Friday, March 13, 2020
How Shakespeare presents Iago as an evil villain Essays How Shakespeare presents Iago as an evil villain Paper How Shakespeare presents Iago as an evil villain Paper Shakespeares villain Iago, within the play Othello is created as one of the most malicious, devilish characters within his works; possibly the worst as his machinations exceed those of many other Shakespearean villains. Iago appears to have very little reason to perform his notoriously villainous acts. His motive and reasoning is his joy of destruction, which seems to magnify into a passion by the final climatic scenes. Destruction is Iagos goal as well as sport. The motives behind his aim for destruction are too petty and minute to be able to make any justification in his attempts to destroy the lives of everyone around him. It is his lack of significant motive that forms him into the true devil. Iago is the evil force behind the plot, leading Othello into a tragic chain of disaster resulting in the murder of his own innocent wife. For all companionship that Iago offers his nai ve fellow characters, he intentionally defies their trust. William Robertson Turnbull, the critic, describes, Iago is an unbeliever in, and denier of, all things spiritual, who only acknowledges God, like Satan, to defy him. There are many levels within the play in which Iago is referred to as The Devil, therefore, the play is heavy in hellish and satanic imagery, particularly in the final scene. Shakespeare creates a successful villain who manipulates both audience and characters, seemingly narrating the events as if the story was his own. Iago tampers with the events and evidence, effectively playing the hand of God to create the intellectual masterpiece of his intrigue. As Leavis argues, It was the external evil, the malice of the demi-devil that turned a happy story about romantic love into a tragedy. It is debatable whether the play should have been titled after Iagos name rather than the hero that Shakespeare creates in Othello. It is illogical to argue that the outcome was fatalistic as Iagos plotting is so clear and blatant within his asides and monologues that the unfolding events rely on his actions and intellect to generate the outcome. Iago cleverly manipulates events throughout the entire play, until the end when the villainous character gets his comeuppance and is found out. He is put into a living hell, suggesting the idea that a punishment must fit the crime- the end of his speech will end all manipulation. Shakespearean audiences demanded morals and values to be displayed and therefore a punishment had to be undertaken by the playwright. The play ends on a damned Iago who will never speak again, entrapping himself into his hell, unable to manipulate with words again. This final scene is where the audience can truly see the villain as the devil; Iago has sealed his own fate. Iagos evil attributes are intensified as the play progresses as the audience are shown ruthlessness and revenge; he will not let anything disrupt his path to success. His motives are entirely self-orientated, it is clear that Iago does not have any compassion for any character, not even his own wife who he murders in the final scene as a last attempt to avoid discovery. Fie! Your sword upon a woman? This is a pivotal point within the final scene where the villainous demi-devil becomes apparent to the other characters on the stage. The audience is informed at the start of the play that he does in fact, hate the moor and this is reiterated frequently within the play. From Roderigo all he wants is his money; put money is thy purse is repeated eight times in one conversation with this particular victim, cleverly used to apparently persuade him to refrain from committing suicide. He tells Roderigo to avoid being a slave to morality and live for himself and act upon his own will, this highlights the distinct difference between Iagos actions and the actions of the other characters within the play, distinguishing a factor separating good from evil. Iago supposedly has the answers to everyones problems; he presents himself as an advisor, disguising his true intentions and creating a trustee and confidant for the other characters. While their lives fall apart around them, Iago immediately arrives on the scene to give a word of advice, which is why so many times he is referred to as Honest Iago. He toys with their emotions, changes their priorities to fit his own and works his black magic on them all. He lulls them into a false