This early 17th-century book assigns roles to each branch of the family, which author Robert Cleaver identifies as "the Governours" and "those that must be ruled." Cleaver emphasizes the importance of religion in the household and the running of the household "according to the direction of God's word."
A godly forme of household government for the ordering of priuate families, by Robert Cleaver. London: Printed by Thomas Creede, for Thomas Man, 1603. STC 5385.
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Teacher Ideas
Amy Becker / Fort Calhoun Jr.-Sr. High School, Fort Calhoun, NE / English
Today's families vary greatly from each other as well as from those of earlier time periods. After opening class with a short passage from Cleaver's text, I ask students to draw out the hierarchy of the Elizabethan/Jacobean household. Once students have done this, I ask them to draw a hierarchy of their own household. Students could then create a diagram of similarities and differences between the two hierarchies.
Jill Karnop / Charles M. Russell High School, Great Falls, MT / English
I would have students interview an adult in their lives—a parent, guardian, pastor, or relative. I would be sure to discuss interview questions and technique with the students before they went out to conduct their interviews. Students could ask the adults about the "10 commandments" of their area, e.g., the 10 commandments for Burger King patrons.
Sarah Kirkpatrick / McKinley Senior High School, Baton Rouge, LA / English
After discussing the rules for Olivia's household in Twelfth Night , I give Cleaver's materials to the students. Students then write the "rules" or "commandments" for governing their own lives. They can write them in the form of commandments, such as "Thou shall not...," or they can write a type of survival guide filled with the do's and don'ts of their world. This gives students a chance to talk about being their own governors.
J. Llewellyn Miller / Pocono Mountain West High School, Pocono Pines, PA / English
After reading the selection about a maid's honor, discuss the differences between notions of gossip or "idle talk" in Elizabethan England and what the concept might include today. Have students write down two or three quotations from Romeo and Juliet to demonstrate this kind of talk, explaining what the quotations mean and how they might demonstrate this "fault" in young women. For Llewellyn Miller's complete lesson plan using this primary source, click here .
Tanya Smith / Liberty High School, Brentwood, CA / English
Have students bring in magazine articles (from fashion and teen magazines) to create a list of traits that society feels today's youth should have. This could include things like buying nice clothes, driving upscale cars, having a slim body, etc. Have students cut and paste the pictures or words into one long list at the front of the class after discussing what they've found. Analyze whether the messages are more subliminal or subtle than the way such messages were communicated in Shakespeare's day.
