. the landlord’s testimony
32. Why does Juror #9 relate to the old man?
a. They have the same occupation.
b. They are from the same town.
c. They are both old and lonely.
d. They both wear glasses.
33. Who is the third juror to change his vote to
not guilty?
a. Juror #7
b. Juror #4
c. Juror #11
d. Juror #5
34. What scene of the crime was recreated by the
jurors?
a. the boy running down the stairs
b. the old man getting to the door
c. the man being murdered
d. the boy screaming “I’m going to kill you”
35. When Juror #3 screams in the end of the act,
“I’ll kill him,” to whom is he referring?
a. Juror #8
b. Juror #1
c. Juror #9
d. Juror #12
44
36. Why is it ironic that Juror #3 screams, “I’ll kill
him”?
a. Juror #8 likes that Juror #3 is angry.
b. Juror #3 really does kill Juror #8.
c. Juror #3 really would like to kill Juror #8.
d. Juror #3 has said before that when a per-
son yells those words, he or she means
them.
Hope you are scoring well on the Let’s Check
Your Mastery questions! These questions will help
you succeed in the Speedback assignment. Let’s
move on to act 3—the final act.
.................................
Objective 5
.................................
Recall, interpret, and apply what you
read in act 3 of Twelve Angry Men.
Act 3
As you read the final act, look for the tension
that is building between certain jurors. Also, look
to see what conflict types are apparent in this act.
Strong signs will indicate that the action of the play
is reaching the climax. See if you can pinpoint the
climax. As the play resolves, ask yourself how ef-
fective the end is. How does the end resolve the
conflicts? How many conflicts need to be resolved?
Which jurors have the hardest time changing their
minds? What are your opinions of Juror #8, Juror
#3, and Juror #10 in particular? Now, read on my
friend!
Reading Assignment
................................
Twelve Angry Men
Read act 3.
I think act 3 really gives us a flavor of all of the
jurors’ personalities. Juror #7 truly wasn’t con-
cerned about the boy’s sentence, only about going
to his play. Juror #10 was so caught up in prejudice
and bias that he couldn’t even create a solid argu-
ment. Even though Juror #4 was one of the last to
change his vote, he was truly trying to decide from
the facts about the fate of the boy.
Reginald Rose, the author of this play, did a
great job of creating characters who truly represent
our society. All of us can think of people we know
who are considerate and thoughtful of others, like
Juror #8, while other people tend to be like Juror
#3—stubborn and biased. Rose is making a great
statement in this play about how we as people
judge others so easily by outward appearances, so-
cial status, and economic background. Many
people automatically assume people are a certain
way depending upon how they look. S. E. Hinton Let’s Check Your Mastery

Literature 45—Understanding Literature

does a remarkable job in The Outsiders of relaying ................................
this similar theme of misjudging people. Answer the following questions and then
Have you ever misjudged someone? I think we check your answers in the Answer Key at the
back of this course manual. Do not submit
all have, sadly. If all of us could put biases aside, your answers to Independent Study.
truly get to know others for who they are, not
worry about where a person comes from, and seek Read each multiple-choice question and answer
to the best of your ability.
fairness and justice in all dealings with others, the
world would be a better place to live. Interestingly, 37. What is the vote at the beginning of act 3?
at the time this play was on television, many court a. nine to three
cases in the South reflected much of what hap- b. six to six
pened in this play. Jurors tended to be biased c. eleven to one
against African Americans; some African d. four to eight
Americans on trial went to jail or prison, not
38. Why does Juror #7 really want to declare a
because of guilt, but because of biases. On the flip
hung trial?
side, many white criminals were set free due to the a. He’s confused.
judgment the jurors had in their minds of what a b. He really thinks the boy is guilty.
white person was. Do you think biases still exist to- c. He really thinks the boy is innocent.
day? Who do you think is the recipient of biases? d. He has show tickets for the evening.
Why do you think that happens? Will our society
ever be bias-free? 39. Why does Juror #5 have so much information
I think this play gives us a lot to think about. about using switchblades and the angle with
Hopefully, you’ve thought about yourself and which to stab a person?
whether you are quick to judge other people. a. He’s a criminal.
Watch yourself this next week and see if you do b. He grew up in the slums.
judge people based on appearances. Then, if c. He listened to the trial.
needed, make a change in your life. View all peo- d. He’s a lawyer.
ple with fairness, justice, and respect, like Juror #8
40. Most of the jurors turn their backs on whom
did for the boy on trial. due to his prejudice against people from the
Now that you are finished reading the play, slums?
complete the Let’s Check Your Mastery on act 3. a. Juror #10
Then, when you are ready, move on to Speedback b. Juror #3
assignment 3. You will be asked to pick out exam- c. Juror #2
ples of informal fallacies from the play, relate the d. Juror #6
five key components of fiction directly to the play,
and find examples of literary elements within the 41. Who was the first person to remember that
play. If you need to review any of those from les- the woman testified with glasses on?
son 1 and lesson 2 before attempting Speedback a. Juror #1
assignment 3, now would be a good time. Good b. Juror #4
luck! May the force be with you! c. Juror #8
d. Juror #11

42. Who is the last juror to assume the boy is

guilty?
a. Juror #4
b. Juror #10
c. Juror #1
Lesson 3: Play on Words

d. Juror #3

43. Who is the last juror to leave the jury room?

a. Juror #3
b. Juror #8
c. Juror #12
d. Juror #10

44. What are the best adjectives to describe Juror

#8 versus Juror #3?
a. mean vs. kind
b. kind vs. shy
c. thoughtful vs. stubborn
d. dim-witted vs. intelligent
45
Literature 45—Understanding Literature

46
 Literature 45—Understanding Literature
LESSON 3
Speedback
Assignment
Mark all answers here, then transfer them to your Speedback answer form. You may either submit your
completed answer form to Independent Study for processing, or you may use WebGrade for immediate
grading. See your Read Me First pamphlet for instructions.
...................................................................