sense of hope and security that everything will be alright, even though it is clear to the audience that there is sinister meaning in it. Not only does he not care for their situations, but he in fact put them there and in addition he will immediately use their misfortune to his advantage, Thus I do ever make my fool my purse he says quite fittingly. He has tamed the situation so that every way meets his advantage, Whether he kill Cassio, or Cassio him, or each do kill the other, everyway makes my gain. Shakespeare uses Iagos asides to demonstrate his scheming and plotting. Iagos plans derive from an intense intellect and ability to manipulate a situation. In Act 2 Scene 3 Iago explores his own presentation as the devil. Not only does he describe how he will pour this pestilence into his ear, relating his words to venom dripping into the ears of his victims. He also describes his actions as, When devils will the blackest sin put on, They do suggest at first with heavenly shows. He suggests that he himself is the devil, performing his cunning and masterful scheme behind the mask of heavenly shows. He seems to relish in his manifesting ideas and evil intentions, pleasure and action make the hours seem short. Iago can be compared to a pantomime villain as the omniscient audience watch him twist the outcome, reveal his malicious intentions directly within his soliloquies and relish in an opportunity to accommodate other peoples actions to benefit his own fate, it almost feels appropriate to heckle Iago as he enters the stage. Shakespearean audiences would most likely have done so because his presentation as an evil character is so incontestable. Iago can be seen therefore as the epitome of evil; Shakespeare creates him as a liar, a murderer, selfish, lustful avenger and intellectual puppeteer. His captivation over the other characters ensures that he shall not be found out. Unfortunately before Roderigo, apparently the wisest of the characters by the end, is killed by his hand before he can deliver the truth, Here is a letter found in the pocket of the slain Roderigo Roderigo meant t have sent this damned villain. It could be interpreted however that Iago is not as evil as he is portrayed. Iago has the intelligence to sculpt the outcome as he wishes, seizing all opportunity he can to do so. Othello appears to be in contrast, a highly unintelligent character, ridden with jealousy and gullibility. Othello is a fool to base all his evidence on the ocular proof of the handkerchief. The word in itself mocks him as he obsesses over it. His quick judgments to blame his wife who previously he loved so intensely shows his stupidity and fickleness. Iago may not be such a villain, and perhaps more of a man seeking revenge on the one who he thinks to have slept with his wife, I hate the Moor, and it is thought that twixt my sheets, hes done my office. Just as Othello seeks revenge on his own wife for the same reason, and yet Othello is entitled as the tragic hero. Iago is a murderer, however we cannot overlook the fact that so is Othello. Iago kills only his wife and Roderigo. All other killings were not by his own hand, but through the hand of others. Othello, the supposed hero of the play, also kills his own wife, without any concrete proof, only with Iagos suggestions that he often claims could be uncleanly apprehensions. The initial suggestion of Desdemonas infidelity is almost forced out of him. Iago kills Emilia as she betrays him as a wife; Othello was not forced to kill Desdemona by Iago. It is true that Iago does play a part in Othellos motive but Othello ultimately does have his own mind, although obviously his will power is not as strong as the average hero. However it is the lack of conscience and morals that Shakespeare highlights in Iago through murder, deception and robbery that distinguishes Othello as the hero, and Iago as the villain. Desdemonas murder occurs over 126 lines of Act 5 Scene 2. Othello justifies his reasons with his wife and the audience can view the tragedy through Othellos own emotional breakdown within this scene as he tries to come to terms with the justice that Iago has created for the reasoning behind killing Desdemona. In contrast, the murders undertaken by the hand of Iago are merciless, spontaneous and without moral reasoning or emotional effect on Iago. Like many other villains, Iago carries a strong, witty personality which makes some people identify with him as a character more strongly than with the hero. Every other character within