“THE
COLOR PURPLE”
MS. U. DUHE QURESHI
INTRODUCTION
Alice Walker was born on February 9,
1944 in Eatonton, Georgia. Her mother, Minnie Tallulah Grant Walker, and her
father, Willie Lee Walker, were poor sharecroppers. As the eighth and youngest
child in the family, she grew up in the midst of violent racism, which combined
with her family's poverty left a permanent impression on her writing. In the
summer of 1966 she returned to
However Alice Walker exposed many
social problems in her autobiographical journey into the deep-south in the
midst of the Civil Rights Movement. You have all read the novel in English
Class. Each reader has an opinion about the social problems portrayed. These
opinions are based in one’s prior experience, childhood environment and family
values.
It will be your job, in this web
quest, to interpret the ideas of Alice Walker, in the “Color Purple”. In your
groups, you will follow the Public Policy Analyst steps to investigate the
social problem. You will then propose solutions so our contemporary society can
avoid the pitfalls that befell Celie.
Good
Luck. Always remember that literature s often a mirror of reality!
TASK 
1: Each member of
the groups will be responsible for
writing a FIVE page paper using the Public Policy Analyst as a
guideline. You will use MS Word. You will include illustrations, charts and
tables to prove your thesis regarding the social problem.
2: Each group will
then be asked to make an oral report of about 10 minutes, to the class stating
your findings. This oral report will cover all the steps in the PPA.
3: Each group will
create a POEM that will be presented as part of the oral report. This poem will
represent the social problem chosen from the novel.
PROCESS 
1: You will be divided
up into groups of FOUR as follows:
Student # 1: Recorder &
Writer
Student # 2: Researcher
Student # 3: Time keeper of
organizer
Student # 4: Presenter
However, each member
of the group will submit a five page paper.
2: Each group member
will have read the novel, “The Color Purple”. As a group, you will decide upon
the dominant social problem as expressed by the author.
Use characters from
the novel in step # 2 of your PPA evaluation
3: You will then use
the PUBLIC POLICY ANALYST six step process to define, and solve the social
problem as it existed in the novel (steps 1-4) and as it exists today (steps 5
& 6).
THE SIX STEP PUBLIC POLICY ANALYST
LINKS AND WORKSHEETS
2: Find Evidence for
the Problem
(In the novel)
3: Find the Causes
(given by the author and
Your knowledge
of history) for the problem
4: Examine Public
Policies that Existed during
The time period as expressed in the novel
5: DEVELOP OWN
SOLUTIONS FOR THE
Remember-work together and coordinate all
efforts
5: You will complete
ALL the worksheets on the links
of the
PPA and these will be used as resource
Material
for your products
6: You will be
graded by the Rubrics in the
“Evaluation” section of the web quest
7: You will use the
INTERNET RESOURCES given below
and
printed material to complete the worksheets
and
the products.
RESOURCES 
3: Theme Analysis
5: Jim Crow South-history
& laws
7: Detail of southern policies
early 20th century
GENERAL SEARCH
ENGINES
NOTE: You should
outside sources, our class work and discussions along with these Internet
sources.
EVLAUATION 
|
|
CATEGORY |
4 EXCELLENT
|
3 SATISFACATORY
|
2 NEEDS IMPROVEMENT
|
1 UNSATISFACTORY
|
|
Organization
|
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. 8) |
|
Amount
of Information |
All topics
are addressed and all questions answered with at least 2 sentences about
each. |
All topics
are addressed and most questions answered with at least 2 sentences about
each. |
All topics
are addressed, and most questions answered with 1 sentence about each. |
One or
more topics were not addressed. |
|
Sources
|
All
sources (information and graphics) are accurately documented in the desired
format. |
All sources
(information and graphics) are accurately documented, but a few are not in
the desired format. |
All
sources (information and graphics) are accurately documented, but many are
not in the desired format. |
Some
sources are not accurately documented. |
|
Paragraph
Construction |
All
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
|
Internet
Use |
Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
Diagrams
& Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
Date
Created: Mar 18, 2006 03:58 pm (CST)
GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
|
Enthusiasm
|
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces no more than one word.
|
Often
mumbles or can not be understood OR mispronounces more than one word. |
|
Props |
Student
uses several props (could include costume) that show considerable
work/creativity and which make the presentation better. |
Student uses
1 prop that shows considerable work/creativity and which make the
presentation better. |
Student
uses 1 prop which makes the presentation better. |
The
student uses no props OR the props chosen detract from the presentation. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
|
Content
|
Shows a
full understanding of the topic. |
Shows a good
understanding of the topic. |
Shows a
good understanding of parts of the topic. |
Does not
seem to understand the topic very well. |
Date
Created: Mar 28, 2006 10:49 am (CST)
GRADING: “A” = 21-24
POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
CONCLUSION
You should have learned a valuable lesson from this
web quest. Writers play a critical role in exposing social problems in our
society. Our democracy allows freedom of speech and this basic first amendment
right gives authors the ability to focus on society’s problems. Moreover, you
have seen the power of the Public Policy Analyst. This policy maker can correct
the social injustices through careful evaluation and formulation of new laws
and policies. If you look around our American society today, you can still see
the social problems that faced the characters in the Color Purple. Let’s hope
you made a difference and will continue to do so in the future.
STANDARDS
. Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social
interaction. Students will use oral and written language that follows the
accepted conventions of the English language for effective social communication
with a wide variety of people. As readers and listeners, they will use the
social communications of others to enrich their understanding of people and
their views.
Standard 1: History of the
Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the
Social Studies:
Standard 3
The student will use a
variety of intellectual skills to demonstrate their understanding the
interdependent world in which we live- local, national, and global- including
the distribution of people, places, and environments.
Standard 5: Civics, Citizenship, and Government
Students
will use a variety of intellectual skills to demonstrate their understanding of
the necessity for establishing governments; the governmental system of the