Multiple Choice
1. Which quote or assumption from the play is the best example of a post hoc? (See objective 2.)
a. The boy is from the slums, so he’s a murderer.
b. The murder was committed after the boy had a fight with his father, so the boy must be guilty.
c. “They’re all the same”—speaking about people from the slums having no values.
d. “The man’s a dangerous killer. You could see it.”

2. Which quote or assumption from the play is the best example of a hasty generalization?
(See objective 2.)
a. The boy is from the slums, so he’s a murderer.
b. The murder was committed after the boy had a fight with his father, so the boy must be guilty.
c. “They’re all the same”—speaking about people from the slums having no values.
d. “The man’s a dangerous killer. You could see it.”

3. Which quote or assumption from the play is the best example of an ad hominem? (See objective 2.)
a. The boy is from the slums, so he’s a murderer.
b. The murder was committed after the boy had a fight with his father, so the boy must be guilty.
c. “They’re all the same”—speaking about people from the slums having no values.
d. “The man’s a dangerous killer. You could see it.”

4. Which quote or assumption from the play is the best example of a slippery slope? (See objective 2.)
a. The boy is from the slums, so he’s a murderer.
b. The murder was committed after the boy had a fight with his father, so the boy must be guilty.
c. “They’re all the same”—speaking about people from the slums having no values.
Lesson 3: Speedback Assignment
d. “The man’s a dangerous killer. You could see it.”

5. Which quote or assumption from the play is the best example of a red herring? (See objective 2.)
a. “He’s guilty because he’s guilty. You can see it on his face.”
b. “You are the only one voting not guilty.”
c. “You’re either with us or against us.”
d. Juror #3 talking about his own son as reasoning for the boy being guilty.

6. Which quote or assumption from the play is the best example of circular reasoning? (See objective 2.)
a. “He’s guilty because he’s guilty. You can see it on his face.”
b. “You are the only one voting not guilty.”
c. “You’re either with us or against us.”
d. Juror #3 talking about his own son as reasoning for the boy being guilty.

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Literature 45—Understanding Literature
7. Which quote or assumption from the play is the best example of an appeal to false authority/
bandwagon? (See objective 2.)
a. “He’s guilty because he’s guilty. You can see it on his face.”
b. “You are the only one voting not guilty.”
c. “You’re either with us or against us.”
d. Juror #3 talking about his own son as reasoning for the boy being guilty.

8. Which quote or assumption from the play is the best example of either/or reasoning? (See objective 2.)
a. “He’s guilty because he’s guilty. You can see it on his face.”
b. “You are the only one voting not guilty.”
c. “You’re either with us or against us.”
d. Juror #3 talking about his own son as reasoning for the boy being guilty.

9. What is the setting of the exposition of the play? (See objective 3.)
a. the courtroom
b. the jury room and the courtroom
c. the murder scene
d. the courtroom lobby

10. What is the last thing that happens during the resolution? (See objective 5.)
a. Everyone enters the jury room.
b. The judge speaks to the jury.
c. Everyone exits the jury room.
d. Everyone votes.

11. Who is the protagonist in the play? (See objective 3.)

a. Juror #8
b. Juror #1
c. Juror #6
d. Juror #4

12. Who is the main antagonist in the play? (See objective 2.)
a. Juror #10
b. Juror #3
c. Juror #7
d. Juror #4

13. What conflict is not evident in the play? (See objectives 3, 4, and 5.)
a. character vs. character
b. character vs. society
c. character vs. nature
d. character vs. himself

14. What juror has the most intense character vs. himself struggle within the jury room? (See objectives
3, 4, and 5.)
a. Juror #6
b. Juror #2
c. Juror #8
d. Juror #3

15. What is symbolic about Juror #8 closing the knife before leaving the jury room? (See objective 5.)
a. It was open and represents the openness of the opinions shared by the members of the jury.
b. It was the murder weapon.
c. He was the one who walked the same streets as the boy and bought it at the pawn shop.
d. It represents the closure and justice Juror #8 brought to the trial; closing the knife closes the trial.

16. What is the climax to the play? (See objective 4.)

a. Juror #3 changes his mind and votes not guilty.
b. All the jurors turn their backs on Juror #10 during his biased speech.
c. Juror #3 and Juror #8 reenact the stabbing.
d. Juror #6 talks about the eyeglasses on the lady witness.

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17. Which juror would most likely be a greaser from The Outsiders because of where he was born?

Literature 45—Understanding Literature

(See objective 1.)
a. Juror #5
b. Juror #4
c. Juror #11
d. Juror #7

18. Which quote would be a hyperbole? (See objective 4.)

a. “I think they said he stabbed somebody in the arm. This is a very fine boy.”
b. “I use to play in a backyard that was filled with garbage. Maybe it still smells on me.”
c. “You pulled a real smart trick here.”
d. “Human life don’t mean as much to them as it does to us.”

19. Juror #7 was in a hurry to leave so he could see a Broadway play for which he had tickets. In the first
movie production of this play, the director added in the name of this play, The Seven Year Itch, so that
viewers would know which play Juror #7 was so anxious to attend. By adding in the name of this
play, the director added in a what? (See objective 3.)
a. an allusion
b. an alliteration
c. an irony
d. a symbol

20. Which would not be a theme in the play? (See objectives 3, 4, and 5.)
a. Don’t judge people.
b. Don’t be quick to make decisions.
c. The court system in America isn’t working.
d. Respect others and their views, even if they are different.

Lesson 3: Speedback Assignment

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Literature 45—Understanding Literature

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