By William Faulkner
Limited Options for Women from the South in the early 1900s.
Introduction: Women in the South in the
early 1900’s had very few options. Many
did not receive any education and were expected to work in the house. A woman who did not marry and was not rich
had to depend on her family. The
protagonist in William Faulkner’s story, “A Rose for Emily,” faces this
situation. Emily does not have a family
to depend on.
You are a person who
lives in the town. You are concerned
about Emily would like to help her.
Task:
Your objective is to do research and write a letter to the mayor
and create a pamphlet for the town meeting about the plight of women in the
South in the early 1900’s. You will use
this information to describe Emily’s situation, identify her options and advise
the mayor what he can do to help her situation. Use the Public Policy Analyst to guide you.
Process:
Define problem
Gather evidence
Identify societal and historical causes of Emily’s problems
Develop and evaluate possible solutions
Hypothesize the outcome of your suggestions
Compare the opportunities available to women today with Emily’s
opportunities
Each group will have:
One coordinator (the townsperson who will prepare the report for
the mayor).
Two researchers
One designer
One task organizer
Day One:
Review the short story, “A Rose for Emily” by William Faulkner.
Worksheet One: Defining Emily’s
problem
Assign roles for the members of the group
Day Two and Three:
There are several websites that discuss “A Rose for Emily” and
several that discuss women’s history in general. You should use several sites from both
categories to complete Worksheet Two: Gathering Evidence
for the Problem and Worksheet Three: Identifying the
Causes of the Problem.
Day Four and Five:
Work with your groups.
Coordinators organize, check on progress. What have you
accomplished? What do you need to do?
Create timeline or calendar.
Researchers: Organize information. Choose the best
information. Eliminate irrelevant
information. Make sure that you choose
documents that support your point of view and advance your arguments. (All members read the chosen articles.)
Designers: Experiment with fonts, colors and Clip Art to visually
enhance your presentation.
Day Six:
Hold a group meeting to complete Worksheet Four: Evaluating
Existing Public Policies. How
are the existing policies contributing to Emily’s difficult situation? Brainstorm new policies that would help
Emily.
Day Seven: Complete Worksheet five: Developing Public
Policy Solutions and Worksheet Six: Selecting the
Best Public Policy Solutions. For
these worksheets refer to the non-fiction women’s history section of your
research. You may use current laws and
policies, but be sure to identify the dates and sources.
Day Seven:
Organize information.
Design presentation
Day Eight:
Practice oral presentation to mayor. Be sure to include references to our report.
Day Nine:
Presentations
Day Ten:
Evaluation of presentations. Use of rubrics to
aid in evaluation
Resources
A Rose for Emily
http://www.online-library.org/fictions/emily.html
http://www.Cwrl.utexas.edu/~daniel/amlit/reader/south/rose.html
http://www2.semo.edu/cfs/rose.htmlhttp://www.Georgetown.edu/faculty/bassr/health
syllabuild/iguide/Faulkner.html
http://gladstone.uoregon.edu/~cmizusaw/webquest/resources.htm
http://www.6.wemo.edu/cfs/TFN_oneline/rose_powell,htm
http://www.ipl.org/div/litcrit/bin/litcrit.out.pl?au=fau68
Women’s History
http://www.smith.edu/libraries/libs/ssc/exhibit/kenyonequal.html
http://www.//frank.mtsu.edu/~kmiddlet/history/women/html
http://www.wic.org/misc/history.htm
http://www.womhist.binghamton.edu/index.html
http://www.boondocksnet.com/labor/history/abbott/index.html
Rubric EVALUATION:
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Grade |
Information Seeking/Selecting and Evaluating |
Analysis |
Synthesis |
Documentation |
Product/Process |
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4 |
Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question contributes to knowledge in a focused, specific area. Students used all six steps of Public Policy Analyst. |
Student(s) gathered information from a variety of quality electronic sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). |
Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. |
Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. |
Student(s) documented all sources, including visuals, Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. |
Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated PPA techniques. Product displays creativity and originality. |
3 |
Student(s) posed a focused question involving them in challenging research. Students used four or five steps of Public Policy Analyst |
Student(s) gathered information from a variety of relevant sources--print and electronic |
Student (s) product shows good effort was made in analyzing the evidence collected |
Student(s) logically organized the product and made good connections among ideas |
Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. |
Student(s) effectively communicated the results of research to the audience and demonstrated PPA techniques |
2 |
Student(s) constructed a question that lends itself to readily available answers. Students used three or four steps of Public Policy Analyst |
Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources |
Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. |
Student(s) could have put greater effort into organizing the product |
Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. |
Student(s) need to work on communicating more effectively and did not demonstrated PPA techniques |
1 |
Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Students used two or less steps of Public Policy Analyst |
Student(s) gathered information that lacked relevance, quality, depth and balance. |
Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. |
Student(s) work is not logically or effectively structured. |
Student(s) clearly plagiarized materials. |
Student(s) showed little evidence of thoughtful research. Product does not use PPA techniques |
Teacher/Librarian Comments |
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Back to Virtual Library
CONCLUSION:
After completing this
WebQuest you will have met the following New York State Learning Standards:
E1c: Read and comprehend informational materials.
E2a: Produce a report of.
E3c: Prepare and deliver an individual
presentation
E5a: Respond to non-fiction, fiction, poetry, and drama using interpretative and critical processes
E6a: Critique public document with an eye to
strategies common in public discourse.
information.
E3b:
Participate in-group meetings
PERFORMANCE STANDARDS in
SCIENCE
S6d Acquires information
from multiple sources.
S6e Recognizes and limits sources
of bias in data
S7e Communicates in a form
suited to the purpose and the audience