A PROJECT CRITICAL WEB QUEST

 

Presented by: Ms. R. Claxton

Wadleigh High School

New York City, NY

 

“MACBETH”

 

 

A Social Problem Through the Ages

 

Ambition and Violence

 

 

 

 

INTRODUCTION

 

“MACBETH”!—Just the name stirs fear and anguish. Visions of blood, death and dishonor appear as images of witches to the listener. From the beginning of civilization, men craved power and glory. Some would do anything to gain it. Power and glory became an irresistible. The 20th century experienced this, in ruthless dictators who killed MILLIONS in World Wars to gain power and glory. Sixteenth century England was no exception.  A playwright during this Elizabethan period in England expressed his “fear” over the consequences of illegal seizure of power through violence for the sake of glory. He was the greatest writer of all time-WILLIAM SHAKESPEARE.

 

Palace Intrigue mixed with violence and the need for glory was a theme in his classical dramas. Hamlet’s Denmark was thrown in anarchy by jealousy and murder. King’s ascended thrown by assassination as was the case with hamlet’s father who was murdered by his brother. Revenge, the quest for glory and glory produced the inevitable consequences - violence, bloodshed and misery for Scotland.  Shakespeare feared the consequences violence. 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, where violence was a real social problem. Shakespeare deeply feared the effects of the quest for glory, power and violence on his beloved England. Macbeth is an allegory that mirrors the playwright’s fears.

 

MACBETH was a masterpiece. It exposed the social problem of violence in 17th 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 perfect 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. In our contemporary world, we experience the same lust for power and glory that Shakespeare feared. Macbeth is as relevant today as it was 500 hundred years ago.

 

    

 

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.

 

THE TASK


              THE WITCHES OF 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 & 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

  • 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.  (Optional if there is time.)
      • 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    “It will have blood, they say: blood will have blood”              

 

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

ALL ARE SOMEWHERE IN MACBETH

CAN YOU FIND THEM?
 
 


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 16th & 17th century England

 

RUBRIC EVALUATION

 

ORAL PRESENTATION

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

 

POWER POINT PRESENTATION

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.

 

CONCLUSION        “What does each symbolize?

 

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. The quest for power and glory through 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 you should ask is “Was Macbeth so far from the realities of world history?”  In Macbeth violence begot violence. Throughout history we see the same phenomenon. History and Shakespeare have taught us that lesson. Violence can never be a means to an end because the end will just be more violence. Let’s hope we have learned from the brilliant playwright. 

 

Thus, you should have learned that Macbeth was more than a play. It was a moral lesson for life. You also have experienced the role of the Public Policy Analyst and historian. If we do not understand the past mistakes we are doomed to repeat them. Shakespeare told us that!   Thanks for your participation. Let’s hope you have learned the lesson Macbeth did not!

 

                                                                                      THE END!!!!!!

 

  

 

  

STANDARDS           

 

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