the play could be viewed as insipid, feeble characters, without a real presence and likeability. It could be the lack of other strong characters that emphasises the opposing villainy in Iago. Iago in essence is just the brightest of the bunch, who mocks all others ignorance. As Iago dominates the majority of the play, using soliloquies and entering all but one scene, effectively taking the role of protagonist, he gives the audience an insight to his future machinations, thus making the audience omniscient and could therefore become more involved with his evil plans. The play Othello reflects the turn of a noble man into a monster through the temptations and machinations of the devil. Iago seems to have such a hold over his victim that Othello seems almost mindless or hypnotised. Shakespeare presents Iago as his villain with a cunning wit and the immense ability to manipulate any situation or person, thus ensnared my body and soul, as Othello describes. Iago seizes Othello and uses him as his puppet and tool for the composition of his plan. Iago acts as the inner voice, the tempting of the devil, towards his puppets, yet he remains discreet to make them his fools. Oh the more angel she and you the blacker devil Emilia addresses her husband at the end of the play, highlighting the roles in which her husband plays in contrast to her mistress. Emilia knows that Iago is the cause and reveals the inner evil within her husband and does not hold back to display it. She does not attempt to save any of his dignity despite the role as his wife and a subservient woman, which contrasts to Desdemonas forgiveness of his sins previously. The final scene is where the animal imagery is cut and the imagery of hellish pits and demons take over, creating a diabolical ending where the devil is trapped within a living hell and the heavenly characters are spared in death. Shakespeare uses strong imagery of hell, roast me in sulphur, wash me in steep-down gulfs of liquid fire to emphasise the transition from a man with cruel intentions and intellectual plotting to a pure demonic character, overtaken with sin and murderous intent. Shakespeare does not allow Othello to kill Iago as proof. Othello says, if thou best a devil, I cannot kill thee. The final image upon the stage separates the good from the evil, as the three lay on the bed in tranquil death, and Iago watches them from a forcedly silent sideline, in his own personal hell. Shakespeare does not spare the characters representing heaven and goodness in life because if he did so, the true devil within Iago could not break out and be recognised, therefore there would be no tragedy. Shakespeare takes his character to the next level of villainy, comparing Iago with the ultimate evil: The Devil. Iago is an anti-hero, working alongside those who he is conspiring against. He has a complete lack of morals, which never seem to have been present, even at the outset he is presented as a thief. This absence of conscience creates the frequent associations with the Devil. Shakespeares thick use of satanic imagery reinforces the extent of his villainy.
Wednesday, February 26, 2020
I need a reaction peper for an environmental science class of one page - Essay Example The study of Dr. Hayes on the effects of Atrazine in frogs is a corollary on an accurate prediction of what could happen on humans. He takes on an almost renegade approach as he goes against the Environmental Protection Agency (EPA) and drug companies for the banning of Atrazine. This herbicide which is used for 80 million lbs. a year in the United States, as he has illustrated, was already banned in many other countries. The primary findings that he proposes are the effects of Atrazine on frogs in different ecological areas including creating controlled groups. He concluded that the frogs exposed have increase in hormonal imbalance and chemically castrating frogs same as how other chemicals cause tumors in rats. Male frogs are actually growing eggs in their testes and they are taking a longer time to metamorphose. This is significant because this can also happen to humans as we drink the very same water exposed to Atrazine. It is undeniable that these same effects already exist in o ur system and this has a generational effect. I ardently believe that in the largeer scale of things, Ã¢â¬Å"it is better to err on the side of caution.Ã¢â¬ To the end of his talk, Prof. Hayes insisted that it is still the people who now have the power to stop this and in this case time is of the essence.
