To begin our look at Macbeth, we considered the possible influences for our choices:
Fault: we make our own decisions, exert free will, so we alone are responsible for successes or failures
Fate: timing of events/sequencing can be all it takes to set up a circumstance that leads to our downfall – could it be just coincidence or destiny that leads us to success or failure?
Influence: people that surround us has differing levels of influence on us. Those who are more persuasive can be quite impacting, so could it be less our success/failure and more someone else’s at times?
To start the play, it’s helpful to have a basic overview of what the play is about and who the players are. This summary cartoon does a great job of that. Watch up to about six minutes in. That leaves the ending/tragedies that unfold still to be discovered as we read/perform the play.
There’s also the continued conspiracy theory that Shakespeare isn’t the sole author of all he’s credited for writing. An interesting film/documentary was made looking into that possibility.
You’ve been earning points as Teams, so far, but in this Project you’ll work Individually and be able to earn points yourself. You will still work with your Team and share ideas for research methods, how to take good notes or what format to use to share what you’ve learned with your Teammates. The points you earn, though, will be yours individually.
For your Research Project:
gather/develop notes, collect maps, images, diagrams etc to help with your explanation of your findings
make sure you write things out in your own words – cutting and pasting what you don’t understand is a waste of your time
use dictionaries or Google search words you aren’t familiar with to help you understand
use a variety of sources for your research:
the first few sites from a Google search aren’t necessarily the best ones for you
you can also search through YouTube videos to gather information
sometimes with your search you can add “PPT”, “PDF”, or “Textbook” and find different sources to help you
As a Team, you will divide up the Six Civilizations to be researched, so that each is covered by a member of your Team. When the research time is finished, you will teach your peers about the Imperialism of your two selected Civilizations and time period.
Understanding your audience is your own classmates should help you understand how to develop your notes and information
Civilizations to be studied: one member from your Team must research two of the following civilizations. For the groups with Four Teammates, you will have some overlap, but you will all still do the research and notetaking individually. Example: Team Coke might divide them as follows – Cole (Rome/Spain), Eve (Macedonia/France), Olivia (England/Mongolia), Kaylin (Spain/Macedonia)
The quality and degree of thoroughness of your collected information and ability to make it understandable to your peers will play a large role in how many points you individually may acquire through this project.
The Civilizations to select from are:
Research Guiding Questions:
Define the following terms in a way that you are able to understand them:
Worldview of a Civilization
What is the difference between Imperialism and Colonization, or is there a difference?
With Imperialism examples of the past in general,
what were the reasons for it?
what methods were used?
What are some of the Pros (benefits) and Cons (negatives) you can recognize of Imperialism?
What is the difference between Assimilation and Paternalism? In your opinion, which was a better method to use when going through Imperialism expansion of territories?
Research/gather information specifically of two of the civilizations listed above. (Remember that all six civilizations must be covered collectively by your team. You’ll have to discuss and decide who will do which one.) For each civilization you’ve selected, identify the following:
What was the Worldview or perspective of that civilization that led to its Imperialism expansion?
What triggered or led up to the Imperialism? What were the factors that caused it to happen in that civilization and at that time?
What methods were used for their Imperialism? How did they go about it and how successful were they?
What were the ultimate results of your civilization’s Imperialism?
What Pros and Cons can you identify of that civilization’s Imperialism history? Remember: You’ll each gather information for all five questions for BOTH your Civilizations.
You’ve learned a few things through your own research about the many past civilizations of our history. But have you questioned how you can know these things?
How has this knowledge been gathered?
Are there differing accounts or explanations for some beliefs of the past?
Who benefits from these accounts of history?
What voices are missing from our record of our human past?
This documentary is nearly 2 hours, so it will fill at least two class periods. Your During Viewing job is to take jot notes of ideas mentioned in the documentary. You’ll have a discussion about what your reaction and thoughts are after viewing, either in person or you’ll post reflections through your new Twitter #ksoc9 account.
Developing the Skill of Note-Taking: You have two options while viewing this film:
Medium Challenge Level: take jot notes in just a chronological way like you’ve probably done many times before
Higher Challenge Level: take jot notes and watch for transitions to new topics so that you may differentiate between categories of the documentary. It is a skill that’s important to develop to be able to organize the structure of a text in your summary. The image below shows how you can use indentations, topic headers, etc to try to develop categories of the information.This will not be marked – it is only a challenge to you to test your ability in practicing this skill or establish your note-taking methods early in the class to compare them to your methods later after some practice.
We’re reading and performing the play Hamlet together as a class, and many of you are doing a wonderful job of injecting some personality and character into your performances of your roles, versus simply reading out lines. It’s important, too, to watch it performed by actors who have studied it and have their own interpretations of how the characters would behave.
Remember, Hamlet is meant to be viewed as a live performance.
There are several options below for watching a multimedia version of Hamlet. Things to consider in making your choice:
They are of different lengths, so if you choose one that’s longer, you may be committing to finishing viewing it at home on your own personal time. It also might be that you would enjoy the longer one more, so it’s worth that extra commitment to you.
The play was intended to be performed live. Watching the live performance may seem more authentic to how it would have been originally received in Shakespeare’s time. And Benedict Cumberbatch is a pretty hot looking Hamlet. 🙂
You may prefer one actor over another. Kenneth Branagh and Mel Gibson are both well known for their portrayals of Hamlet, though one happens in a more recent modern setting and the other happens in a more medieval castle type setting. Lots will go into your choice.
Enjoy, though! This should only reinforce what we’ve already been reading together of the play.
And note: I’m encouraging you to watch in your video choice only as far as we have currently read. If you watch beyond that, you’ll still follow along with us in our performance of the play in class.
