A PROJECT CRITICAL

WEB QUEST

Presented by: Ms. A. Dennis

Rice High School

New York City, NY

“MACBETH”

VIOLENCE

A Method for Succession

Palace Intrigue mixed with violence was a theme in William Shakespeare’s classical dramas. Hamlet’s Denmark was thrown into anarchy by jealousy and murder. Kings ascended to power by assassination. This was the case with Hamlet’s father who was murdered by his brother. Revenge coincided with violence producing untold bloodshed and misery for the royal court. Shakespeare was a contemporary. He wrote for his times using allegory and innuendo. In Romeo and Juliet, violence destroys the youth of Verona and kills the star crossed lovers in a classical tragedy. Shakespeare’s dramas are far more than entertainment. They are portents. Shakespeare may use foreign settings but he was clearly warning his peers in Elizabethan England. This was a time of Reformation and inquisition when violence, in all levels of English society, was a real social problem. Moreover, the Bard of Avon feared its consequences on his beloved England. His vehicle was literature but his message was peace.

But above all, his classic drama, MACBETH was a masterpiece in exposing the social problem of violence in 17^th century England. Through this play, there is no doubt that violence breeds violence and catastrophe. This play loosely based upon the historical account of King Macbeth of Scotland, is the realistic portrayal of the dangers of the lust for power, betrayal of friends and violence as a means to an end. “"Fair is foul and foul is fair” clearly depicts the scene left by violent action and leads to "double, double, toil and trouble...” In fact, Shakespeare uses the word blood 42 times throughout the play. Macbeth sees the bloody dagger, used to kill Banquo, floating in the air. Lady Macbeth cannot wash the blood off her hands and says “out damn spot” to no avail. Shakespeare uses Witches as a portent to disaster, murder and savagery by Macbeth. These are not just attention getting scenes but are real warnings to all who read the play. “Macbeth’s” message of violence crosses generations, decades and centuries. It is also clear that Shakespeare message regarding this social problem was meant, even for us, today. During the final stages of the Roman Empire, violence and murder became political tools for succession to power. Middle Age intrigue found this to be the case in many parts of Europe. The powerful families in Renaissance Italy used poisoning as a method to control political power over

City-states. Sixteenth and seventeenth century in England was no exception. Violence and murder was a tool used to gain and retain power. From Henry VIII, through the Puritan Revolution and Restoration, murder, violence and intrigue became acceptable vehicles to power.

What was Shakespeare’s warning? What was the playwright saying to us about the social problem he feared in England?

In this web quest you will become Shakespeare. You and your group will analyze the social problem Shakespeare portrayed it in MACBETH. You will evaluate Shakespeare’s view of “Violence and murder as a means to succession” using the PUBLIC POLICY ANALYST as if you were Shakespeare. Your group will subsequently find 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. This will be our next web quest.

1: You will be divided into groups of FIVE. The group responsibilities will be described in the Process section of the web quest.

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. Your power point presentation will identify the problem presented in Macbeth; Violence as a means to succession. You power point will use character study to complete the GHPPA. Your slides must include a categorization of each character for each step of the GHPPA. You may use characters more than once.

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 in “Macbeth.”

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 as described in the process section. You will use the characters listed below as evidence for Shakespeare’s opinions.

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 an evaluation of

Shakespeare’s theme of violence in “Macbeth”.

THE PROCESS

1: The class will be divided into groups of FIVE as described below.

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.

Each group must do an in-depth study of the characters listed below. You will use your knowledge of the play and the internet sites to complete the task

--MACBETH

--LADY MACBETH

--BANQUIL

--DUNCAN

--McDuffie

--MALCOLM

--MURDERERS

--WITCHES

--SON—Mac duff’s son

--FLEANCE

--DONALBAIN

You are the use these characters to complete the GHPPA worksheets. Decide, in your groups, which characters identify the problem as Shakespeare sees it, which show evidence, which represent causes and which evaluate the policy of succession by violence and murder. In step # 4, you should interpret Shakespeare’s message. Your group will also do a comparative analysis with other periods in history as prescribed by the GHPPA. For this you will receive guidance from your teachers as well as your study of Global History.

THE GLOBAL PUBLIC POLICY ANALYST

• Step # 1: Identify Problem as a major social problem in Macbeth
• Step # 2: Gather the Evidence for violence as stated by Shakespeare
• Step # 3: Determine Causes for violence in the court of Macbeth
• Step # 4: Evaluate the Policy of violence as a political alternative
• Step # 5: Do a Comparative Analysis to our society today.
• This step you can research or use your own life experience. This is a critical step. It allows the group to compare violence in Elizabethan England to contemporary society or any other era in which the group is interested. Focus on this in your power point and oral presentation.

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

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ALTAVISTA.COM

WWW.MSN.COM

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

SCENE SUMMARY

CLEAR READING SCENE BY SCENE

THE VIOLENCE AND THE REAL MACBETH

FAMOUS QUOTES

SCENE BY SCENE QUOTES

ELIZABETHAN ENGLAND-links to the period

(A HISTORY OF THE ENGLISH REFORMATION

Includes Queen Elizabeth and the cause for violence and

Fear in 16^th & 17^th century England)

CHARACTER ANALYSIS with notes

RESOURCE GUIDE

Power Point Appearance and Use of GHPPA

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MS. A. DENNIS

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. USES 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.

Oral Presentation Rubric

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MS. A. DENNIS

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

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.

Violence only begets violence. History and Shakespeare have taught us that lesson. Shakespeare’s view of violence is that it can never be a means to an end because the end will just be more violence. Those, who ascend by violence will descend through the same path, was his message. We need look no further than the Roman Empire, Europe during the “Middle Ages” or our American society. The assassinations of Lincoln, Garfield, McKinley and Kennedy left America with chaos, fear and depression, just as it did in Shakespeare’s play. Let’s hope we have learned from the brilliant playwright. Our next web quest will be to investigate the role of violence in contemporary America.

We will do a comparative analysis to Shakespeare’s England. See you next time….

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 United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

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