A Rose for Emily    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:

 

 

Grade

Information Seeking/Selecting and Evaluating

Analysis

Synthesis

Documentation

Product/Process

 

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

 

 

 

 

 

 

Back to Virtual Library

 

 

CONCLUSION:

After completing this WebQuest you will have met the following New York State Learning Standards:

 

English Language Arts Performance 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