Monday, February 10, 2020
VOTING - Essay Example According Lijphart (1999, p69), Cleisthenes introduced one of the earliest recorded systems of democracy in Greece back in 508 BC. This system of democracy required voters to select the least preferred politician who was then exiled for ten years in a distant country. The minimum number of votes that were required to have a politician exiled was 6000.However, if more than one politician received more than the set threshold votes, the candidate with the higher number of votes was exiled instead( Lijphart, 1999,p72). In the thirteenth century, the Venetian state created one of the most developed electoral systems at the time. The Venetian system nominated forty members in Ã¢â¬ËGreat CouncilÃ¢â¬â¢ and in the mid 13 century, the number of council members elected was increased to sixty (Grofman, & Merrill, 1999, p53) Though Venetians applied different electoral systems, approval-voting system was the most popular. The approval system required voters to cast a single vote for every can didate vying for a position in the council. Eventually, the candidate who garnered the highest number of votes was declared the winner to represent the state in the council (Grofman, & Merrill, 1999, p38). ... Equally important all candidates should be treated equally, without favoring a particular person over another. By treating the candidates equally, Schofield (2001, p584) notes that the voters are presented with a favorable opportunity of electing a person of their choice without bias and prejudice of any sort. Fair elections should also ensure that the victory goes to the candidate with the highest number of votes. Different governments and organizations apply various methods of ensuring effectiveness of the participantsÃ¢â¬â¢ votes. According to Lijphart (1999, p102), votes become ineffective in electoral processes that lack fairness and transparency to both voters and the candidates. These malpractices include allowing particular voters to cast more than one vote, discriminating voters based on their gender, social and economic status, tribe, or ethnicity. In such cases, the votes become ineffective because people are not given an opportunity to elect candidates of their choice ( Lijphart, 1999, p105). In United states for instance, debate on whether setting the minimum voting age amounts to discrimination of young voters still persist. Candidates should be given an equal platform for presenting their candidature to the electorate. However, Schofield (2001, p587) notes that many electoral systems in the world contain elements of unfairness that favor a particular candidate over another or others. In such cases, the preferred candidate receives preferential treatment in form of positive media coverage, favorable popularity ratings among other practices at the expense of the other candidates. These practices make the vote to be ineffective because the
Thursday, January 30, 2020
Master Harold and the Boys Essay Ã¢â¬Å"Master HaroldÃ¢â¬ and the boys, by the white South African playwright Athol Fugard, is a naturalistic play set in a Tea Room in Port Elizabeth on a rainy day in 1950. Two black servants, Sam and Willie, and their white masterÃ¢â¬â¢s son Hally (Ã¢â¬ËMaster HaroldÃ¢â¬â¢), have deep conversations about the good time they had together when Hally was young. In the beginning of the play, Sam and Willie, practice their dancing techniques and talk about an upcoming dance contest. Fugard has created first impressions of situation and characters in the opening of the play by using set design, stage directions, duologue as well as speech and tone. The opening of the play is interpreted as being up to HallyÃ¢â¬â¢s first entry. Firstly, the unprofessional and for the audience surprisingly casual and light-hearted situation is created by FugardÃ¢â¬â¢s choice of set design, stage directions and duologue. Secondly, Sam and WillieÃ¢â¬â¢s relationship is proven of unequal status, yet intimate and deep, by the difference in speech and tone, and by the choice of topics in the duologue. Finally, initial perceptions of a childish and rude Willie and an intelligent and experienced Sam are constructed through mostly speech and tone. The unprofessional impression of the Tea Room and the carefree and easy going ambiance is created by set design and stage directions, and duologue. Firstly, the amateurish impression of the business is created by the blackboard on which an untrained hand has chalked up the prices of the items, and by the few sad ferns in pots in the room. Furthermore, the fact that Fugard has chosen to clear all tables to one side, suggests that the business is not doing well, because the Tea Room is not likely to be expecting any customers. Secondly, the audience notices