Performed January 2017 – Benedict Cumberbatch as Hamlet, performed on stage in front of live audience but with moving cameras. This is a great production to watch, because you can hear the audience laugh during the comedy lines. It was recorded and broadcast to Movie Theaters across the UK.
We’re about to finish our ELA 9 time and begin our focused time studying Social 9.
To reflect on what you hoped for at the beginning of ELA this year, go back to your blog and find the Assess and Reflect Fotobabble (audio) recording you completed where you reviewed how you felt class was going a few weeks in and what goals you hoped to have met through the course.
After listening to your Beginning-Of-The-Year reflection, record an End-Of-The-Year reflection and post it to your blog. This last reflection should include:
What you hoped for from your beginning of year reflection recording.
A review of that – were any of those goals met? did the class continue in a similar way as your first impression?
Focus on some goal-setting forward for next year – what do you anticipate from next year’s Gr 10 class where timelines, completing projects, marks will count? what goals do you want to set to focus on next year? how do you anticipate the class will change?
Consider as well whether you’re becoming more comfortable risking failing to test your skills. How might that continue next year when marks do count?
Here are some samples of how to develop the type of paragraph you’re about to write.
One of the first signs of maturity in this novel is when Mariam has to cook her first meal for her and Rasheed, all by herself. She is fifteen at the time, and has just moved away from her home where her mother has died, and has to cook and clean for her husband for the first time without any guidance. Mariam has never been in this situation where she has to cook for a man by herself, because her mother had always been there to help. Mariam tries something challenging and “[makes] fresh dough, kneading it the way [her mother] had shown her”(65). Mariam is fifteen and already she is taking on a huge responsibility of taking care of not just any man, but her husband who she has just met. No fifteen year old girl should have to be thrown into a situation like this, but Mariam was, and she handled the situation very well, better than a normal girl her age would have. Mariam shows a lot of maturity as she grows throughout the novel but this is one of the earliest and most significant events.
In addition to Clay’s denial of the tapes, comes his dread of just wanting them to be over. Emotional stress starts to overcome Clay as he listens to these tapes, just waiting to hear the reason why he is involved. He sits with grief waiting for the current tape he is on to finish. Expressing his emotions, he moans “I’m ready to get this over with”(99). The actions of Clay shows that he does not want to take part in these tapes anymore. Comparing this example, Clay yet again is changing his attitude. Observing this, readers recognize the main character does not want to be in the position he is, but continues to change throughout the novel to change throughout the book.
The first example of how the main character changes throughout the book is that Hannah Baker starts off as an innocent and carefree girl. She is young and new to town and wants nothing more than a fresh start. In the first summer there, she meets a boy who she starts to like and likes her back. Hannah “simply wanted a kiss and [she] wanted [her] first kiss to be… innocent”(23-25). Rumors, however, spread like wild fire and soon Hannah’s reputation starts to change. She goes from being known as the pure new girl to being known as a girl with a damaged reputation. This newly developed image of Hannah is based off of lies and it has a lasting effect on her. Before this, she is not worried what others thought of her and, for the most part, lived carefree. After this, though, she begins to second guess her actions and think about the long term results that could come from them. Her innocence was taken away from her and this starts a chain reaction of changes in Hannah’s life .
Studying any Shakespeare text is a challenging task. The texts were written 400 years ago in a different time, different culture, with different gender roles and a different context. For us, it isn’t that we try and are able to read the original or modern translation of the text on a first try; for us, it’s more important that we understand the storyline and the different connections we can make between the play and our own world and lives.
For that reason, you’re going to “get to know” Shakespeare and the play of Hamlet before we read it. Understanding the basics of plot and expectations of Shakespeare plays in advance will make reading through the play go much easier and our conversations can be of a deeper topic, like motivations of characters, development of conflicts, and more.
With a partner or on you own, do some online research and learn about each of the following elements of the writing/author listed below. You’re expected to write out by hand what information you find and collect from online, since handwriting leads to longer-lasting memories and understanding.
Why is he still so popular in modern times and today? How is he represented by our mass media?
Why is he still taught in schools, when there are so many other great authors and texts that have been developed in the last 400 years?
Are William’s stories original or copies of other people’s existing stories?
Most significant/unique features of his writing?
What is the format of a Shakespeare drama – a five act play?
Was Shakespeare a single person? What evidence is there that he was multiple people?
Even in the tragedy plays, like Hamlet, there is always a comedy element. What is the purpose for this?
What was believed at the time, 400 years ago, of ghosts and their use in plays? What did they represent?
The play Hamlet
What interesting facts or trivia can you find of this play?
What types of modern retellings of the play are there? For example, are there movies that are based on this plot/story but altered a bit? What are they? Ex: The Lion King
This play is a classic Elizabethan Tragedy Play – what are the characteristics of this?
Characters of the Play – (you can make a concept map or chart for these responses)
What two family groups are there in the play?
What characters are neutral – loyal to both sides of the family feud?
Who are the main characters? Secondary characters?
Are there any archetype or stock characters in this film? Identify a few.
What makes a tragic hero?
How are women typically represented in Shakespeare’s plays? How do they typically die and what does that say of how they were considered at the time?
What was the purpose or role of “madness” used in Shakespeare’s plays?
What themes exist in the play?
What is the plot of the play? How do things develop, become more complicated, and then are resolved? (Note – you might decide to avoid learning the final outcome of the play, to naturally enjoy it as we read/perform it.)
Develop five questions you are left with now that you hope to have answered by the time we’ve performed and read the play.
Your next assignment is to select a poem of appropriate difficulty level and at least 15 lines and to dramatically perform it for the class. To help you get a sense of poems that would be suitable for this assignment, I’m going to give you a few links of ones that would work well for your choice.