A PROJECT CRITICAL WEB
QUEST
Presented by: Ms. D. BELL
“MACBETH”
A study in Violence in
Elizabethan England
Palace Intrigue mixed with violence was a theme in
William Shakespeare’s classical dramas. Hamlet’s
But above all, his classic drama, MACBETH was a
masterpiece in exposing the social problem of violence in 17th
century
In this web
quest you will become Shakespeare.
You and your group will analyze the social problem of
violence as Shakespeare portrayed it in MACBETH. You will evaluate the social
problem, using the public policy analyst through the eyes of Shakespeare, and
analyze policy solutions Shakespeare might have presented to the Elizabethans.
Possibly, you will also find solutions for the problem of violence we see in
our everyday lives and in contemporary society.
1: You will be divided into groups of
FIVE
2: Each group will be responsible for
completion of a POWER POINT PRESENTATION of a minimum of SEVEN slides. All the
steps in the GLOBAL Public Policy Analyst should be used in the power point
with an emphasis on steps # 4 & 5 as described in the process section.
3: Each group will also be responsible
for a TEN MINUTE ORAL presentation that will be mad to the
Class. This presentation will be professional, well planned and show a
full understanding of
Shakespeare’s theme of violence in Macbeth
THE PROCESS
1: The class
will be divided into groups of FIVE as follows.
Each group member will have individual
responsibilities decided
upon by the group members. The grading for
both products will
be done on a group basis so cooperation is a
necessity.
TWO RESEARCHERS-These
students will access the resource sites, take notes and complete the GHPPA worksheets. These worksheets will then be given to
the Power point creator. All group members may take part in research but the
researcher will coordinate completion of the worksheets. These students must be
good internet researchers and have an in-depth understanding of Shakespeare’s
MACBETH
ONE- POWER POINT CREATOR-This
student will complete the power point slides using the data from the GHPPA worksheets and from the input of the two researchers.
This student will also be TME KEEPER and make sure the group is on task and on
deadline. The power point must include all the steps from the GHPPA with a
focus on steps # 4 & 5-Your interpretation of Shakespeare’s policy toward
violence.
TWO ORAL PRESENTERS &
ORGANIZERS-These students will coordinate the oral presentation,
create a script and construct props along with acquiring detailed knowledge of
the power point slides. These students may delegate responsibilities to other
group members for completion of the 10 minute presentation. The group presenters
MUST use all the steps in the GHPPA accompanied by citations from Macbeth
2: Each group will use the INTERNET web
sites, and written text material to complete the
GLOBAL PUBLIC POLICY
ANALYST worksheets linked below. Each sheet represents
one of the FIVE
STEPS in the GHPPA format. These worksheets will form the basis of
your group’s
power point presentation and oral report.
YOU MUST
USE SPECIFIC CITATIONS FROM THE PLAY IN COMPLETING THESE WORKSHEETS. THE
INTERNET SOURCES WILL HELP. USE SCENES, QUOTES, ACTS,
EVENTS, CHARACTERS AND PLOT TO PROVE
CONCLSUIONS AND YOUR ANSWERS ON THE WORKSHEETS. USE THESE, AS WELL, IN YOUR
POWER POINT AND ORAL REPORT
3: The completed worksheets, steps # 1-5, will be used
as resource material for completion of the power point and the oral
presentation. These are guiding elements for analysis of a social problem.
REMEMBER-YOU NOW ARE WILLIAM SHAKESPEARE HIMSELF completing the GHPAA!
RESOURCES
GENERAL WEB SITES
FOR RESEARCH
SPECIFIC
WEB SITES FOR COMPLETION OF THE PPA
WORKSHEETS
A DETAILED HISTORY OF MACBETH-WITH
MANY LINKS
SPARK NOTES TO REVIEW
& THE DIALOGUE SCENE BY SCENE
THE VIOLENCE AND THE REAL MACBETH
ELIZABETHAN
ENGLAND-links to the period
A HISTORY OF THE ENGLISH
REFORMATION
Includes Queen Elizabeth and the cause for violence and
Fear in 16th & 17th century England
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
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. |
Comprehension |
Student
is able to accurately answer almost all questions posed by classmates about
the topic. |
Student
is able to accurately answer most questions posed by classmates about the
topic. |
Student
is able to accurately answer a few questions posed by classmates about the
topic. |
Student
is unable to accurately answer questions posed by classmates about the topic.
|
Listens to Other Presentations |
Listens
intently. Does not make distracting noises or movements. |
Listens
intently but has one distracting noise or movement. |
Sometimes
does not appear to be listening but is not distracting. |
Sometimes
does not appear to be listening and has distracting noises or movements. |
Stays on Topic |
Stays
on topic all (100%) of the time. USES
GH PPA FULLY |
Stays
on topic most (99-90%) of the time. USES
GH PPA FULLY BUT WITH INACCURACIES |
Stays
on topic some (89%-75%) of the time. DOES
NOT USE ALL STEPS OF GHPPA |
It
was hard to tell what the topic was. HAS
LIMITED USE OF GHPPA |
|
CATEGORY |
4 Excellent |
3 Very Good |
2 Satisfactory |
1 Unacceptable |
Originality |
Presentation
shows considerable originality and inventiveness. The content and ideas are
presented in a unique and interesting way. |
Presentation
shows some originality and inventiveness. The content and ideas are presented
in an interesting way. |
Presentation
shows an attempt at originality and inventiveness on 1-2 cards. |
Presentation
is a rehash of other people's ideas and/or graphics and shows very little
attempt at original thought. |
Content - Accuracy |
All
content throughout the presentation is accurate. There are no factual errors.
USES GHPPA FULLY |
Most
of the content is accurate but there is one piece of information that might
be inaccurate. USESS GHPPA FULLY BUT WITH INACCURACIES |
The
content is generally accurate, but one piece of information is clearly flawed
or inaccurate. DOES NOT USE ALL STEPS OF GHPPA |
Content
is typically confusing or contains more than one factual error. HAS LIMITED
USE OF GHPPA |
Sequencing of Information |
Information
is organized in a clear, logical way. It is easy to anticipate the type of
material that might be on the next card. |
Most
information is organized in a clear, logical way. One card or item of
information seems out of place. |
Some
information is logically sequenced. An occasional card or item of information
seems out of place. |
There
is no clear plan for the organization of information. |
Effectiveness |
Project
includes all material needed to gain a comfortable understanding of the
topic. It is a highly effective study guide. |
Project
includes most material needed to gain a comfortable understanding of the
material but is lacking one or two key elements. It is an adequate study
guide. |
Project
is missing more than two key elements. It would make an incomplete study
guide. |
Project
is lacking several key elements and has inaccuracies that make it a poor
study guide. |
You should have learned from this web quest, the
effect of violence on the Elizabethan political process as seen through the
eyes of William Shakespeare. Assassination, vengeance, greed, power and murder,
created a world of fear and death in Macbeth. Shakespeare believed that art
mirrored life. Violence would have the same effect on Elizabethan society as it
would on all civilizations that came after. Was he right? In step # 5 of the GHPPA you have made the
decision. The question asked, is Macbeth so far from the American experience?
One need look no further than the assassination of Abraham Lincoln and chaos
that followed. Many still remember the assassination of John F. Kennedy and the
depth of depression that ensued. Violence begets violence. History and
Shakespeare have taught us that lesson. Violence cannot ever be a means to an
end because the end will just be more violence. Let’s hope we have learned from
the brilliant playwright.
English Language Arts
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.
Social Studies
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
Standard 2: World History
Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in world history and examine the broad sweep of history from a
variety of perspectives