Patty I. Cortez
pcortez@nycboe.net Kenneth
Gaskins, Principal
A Web
Quest for English5/ 6
(11th grade)
Shakespeare’s Hamlet:
Young
People in Crisis
Hamlet
and Ophelia: A Study on
Suicide
Prevention
“A little more than kin, and less than kind.” (1.2.65)
You have
been asked to write a report for the new psychology wing at the new young adult
center: The
“Not so, my lord; I am too much i' the
sun.” (1.2.67)
You will be writing a 7-page report (typed)
on detecting and preventing suicide in young men and women. Your report will include facts and references
from Shakespeare’s Hamlet, psychological articles, and historical articles. You will be using
the 6-step public policy analysis approach. This type of analysis includes all of the
following steps:
1. Define and describe the social problem as it exists in the play, Hamlet, and in today’s society (social conditions,
players, and public policies)
2. Research and gather evidence of this problem
3. Identify the causes for this problem as
expressed in the play and in today’s society
4. Describe and evaluate the past public policies in
Shakespeare’s time and in contemporary society
5. Develop unique
public policies that would address the
problem
6. Describe the most feasible and effective policy that would address this problem
Refer to the following guidelines for the completion of your typed
8-page report.
Guidelines:
\
Research the sources listed in the section
titled sources in order to respond to the research questions below
\
Complete the 6-step public policy analysis worksheets before
creating an outline for your report
\
After you complete your
6 worksheets, create an outline and a first draft of your report
\
Revise your written work at least twice
\
Type your report with citation page using the A.P.A. format
\
\
Present an abstract of your report to the class
“Something is
rotten in the state of
“O most pernicious woman!/O villain, villain, smiling, damn'd
villain!/My tables, - meet it is I set it down,
That one may smile, and smile, and be a villain;/At least I'm sure it may be so
in Denmark.” (1.5.105)
1. List 8 facts that affect men and women regarding suicide.
2. Who are at the greatest risk of committing suicide?
3. Explain the factors that lead to suicide?
4. Explain the factors that lead to suicide in the play?
5. Which famous Shakespearean characters have committed
suicide and why?
6. What types of suicide doe the Bard refer to throughout his
plays?
7. How does Shakespeare use death and suicide make Shakespeare
a dynamic writer?
8. How doe the play reveal psychological dilemmas?
9. List 8 quotations from the play that focus on death and or
suicide.
10.
Select one of Hamlet’s soliloquies that address death and suicide. Cite this soliloquy and explain Hamlet’s
state of mind.
11. What are some existing public policies
regarding suicide prevention?
12. Which organizations are involved in educating
the pubic on suicide prevention?
13. How has the government become involved in
this matter?
“To be, or not to be: that is the question:/Whether 'tis nobler in
the mind to suffer/The slings and arrows of outrageous fortune
Or to take arms against a sea of troubles…” ( 3.1)
1. Facts about suicide
http://www.cdc.gov/ncipc/factsheets/suifacts.htm
2. Which
Patients Are at Greatest Risk of Committing Suicide? (A Danish study)
http://www.aafp.org/afp/20000415/tips/22.html
3. Suicide among Women, Dr Trisha
Macnair
http://suicideandmentalhealthassociationinternational.org/suiawo.html
|
4. Checking Suicide Among Women: What We Should Do http://www.arabnews.com/?page=7§ion=0&article=86076&d=17&m=8&y=2006 5. Death Will Have His Day
http://shakespeare.about.com/cs/generalsites/a/deathsofchars_2.htm
6. To end itself by death: suicide in
Shakespeare's tragedies
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=10414473&dopt=Abstract
7.
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BEGINNING 1 (60%) |
DEVELOPING 2 (70%) |
ACCOMPLISHED 3 (80%) |
EXEMPLARY 4 (90%) |
SCORE 300 POINTS |
|
7-page A.P.A. typed research paper |
-exhibits
no knowledge of P.P.A. -presents a minimum amount of research to support the
proposed policy -does not follow the 6-step public policy
analysis model -poor use of conventions of standard written English |
-exhibits little knowledge of P.P.A. -presents audience with several sources of research in
a logical manner that supports the proposed policy -follows some of the 6-steps of the public policy
analysis model -weak use of conventions of standard written English |
-exhibits an acceptable understanding of P.P.A. -presents the audience with enough research in a logical, creative,
and organized format that supports the proposed policy -follows most of the 6 steps of the public policy analysis model -exhibits an acceptable and coherent use of conventions of standard
written English |
-exhibits a superior knowledge and understanding of
P.P.A. -presents the audience with an exceptional amount of
research that supports the proposed public policy -exhibits a superior and independent use of conventions
of standard written English |
Score _______ Grade ______% |
|
Web Sites References |
-0-4 links
relevant to the proposed public policy |
-1-5 links but few support the proposed public policy |
-5-10 links that support the proposed policy |
-excellent use of a variety of links that support the
proposed public policy |
Score ______ Grade ______% |
|
References From the play Hamlet |
-does not use any references from the play |
-uses less than 5 references from the play |
-uses 5 references from the play |
Uses many references from the play |
Score ______ Grade ______% |
“They fool me
to the top of my bent” (3.2).