immediately that the mood in the room is casual, by letting Willie start off with singing a song as he mops down the floor. This strong mood is then reinforced when Willie suddenly gets up and starts dancing, Sam eagerly encouraging and correcting WillieÃ¢â¬â¢s dance technique. The audience must have been surprised by this casual situation, because one must not forget that at the time of the performance, around 1982, apartheid in South Africa was considerably further developed than the setting of the play. The fact that two black men, obviously workers, are without supervision of a white person and that they are enjoying themselves during work must have raised a sense of unease from the spectators, unsure how to react. The relationship between Sam and Willie is profound, yet Sam seems to have a higher status compared to Willie, as suggested by FugardÃ¢â¬â¢s choice of topic of conversation and by the contrast between the terms of address and physical position. To begin with, the way in which both men communicate is very informal. Willie uses plenty of swear words, like Ã¢â¬Å"fuckinÃ¢â¬â¢ whoreÃ¢â¬ or Ã¢â¬Å"bitchÃ¢â¬ , whereas Sam uses a higher register, but is still joking around with Willie (Ã¢â¬Å"HowÃ¢â¬â¢s your pillow with the quickstep?Ã¢â¬ ). This use of language suggests that both men feel at ease and that they have known each other for a very long time already. A sense of intimate relationship is also created by the topics of conversation. Willie is very open with Sam about his relationship with Hilda Samuels, as when he talks about the problems buying food for their baby of which he isnÃ¢â¬â¢t even sure it is his son (Ã¢â¬Å"Only his hair looks like me.Ã¢â¬ ); he shows no hesitation to discuss the matter with Sam. Sam even knows that Willie often beats up his girlfriend, suggesting that they have been living alongside for a long time. The audience realises that it is watching an intimate conversation, which makes them attentive, curious and involved in the discussion. Secondly, SamÃ¢â¬â¢s higher social position is suggested by the contrast between the way Sam addresses Willie and vice versa, almost like a teacher-student relation. Sam suggests improvements for WillieÃ¢â¬â¢s dance technique, as Ã¢â¬Å"DonÃ¢â¬â¢t look down!Ã¢â¬ or Ã¢â¬Å"But youÃ¢â¬â¢re too stiff!Ã¢â¬ , as well as how he could be more successful in his relationships with girlfriends (Ã¢â¬Å"You hit her too much.Ã¢â¬ ) and Willie reacts willingly to take up the advice. Also, Sam demonstrates the dance as it should be, suggesting that Sam is more experienced. Lastly, a subtle but symbolic detail is the physical positioning of Sam and Willie at the very beginning of the play: Willie is mopping down the floor on his knees, working, while Sam is flicking through a comic book, standing, and obviously not working. Fugard has visualised their relationship by the contrast between kneeling and sitting, and working and relaxing, and this can in fact be applied to the entire rest of the play. Sam is portrayed as a confident, intelligent and experienced character through his speech and tone. The way Sam guides Willie through the learning process of the quickstep, and even demonstrates a much more accomplished dance than Willie, indicates he is a skillful dancer himself. Fugard has made the audience feel sympathy towards Sam, as he encourages Willie, Ã¢â¬Å"Look happy, Willie! Relax Willie!Ã¢â¬ , although Willie is a hopeless dancer. Fugard represents WillieÃ¢â¬â¢s character as slightly vulnerable, unexperienced, and as a bad lover through his reactions to SamÃ¢â¬â¢s teasing, the difficulties he has with learning the quickstep and through his description of his relationship with girlfriends. Willie is very quickly frustrated by SamÃ¢â¬â¢s advice, like Ã¢â¬Å"Yesterday IÃ¢â¬â¢m not straight today IÃ¢â¬â¢m too stiff!Ã¢â¬ and Ã¢â¬Å"I try hard because it is hard.Ã¢â¬ . WillieÃ¢â¬â¢s incapability to cope with SamÃ¢â¬â¢s teasing once even results in a small brawl between the two of them: Ã¢â¬Å"ItÃ¢â¬â¢s finish between us.Ã¢â¬ Furthermore, Willie is clearly a bad love partner, confirmed when he describes his girlfriend as a Ã¢â¬Å"whoreÃ¢â¬ and a Ã¢â¬Å"bitchÃ¢â¬ , but which is, quite ironically, provoked by himself hitting his girlfriend every once in a while. This, together with his vulgar choice of language, results in an aversion from the audience to Willie. To conclude, Fugard has managed to create strong first impressions in the opening of the play in terms of situation and characters. He has used set design, stage directions and duologue to create an unprofessional and casual ambience. In terms of characters, Fugard has succeeded in associating strong characteristic features to Sam and Willie, both intimate friends, yet separated in a way by an intellectual line.
