Twelve men in a court room, some causing problems, picking fights and others breaking the chaos apart. 

English I teachers Vannetta Chapman, Kayla Cain and Bob Davis are all teaching the 1955 play “Twelve Angry Men” by Reginald Rose. 

“The play on a classroom level teaches the ability to do more as a student than perhaps you thought you could do or would be comfortable doing,” Davis said. “On a life lesson perspective, it covers human prejudice, understanding, working with others, how to handle pressure, justice, kindness and frailness.”

Students received character roles, each reading their own part aloud.

“I am the 11th Juror,” freshman Oliver Cline said. “I didn’t have a role at first, though. I got it because the person who originally had it didn’t want it anymore.”

Most freshmen are being introduced to the play through this lesson.

“I’ve never heard of this play in my life,” freshman Casey Lynskey said. “I think [the plot] is interesting. I think it’s fun seeing people argue and being able to break it up, like ‘Hey guys, let’s calm down now!’”

The story explores complex characters with prejudiced beliefs.

“I hate the 10th [Juror] because he’s racist and stereotypes a group of people,” Oliver said. “[However,] I like the 8th Juror ‘cause he can stand up for himself.”

Oliver likes what the story explores with its characters, for they add a lot to the plot.

“It’s cool, kind of,” Oliver said. “I like what the 10th and 7th jurors add to the story, as well as the 8th.”

Oliver is not the only student who dislikes Juror 10 and his views.

“I hate Juror 10,” Casey said. “He wants to pick a fight with people. I don’t like that.”

The play teaches students about how jurors would act during this time period, highlighting the judgmental views many had.

“All good food for thought at any age,” Davis said. “I think I learn just as much as my students every year about mankind.”

Davis picks his students’ roles in a methodical way, taking their abilities and personalities into consideration.

“I start looking at the beginning of each year at a) reading ability and b) personality of my students,” Davis said. “You need solid readers (especially for a few of the jurors) and you need students who will get into the part assigned.  It is a play and needs to be read as a play not just a story or you don’t get the effect.”

Students aren’t only reading the book, they’re getting to explore the story by acting it out with their classmates.

“What I enjoy most about doing the play is watching my students come alive in the various character roles,” Davis said. “I think it is as close as I get to experience my students as kids, not just a 45 minute lesson everyday.”