Worksheet
1: What is the social problem?
1.
The social problem is:
____________________________________________
2.
Identify all the players involved in the social problem._______________________
3.
List 3 undesirable social conditions that result from
this problem: _____________
4.
Write a short description that summarizes the social
problem and explain how it
affects Hamlet and Ophelia.
______________________________________
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Worksheet
2: Gathering evidence of the problem
List the
specific evidences of this problem as expressed in Hamlet and in cotemporary
society. Cite your sources.
___________________________________________
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Worksheet
3: Identifying causes of the problem
List at
least 10 causes or factors that contribute to the problem. Cite your sources.
***************************************************************************************************************
Worksheet
4: Evaluating the existing public policy
(ies)
The problem
is: ____________________________________________________
1. State one major existing public policy (ies)
that attempts to address the problem.
2. What are the advantages of this
policy? (effectiveness, public
acceptance, enforcement)
3. What are the disadvantages of this
policy? (Effectiveness, public
acceptance, enforcement)
4. Based on your evaluation should this policy
(ies) be replaced or improved? Explain
your
reasons.
****************************************************************************************************************
Worksheet
5: Developing public policy solutions
The
problem is: ______________________________________________________
1. Create 3 original public policy
alternatives. Make sure that all 3 of
your public policies
address
the problem in very specific ways.
Each of your solutions must specify the social
agencies
that will be responsible for implementing your solution. Rate your public policies
from 1 to
3 (1 being the most promising).
2. In detail explain why you prefer the
highest rated public policy. Provide
specific reasons
for your
rating.
****************************************************************************************************************
Worksheet
6: Selecting the best public policy
solution
The
problem is: _____________________________________________________
A. List your 3 original public policies from worksheet
5. Create a title or brief description
for each.
1.
______________________________________________________________
2.
______________________________________________________________
3.
______________________________________________________________
B.
Rate each of your policies’ feasibility and effectiveness
factors. Use the matrix below:
FEASIBILITY
EFFECTIVENESS
|
HIGH
|
MEDIUM
|
LL LOW
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HIGH
|
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MEDIUM
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LOW
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C.
Explain the results of the matrix. Explain in detail the effectiveness and
feasibility factors
for each of your public policy
solutions. ____________________________________
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“Conceit in weakest
bodies strongest works” (3.4).
This web
quest focuses in the following English Language Arts
Performance
Indicators:
Grade 11
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|
Grade-Specific performance indicators The grade-specific performance
indicators that grade 11 students demonstrate as they learn to read include |
|
|
Standard 1: Students will read, write, listen, and speak for information and understanding. • Read
and follow written directions and procedures to solve problems and
accomplish tasks - use
workplace documents and technical manuals • Identify
and evaluate the reliability and validity of informational sources • Check
the consistency of hypothesis with given information and assumption • Analyze
and synthesize information from different sources, making connections and
showing relationships to other texts, ideas, and subjects and to the world
at large Standard 2: Students will read, write, listen, and speak for literary response and expression. • Read,
view, and interpret texts and performances in every medium (e.g., short
stories, novels, plays, film and video productions, poems, and essays) from
a wide variety of authors, subjects, and genres - build
background by activating prior knowledge through questioning what they
already know about the form in which the story is presented and the period
in which it was written • Read,
view, and respond independently to literary works that represent a range of
social, historical, and cultural perspectives - monitor
their own comprehension by questioning, reviewing, revising, and rereading
to enhance overall comprehension • Read
literary criticism to increase comprehension and appreciation of literary
texts • Interpret
multiple levels of meaning and subtleties in text - engage
in a variety of collaborative conversations, such as peer-led discussions,
paired reading and responding, and cooperative group discussions, to
construct meaning • Recognize
and analyze the relevance of literature to contemporary and/or personal events
and situations Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Form
opinions and make judgments about the validity of interpretive texts • Analyze
and evaluate nonfiction - identify
text structure, using supports such as graphic organizers - preview
a text (e.g., in order to build a schema), noticing structural markers,
such as headings and subheadings - identify
the particular kinds of language used in particular texts • Analyze
and evaluate fiction, including the effect of diction and figurative
language • Form
opinions and make judgments about literary works, by analyzing and
