A WebQuest for 9 th & 10 th Graders (English)
Designed by
Lamont Bankston lamont_bankston@hotmail.com
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

• Introduction
• This WebQuest was developed for Roosevelt University Edu 385 Technology in the
Classroom as a study of Shakespeare and the Renaissance.
• The WebQuest incorporates language arts, math, science and literature. There are tasks for each of these disciplines and it is intended that a group of four students work together on the project.
•
Learners
• This WebQuest was designed for high school freshman and sophomores. It will be helpful if a student in each group has some prior knowledge of Internet navigation skills.
• Curriculum Standards
• As a result of this lesson, students will:
• Tell at least 3 Historical Facts about Shakespears
• Decribe The Globe Theatre
• Identify Elizabethian England
• Name at least 3 of Shakespears Plays
• English Standards Addressed
• Read and critique a sample of Shakespears Work
• Compare and contract traditional and contemporary works of poets from many cultures.
• Literature:
• An understanding of Romeo and Juliet.
• An understanding of Shakespeare and Renaissance life.
• Language Arts:
• Develop writing skills.
• Develop communication skills.

•
• Process
This WebQuest was designed to be done over a period of a week. There will need to be several Internet sessions in order to gather the information.
•
• The students will need to work in groups of four, with at least one member who has some Internet navigation skills.
Resources Needed
• Queen Elizabeth I
• http://www.springfield.k12.il.us/schools/.htmlhttp://renaissancefaire.com/Renfaires/Entertainment/Elizibeth-
I.htmhttp://www.royal.gov.uk/output/Page1.asp
• Language:
• http://www.renfaire.com/Language/http://renaissance.dm.net/compendium/home.htm
l Songs:
• http://www.renfaire.com/Language/songs.html
• Historical Figures and Events:
• http://www.springfield.k12.il.us/schools/springfield/eliz/elizabethanengland.html
Sports and Entertainment:
• http://jan.ucc.nau.edu/~wew/Tattershall-tb/cards.html
Shakespeare’s Life and Times
• http://web.uvic.ca/shakespeare/Library/SLT/intro/introsubj.htmlhttp://Shakespear e.eb.com/shakespeare/esa/660006.htmlhttp://www.bardweb.net/man.htmlhttp://sha kespeare.palomar.edu/
• Globe Theater:
• http://shakespeare.eb.com/shakespeare/ind_globe.htmlhttp://www.rdg.ac.uk/AcaDep ts/ln/Globe/siteinfo/faq.htmhttp://www.ualberta.ca/~sreimer/shakespr.htm

• http://www.twingroves.district96.k12.il.us/Renaissance/Globe/GlobeTheatre.htmlhttp://www
.rdg.ac.uk/globe/oldglobe/oldglobe_index.htmhttp://www.allshakespeare.com/globe/http://w ww.acslink.aone.net.au/sandhurst/globe/globe.htmhttp://zekscrab.users.50megs.com/Cummin gs/Shakespeare/globe.html#Globe
• Marriage/Family/Childhood:
• http://library.thinkquest.org/3588/Renaissance/Town/Children.hthttp://www.warrensburg.k
12.mo.us/webquest/shakespeare/http://www.warrensburg.k12.mo.us/webquest/shakespeare/
• Elizabethan England
• http://www.springfield.k12.il.us/schools/springfield/eliz/index.htmlhttp://www.renaissance.d
m.net/compendium/index.htmlhttp://www.warrensburg.k12.mo.us/webquest/shakespeare/htt p://www.warrensburg.k12.mo.us/webquest/shakespeare/
• The Elizabethan Stage
• http://www.dnaco.net/~aleed/corsets/http://www.dnaco.net/~aleed/corsets/makeup.htmlhtt
p://web.uvic.ca/shakespeare/Library/SLTnoframes/stage/burbage.html

• Conclusion
• This is a tool that will, hopefully, engage students in the learning process. The author's desire is that each student gain knowledge of Shakespears work as well as develop an understanding of Renaissance life. Just as important is the interpersonal skills that can be developed through the group interaction incorporated into this unit.
May this be a fulfilling and worthwhile venture.
•
Credits & References
• Created By Lamont Bankston
• Portions taken and modified from
• Romeo and Juliet: A Quest Upon The Web
• http://www.manteno.k12.il.us/webquest/high/LanguageArts/RomeoandJuliet/mainfra me.html
• Last updated on August 15, 1999. Based on a template from The WebQuest Page