Wednesday, January 22, 2020
How did the competition commission tame the supermarket giants The Competition Commission is an independent public body established by the Competition Act 1998. The Competition Commission conducts in-depth inquiries into mergers, markets and the regulation of the major regulated industries, undertaken in response to a reference made to it by another authority. The Commission recently had the task of having the power to give one major supermarket chain the go ahead to merge with Safeway. The proposed acquisition of Safeway by MorrisonÃ¢â¬â¢s, Asda, Tesco or SainsburyÃ¢â¬â¢s was referred to the Competitive Commission under the Fair Trading Act by the Trade and Industry Secretary. The Commission can consider the opinions of all parties in determining whether any of the potential mergers is against the public interest. Topics for inclusion in the meeting could include both local and national issues, including the effect on consumers and suppliers of any proposed acquisition. The Competition Commission gave MorrisonÃ¢â¬â¢s the green light over the other potential buyers such as Asda, Tesco and Sainsburys. This was due to a number of economic reasons. Although neither Safeway nor MorrisonÃ¢â¬â¢s was struggling, both agreed the need to merge was very advantageous. MorrisonÃ¢â¬â¢s was looking for a way to grow far more quickly, and could afford to fund an acquisition to achieve that goal as soon as possible. The successful bid for MorrisonÃ¢â¬â¢s to take over Safeway would mean that MorrisonÃ¢â¬â¢s would become a major and strong national player. The merge should exert a positive and competitive effect on retail in supermarkets and also benefit the customers. Some people found the MorrisonÃ¢â¬â¢s bid to be against the public interest in particular local areas where the number of competing supermarkets would be reduced. However, subject to divestment of particular stores in these areas. MorrisonÃ¢â¬â¢s bid for Safeway was allowed to proceed. The Competition Commission was given just over four and a half months to investigate the four merger situations. All of these needed to be assessed as to their likely impact on competition. Mainly in terms of which would be the most practical to economy. The decision was partly mad by undertaking isochrone analysis, which is mapping and positioning of stores area by area and the customers they serve. This provided detailed information on which areas would be affected as a result of reduced local competition. MorrisonÃ¢â¬â¢s the medium-sized but very fast-growing British supermarket chain takeover of UK rival Safeway deal was worth 2.9bn.The combined firm, with 598 stores, a turnover of 12.6bn and a market share of 16%, aims to be able to compete with Asda, Sainsbury and Tesco, the giants of the UK supermarket sector. Both MorrisonÃ¢â¬â¢s and Safeway have been
Tuesday, January 14, 2020
Discuss Social Class, Gender, Marital Status, Age, Socio Economics Statues and Their Relationship to Functionality
Discuss social class, gender, marital status, age, socio economics statues and their relationship to functionality. Social class refers to the hierarchical distinctions between individuals or groups in societies or cultures. Anthropologists, historians, and sociologists identify class as universal, although what determines class will vary widely from one society to another. Even within a society, different people or groups may have very different ideas about what makes one Ã¢â¬Å"higherÃ¢â¬ or Ã¢â¬Å"lowerÃ¢â¬ in the hierarchy. Different defining characteristics have developed in societies around the world and have changed through history. Depending on the definition used, class can also be associated with social status, or one's social position in a culture. Because of the vagaries of the word, the idea of social class has been the object of much study in fields such as sociology and economics. Some of the more famous theorists of class include Karl Marx and Max Weber. Despite the work of these intellectual heavyweights, the value of the notion of social class is still questioned as it becomes even more difficult to define in an increasingly fluid and globalized society. Beyond the problems in theoretical conceptualizations, the practical impact of social class on society is important. Any system that divides people and then assigns different values to the groups is inherently problematic in the establishment and maintenance of a harmonious society. If vertical divisions among people can connote no difference in value, only in role, experience, or responsibility in society, then social class may be considered a useful concept
Monday, January 6, 2020