evaluating texts from more than one critical perspective, such as
psychological • Select,
reject, and reconcile ideas and information in light of biases Standard 4: Students will read, write, listen, and speak for social interaction. • Consider
the age, gender, social position, and cultural traditions of the writer • Recognize
the types of language (e.g., informal vocabulary, culture-specific
terminology, jargon, colloquialisms, and email conventions) that are
appropriate to social communication |
Grade 11
Writing
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|
Grade-Specific performance indicators The grade-specific performance
indicators that grade 11 students demonstrate as they learn to write
include |
|
|
Standard 1: Students will read, write, listen, and speak for information and understanding. • Use
both primary and secondary sources of information for research • Analyze
and integrate data, facts, and ideas to communicate information • Define
the meaning of and understand the consequences of plagiarism; investigate
electronic safeguards • Use
a range of organizational strategies, such as clustering, webbing, and
mapping, to present information Standard 2: Students will read, write, listen, and speak for literary response and expression. • Write
interpretive and responsive essays of approximately three to five pages to - express
judgments and support them through references to the text, using direct
quotations and paraphrase - examine
development and impact of literary elements, such as character (protagonist
and antagonist), action (conflict, intrigue, suspense, and climax), and
setting (locale and time period), in literary texts and performances - use
literary criticism to expand personal analysis of the literary text - engage
in a variety of prewriting experiences, such as using a variety of visual
representations, to express interpretations, feelings, and new insights • Use
resources, such as personal experience, knowledge from other content areas,
and independent reading, to create literary, interpretive, and responsive
texts Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Develop
critiques from more than one perspective, such as historical, cultural, and
social • Use
telecommunication to participate in Listserv discussion groups Standard 4: Students will read, write, listen, and speak for social interaction. • Share
the process of writing with peers and adults • Respect
age, gender, and cultural traditions of the recipient |
Grade 11
Listening
|
|
Grade-Specific performance
indicators The grade-specific performance
indicators that grade 11 students demonstrate as they learn to listen
include |
|
|
Standard 1: Students will read, write, listen, and speak for information and understanding. • Interpret
and analyze information from media presentations, such as documentary
films, news broadcasts, and taped interviews • Synthesize
information from different sources by condensing, combining, or
categorizing data, facts, and ideas Standard 2: Students will read, write, listen, and speak for literary response and expression. • Recognize
and respond to historical and contemporary social, political, and cultural
conditions in presentation of literary text • Identify
how format and language are used in presentations to communicate the
author’s message and evoke a response • Recognize
how presentation style affects the emotional response of listeners Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Determine
points of view, clarify positions, make judgments, and form opinions • Use
the perspectives of other individuals, groups, recognized experts, and
prior knowledge to analyze and evaluate presentations • Evaluate
content and organization of the presentations, applying criteria such as
the validity of the speaker’s conclusion • Recognize
the use of protocols and traditional practices in interviewing and other
forms of speaking • Evaluate
the impact of the medium on the message Standard 4: Students will read, write, listen, and speak for social interaction. • Participate
as a listener in social conversation with one or more people who are
friends or acquaintances • Respect
the age, gender, social position, and cultural traditions of the speaker • Listen
for multiple levels of meaning, articulated and unspoken • Encourage
the speaker with appropriate facial expressions and gestures • Withhold
judgment • Appreciate
the speaker’s uniqueness |
Grade 11 Speaking
|
|
Grade-Specific performance
indicators The grade-specific performance
indicators that grade 11 students demonstrate as they learn to speak
include |
|
|
Standard 1: Students will read, write, listen, and speak for information and understanding. • Prepare
and give presentations to a variety of audiences on a range of
informational topics • Use
figures of speech, such as similes and metaphors, to make new ideas and
complex information clearer to listeners • Anticipate
and respond to the listener’s points of view • Ask
and respond to probing and challenging questions to acquire information Standard 2: Students will read, write, listen, and speak for literary response and expression. • Use
devices such as voice, tone, volume, pitch, rate, body language, rhyme,
rhythm, and repetition to create an emotional or aesthetic response Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Express
opinions or make judgments about ideas, information, experiences, and
issues in literary, scientific, and historic articles, in public documents,
and in advertisements • Articulate
personal opinions to clarify stated positions, persuade or influence
groups, or state preferences about topics • Respond
to constructive criticism • Use
visuals and technology to enhance presentation Standard 4: Students will read, write, listen, and speak for social interaction. • Respect
the age, gender, social position, and cultural traditions of the listener • Respond
respectfully |
”To hold, as 't were, the mirror up to nature” (3.2).