Class Grade Book
Englisg 405-Script Writing
Stud. # Student Name
3
4
1
2
5
6
7
Jean Grey
Johhn Storm
Peter Parler
Clark Kent
Bruce Wanye
Dick Grayson
Diana Prince
8
9
10
11
Steve Rogers
Barry Allen
Bruce Banner
Al Simmons
12
13
Nick Fury
Reed Richards
14
15
Charles Xavier
Ororo Sinclair
Totals: Average for the columns:
77
150
30
100
95
115
120
99
103.00
130
120
90
110
115
109
85
Attendance
Student Assignments
Short Story Analysis Treatment Outline
Grad Ugrad
70
45
60
90
60
42
75
100
70
100
80
65
100
70
65
41.13
31.67
35
40
20
45
30
50
50
20
39.33
50
40
45
50
50
25
40
20
35
40
50
50
40
45
30
40.00
50
45
20
50
50
30
45
35
25
15
50
40
30
20
10
32.00
45
50
20
35
10
50
45
Free Writing Project 1 Project 2 Rough Draft Screenplay
15
25
35
45
10
20
35
40
27.67
20
20
10
20
30
40
50
35
40
20
45
30
50
50
20
39.33
50
40
45
50
50
25
40
20
35
40
50
50
40
45
30
38.67
40
35
20
50
50
30
45
20
35
40
50
50
40
45
30
40.00
50
45
20
50
50
30
45
75
80
80
80
50
65
70
80
69.00
80
70
70
60
80
45
50
Total Grade
432
535
420
595
470
550
550
424
501.80
585
510
400
565
545
426
520
B
A
A
C
A
B
A
C
A
A
B
C
A
A
C
A
Grade Legend
A = 500 – 570
B = 430 – 499
C = 360 – 429
D = 290 – 359
F = below 290

Lamont Bankston
Education 485-Technology in the Classroom
List of Annotated Websites
11/4/03
Student Websites
The Complete Works of Williams Shakespeare , http://the-tech.mit.edu/Shakespeare/
The Complete works of William Shakespeare is exactly what it says, the complete works of William Shakespeare.
All of Shakespeare' plays, as well as his poetry all in one place. The plays are broken down scene by scene for easy access.
(Lamont Bankston)
Shakespeare Online, http://www.shakespeare-online.com/
Shakespeare Online is an all-in-one Shakespeare site. This website has links to his plays and poetry, as well as essays, analysis, plot breakdowns and links to buying Shakespeare books and videos. This is one multifaceted site.
(Lamont Bankston)
Mr. William Shakespeare and the Internet , http://shakespeare.palomar.edu/
This site gives a biography of William Shakespeare and well as information about the Elizabethan time period.
This site also gives a Shakespeare genealogy, timeline, and anecdotes from Shakespeare life. This site is also a source of many links to other Shakespeare websites.
(Lamont Bankston)
All Shakespeare, http://www.allshakespeare.com/
This site is all about Shakespeare. All Shakespeare not only has Shakespeare’s complete works and a biography, but also links and reviews of every movie made or adapted from Shakespeare’s plays. This website also includes
Shakespeare Quotes, and information about Shakespeare’s’ Globe Theatre.
(Lamont Bankston)

Shakespeare Resource Center, http://www.bardweb.net/
This website is mostly about discussion of Shakespeare. The Shakespeare Resource Center has various works of Shakespeare and a brief history of the man. This is primarily a site for discussions of plot, analysis, play synopsis, debate and the like.
(Lamont Bankston)
Teaching Websites
Tools for Teaching Shakespeare , http://parallel.park.uga.edu/shaxper
This is a very useful site for planning lessons on Shakespeare. Tools for Teaching Shakespeare has materials to teach the plays, exercise for the students for each play and possible student projects. This is an excellent teacher resource.
(Lamont Bankston)
Shakespeare in Education , http://shakespeare.palomar.edu/educational.htm
This is a resource site for teachers. This site includes lesson plans, course materials, links, the complete works, the life and times, analysis. This is the one-stop teachers resource for Shakespeare.
(Lamont Bankston)

Shakespeare
A WebQuest for 9th & 10th Graders (English)
Designed by
Lamont Bankston lamont_bankston@hotmail.com
Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page
Introduction
Welcome! You have entered into a hunt for information regarding Shakespeare and the time period he lived in (known as the
Elizabethan Age and the Renaissance). This information is vital in gaining an understanding of and appreciation for Shakespeare's great works.
The Task
For this research project you will:
Answer a series of questions.
Summarize the setting in the prologue of scene 1 of the play "Romeo and Juliet."
Provide a sketch of the Globe Theatre and include the dimensions.
Draw a sketch of the clothing that people wore in Shakespearian Times.