This list of October themes, events, and holidays have correlating activities to go with them. Use these ideas for inspiration to create your own lessons and activities, or use the ideas provided. Celebrate Bullying Prevention Month and School Safety Month all October long. October Holidays and Events With Correlating Activities October 1st - World Vegetarian Day Celebrate this special day by having student partake in a thematic unit on nutrition. Plus: investigate eating healthy with a healthy snacks lesson plan. October 2nd - World Farm Animals DayÃ Celebrate farm animals by taking a field trip to your local farm. October 3rd - Techies Day This day is to honor all new technology. Learn about tech tools for the classroom, iPad apps, and assessment apps. October 4th - National Diversity Day Teach students about the importance of diversity in the world by playing games and partaking in activities. October 5th - World Teacher Day Honor and celebrate all teachers. October 6th - Mad Hatter Day Decorate a hat and watch an Alice in Wonderland movie to celebrate this fun day. October 7th - World Bullying Prevention DayÃ Bullying is a serious issue in schools today. On this day spark a discussion and partake in activities that relate to bullying. October 8th - National Face Your Fears Day Have students take a moment to think about what they fear most. Then take turns going around the room discussing these fears. As a class, brainstorm ways they can overcome these fears. October 9th - Fire Prevention Day The week of October 6-12 is fire prevention week. During this time, teach kids about fire safety. October 10th - World Mental Health DayÃ Help students understand developmental disorders by shedding some light on Autism, and other disorders that children may see or hear about in school. October 11th - Eleanor Roosevelts BirthdayÃ Honor this wonderful woman on her birthday by teaching students about her. October 12th - Universal Music DayÃ Celebrate music day by having students partake in a variety of music-related activities. October 13th - Astronomy Day Allow students to learn about the stars and the sky. October 14th - Columbus DayÃ Sail the sea with Columbus Day activities for students in grades 1-3. Plus: How much do your students really know about Columbus Day? Take a quiz or try a word search and find out. October 15th - White Cane Safety Day Celebrate the blind and visually impaired by teaching students all about disabilities. Talk about Helen Keller and all she went through. October 16th - World Food DayÃ Have students join the global movement to end hunger by bringing in can foods to donate to your local shelter. October 17th - Black Poetry Day Honor the birthday of Jupiter Hammon the first black American to publish his poetry. Learn about his past and have students try to write a poem of their own. October 18th - National Chocolate Cupcake DayÃ What a wonderful day to celebrate! Have students put on their chef hats and bake cupcakes! October 19th - Sweetest DayÃ This is a day to honor the people you love the most. Have students write a poem, letter, or story to their family. October 20th - Information Overload Day In todays society, we are overloaded with information so on this day give students a break! October 21st - Reptile Awareness DayÃ This day may freak students out just a little bit. But, its important for them to learn about all species. Take the time and have students learn all about reptiles. October 22nd - National Nut DayÃ In this day and age, it isnt uncommon for a student to have a nut allergy. This day was designed to recognize the healthy eating of nuts, but teachers can use this day to talk about the serious risks of nut allergies. October 23rd - National iPod Day The iPod is over 10 years old! If students are privileged enough to own an iPod, allow them to bring it to class and give them a chance to play a learning game at recess. October 24th - United Nations Day On this day, teach students all about the United Nations. Then break students into cooperative learning groups and see how much they learned. October 25th - Frankenstein FridayÃ Oh, how much fun your students will have on this day! Watch the Frankenstein movie, eat green food, and paint fun pictures to honor this spooky character. October 26th - Make a Difference DayÃ This day is the largest national day of helping others. Take time out of the day to have students help a fellow friend, teacher, or someone special. October 27th - Theodore Roosevelts BirthdayÃ Honor this historic president by having students write a biography poem. October 28th - Statue of Libertys BirthdayÃ Who doesnt love NY? Honor the Statue of Liberty by teaching students important facts about this statue! October 29th - International Internet DayÃ What would we do without the internet? That is a question you can pose to students. Have each child write an essay to answer that question. October 30th - John Adams BirthdayÃ Honor the second President of the United States by teaching students some things they did not know about him. October 31st - Halloween Celebrate this fun holiday with themed lesson plans.