Answer the following questions:
Short Answer:
What year was William Shakespeare born?
Who did Shakespeare marry and when?
What is significant about the day of Shakespeare's death?
How many total plays did William Shakespeare write?
What type of play is "Romeo and Juliet?"
Who were six prominent people in the time of Shakespeare?
What was the time period called in Shakespeare's time?
What was the date of the opening day of the Globe Theatre in Shakespeare's time and what play was performed?
What is significant about the performers in Shakespeare's time?
Where did "Ring Around the Rosies" originate?
Short Essay:
What caused the Globe Theatre to burn? Give details to back up your answer.
What were some of the happenings that occurred in London in the time of William
Shakespeare? Give details.
How would you have addressed children, royalty, and serving women in
Shakespeare's time?
What was the Bubonic Plague and how did it affect Shakespeare's theatre?
How many children did Shakespeare have and what did one of them die of at a young age? Give details.

The Process
Answer the questions listed above. You must answer the questions in complete sentences. Your answers must be thorough and detailed, written neatly or typed. The answers must be answered in the order that they are given.
You will locate the play "Romeo and Juliet." Then, you will read the Prologue in Act I,
Scene I and summarize the setting of the play.
Next, you will sketch a picture of the Global Theatre. Below the sketch you will provide the dimensions of the Theatre.
Then, you will sketch a picture of the clothing that was worn during Shakespeare's time
(men or women).
Finally, you will compile your work in a three-brad folder in the order listed below:
Cover Page including:
Your Name
Project Name
Class
Date
Answers to project questions
Sketch of the Globe Theatre
Sketch of Renaissance Clothing

Conclusion
By completing this research project, you will have increased your knowledge of the
Shakespearian time and broadened your perspective of how the people lived during this era
Credits & References
Created by Lamont Bankston
Major portions used from:
Why Shakespeare?
http://www.jordan.palo-alto.ca.us/staff/jforte/public/shakesquest/answer.html
Searching For Shakespeare http://www.revereps.mec.edu/Schools/GARFIELD/Ms.%20Tinkham's%20Shakespeare%
20WebQ/shakespeare.htm
Shakespeare Webquest http://www.esc20.k12.tx.us/etprojects/formats/webquests/fall99/Shakespeare/default
.html
Last updated on August 15, 1999. Based on a template from The WebQuest Page

Lamont M. Bankston
Education 385:
Technology in the Classroom
Bibliography Assignment
National Testing Standards in the American School System: Pro and Con
References
Davis, Don. (2002). Sound Standards for Schools "Unsound." ERIC Journal No. EJ653586. Retrieved September 29,2003 from
EBSCOhost.com website: http://ezproxy.roosevelt.edu
Criticizes new classroom sound standard proposed by the American National Standards Institute that sets maximum background sound level at 35 decibels (described as "a whisper at 2 meters"). Argues that new standard is too costly for schools to implement, is not recommended by the medical community, and cannot be achieved by construction industry. Calls for ANSI to withdraw proposed standard.
Jenkins, Jayne M.; Todorovich, John R. (2002). Inclusion Style of Teaching: A Powerful Relationship with the National Standards. ERIC
Journal No. EJ648189. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu
The power of the inclusion style of teaching is in that learner performance can be assessed from the perspective of standards related to all three of the learning domains. It allows teachers to address diverse students' individual needs, which is particularly important in physical education, where classes have significant discrepancies in abilities between students.
Westerlund, Julie F.; West, Sandra S.(2001). The Use of the National Science Education Standards To Critique a Standardized High School
Biology Examination.ERIC Journal No. EJ651223. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu
Presents a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation.
Provides a critique that is unique in that this study used national science standards to evaluate a state-mandated standardized science test.
Gallagher, Ann; Bridgeman, Brent; Cahalan, Cara. (2002). The Effect of Computer-Based Tests on Racial-Ethnic and Gender Groups. ERIC
Journal No. EJ651447. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu

Examined data from several national testing programs to determine whether the change from paper-based administration to computer-based tests influences group differences in performance. Results from four college and graduate entrance examinations and a professional licensing test show that African Americans and, to a lesser degree, Hispanics, appear to benefit from the shift.
Williams, Julian; Ryan, Julie. (2000). National Testing and the Improvement of Classroom Teaching: Can They Coexist?
ERIC Journal No. EJ644008. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu
Describes an analysis of children's performance in the 1997 mathematics test taken by all 7- and 14-year-olds in England and
Wales. Identifies and places the correct answers and errors made on the tests on a Rasch scale ranking the children's ability.
Includes references.
Morrison, Hugh G.; Wylie, E. Caroline (1999). Why National Curriculum Testing Is Founded on a Methodological Thought
Disorder. ERIC Journal No. EJ613984. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu
Makes a case that the architects of national testing posited a measuring scale in which consecutive levels were separated by 2 years of learning under the influence of the "thought disorder" described by J. Michell, who claimed that psychological measurement may be little more than numerical coding.
Dorn, Sherman. (1998). The Political Legacy of School Accountability Systems. ERIC Journal No.ED426451. Retrieved
September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu

Recent battles over proposed national testing programs do not tell the important political story about high-stakes tests. An overview of the politics of school-accountability systems is offered in this World Wide Web journal article. Politically popular, schoolaccountability systems in many states already revolve around statistical results of testing with high-stakes environments, meaning that the future of high-stakes tests does not depend on what happens in Washington. Rather, the existence of tests depends largely on the political culture of published test results. Most critics of high-stakes testing do not talk about that culture. They typically focus on the "practice legacy" of testing, and the ways in which testing creates perverse incentives against good teaching. More important may be the "political legacy," or how testing defines legitimate discussion about school politics. The consequence of statistical accountability systems will be the narrowing of purpose for schools, impatience with reform, and the continuing erosion of political support for publicly funded schools. Dissent from the high-stakes accountability regime that has developed around standardized testing, including proposals for professionalism and performance assessment, commonly fails to consider these political legacies.
Alternatives to

• standardized testing that do not also connect schooling with the public at large will be politically unviable.
•
Dunford, John. (3/28/2003) Someone to watch over you. Times Educational Supplement. Retrieved September
29,2003 from the Internet: http://search.epnet.com/direct.asp?an=9569426&db=tfh
•
Focuses on the emphasis placed by the government on accountability of schools in Great Britain. Concern over the suffocation of creativity; Citation of government agencies evaluating school performance; Criticism toward the national testing system.
•
Snow, Catherine E., Jones, Jacqueline. (04/25/2001). Making a Silk Purse... Education Week. Retrieved September
29,2003 from the Internet: http://search.epnet.com/direct.asp?an=4629594&db=tfh
•
Proposes a national testing system that would maximize the stimulus to educational improvement in the United
States. Analysis of President George W. Bush's proposal for a testing system; Use of scores to improve instruction;
Data obtained from test scores.
•
Meadmore, Daphne. (Mar2001). Uniformly Testing Diversity? National testing examined. Asia-Pacific Journal of
Teacher Education. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=4790040&db=tfh
•
This paper examines the testing program of the National Literacy and Numeracy Plan as a one-size-fits-all approach to assessing numeracy and literacy in Australian primary schools. An initiative of the federal government, the capacity of this testing program to test the diversity of school populations in Years 5 and 7 (with sampling in Year 3) is arguable. Three different theoretical frameworks - namely, critical theory, governmentality and performativity
(epistemically in tension) - are used to 'read' these tests and their effects in order to distil an understanding of their rationale and effects. As a point of focus, an example from the most disadvantaged sector of society is used to illustrate concerns about the efficacy of these tests as a fair and just practice for a diverse Australia.
•
Bigelow, Bill. (Apr99). Why Standardized Tests Threaten Multiculturalism. Educational Leadership. Retrieved
September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=1792607&db=tfh
• Examines the impact of standardized national testing on multicultural teaching in the United States. Effect on school curriculum; Standards of education officials; Policy of the Oregon Department of Education

Lewis, Anne C. (Mar99). A Message for The `War Room.'. Phi Delta Kappan. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=1634871&db=tfh
Considers efforts at education reform by the United States government. Proposal of a national testing system; Political and technical problems encountered by such a system; Idea of ending social promotion; Desire to reconstitute consistently-failing schools; Ensuring quality in schools serving low-income or minority children; Dilemma faced by advocates of poor children;
How such ideas set back the standards-based reform movement.

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