English Language Arts B10
Module 3: Decisions
Lesson 11
English Language Arts B10
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Lesson 11
English Language Arts B10
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Lesson 11
Objectives
As a student of language arts and communication processes, in
Lesson Eleven of English Language Arts B10, you will have an
opportunity to:
reflect upon the role values play in decision-making.
read a variety of literature.
respond to literature in a variety of ways.
recognize there are laws against discrimination.
conduct research.
plan and write a research report.
be introduced to Shakespeare’s Macbeth.
build vocabulary.
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Lesson 11
Decisions
Introduction
In Lesson Ten the point was made that each day everyone of us makes decisions.
While this is true there are times in life when decisions are made for us or we are
influenced to make certain choices. In Lesson Eleven, you will read a poem about a
man who let outside influences make a career decision for him, a short excerpt from
a novel about a boy whose life was profoundly changed because of decisions made
by others, and a short essay by a Holocaust survivor who for a time in his life was
deprived of choice. You will also begin to prepare for Assignment Twelve. In that
lesson you will view the film Macbeth. The main character in this film chooses to let
fate control his decisions. As you proceed through Lesson Eleven keep the
following questions in mind.

What role do peers, parents, and teachers play in our decisions?

What are the consequences of a decision?

How do we live with the consequences of our decisions?

How and why must we act upon our knowledge, values, and abilities for the
well being of others?

Does conforming to the beliefs and actions of the majority make a person a
good citizen?

What role do our values play in decision making?
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Lesson 11
Activity A: What Influences Our Decisions?
All of us have many influences in our lives. When making important
educational and career decisions many young people are influenced
by parents. What effect can their influence have on a young person’s
growth, confidence, learning, and identity?
(2)
1.
Before reading the poem, “Warren Pryor,” list two ways parental
influence in educational and career decisions can be helpful and two
ways this influence can be unhelpful. Think about your own
experience.
Helpful:
1. _____________________________________________________
_____________________________________________________
2. _____________________________________________________
_____________________________________________________
Unhelpful:
1. _____________________________________________________
_____________________________________________________
2. _____________________________________________________
_____________________________________________________
During reading think about the images the poet has created in this
poem.
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Lesson 11
Warren Pryor
by Alden Nowlan
(Your instructor will give you a copy of the
poem.)
About the author
Alden Nowlan (1933-1983) was a writer from Nova Scotia. He was a prolific writer who wrote in
many genres. His poetry was first published in the 1950s in American magazines. He wrote
about individuals who experienced hardship and constriction in their lives, and he explored
forces that inhibit the human spirit. A hard rock band from Ottawa called Coma Lodge recorded
a song based on the poem, “Warren Pryor.”
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Lesson 11
(3)
1.
Write a FIRST REACTION entry to express your first reaction to the
poem, “Warren Pryor.” You may already know what you want to write.
If not, here are some possible ways to start your FIRST REACTION
entry.

One emotion I felt, as I read this poem is ….

The one image in the poem which stood out for me is ….

In some ways, I am a bit like Warren Pryor. I ….

This poem reminds me of ….
Marks will be awarded as follows:
1
2
3
Your reaction is
limited to general
ideas or superficial
responses. Because
it is broad, it lacks
meaning and
distinction.
Your reaction is distinct
but needs explanation to
be clearly appreciated.
OR You clearly describe
your reaction but it is
somewhat commonplace
or predictable.
Your reaction is distinct
and thoughtful. You
have commented on a
specific idea or reflected
on a clever observation.
Your voice and ideas are
original.
Write your FIRST REACTION entry below.
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Lesson 11
(2)
3.
a.
In one sentence, summarize the main conflict in “Warren Pryor.”
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Lesson 11
(3)
b.
List three ways the poet emphasizes this conflict.
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(3)
4.
In one or two sentences, summarize how the parents in this poem
have affected Warren Pryor’s personal growth, confidence, learning,
and identify.
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(3)
5.
In a sentence or two, tell how much responsibility Warren Pryor holds
for his own situation at the end of the poem.
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Lesson 11
Having No Choice
Recall the story, “Choices of Freedom” by Jeff D. Ostryznik which you
read in Lesson Ten. What did he resent as a child? Did he resent his
parents sending him to bed at 8:00 p.m.? Why do you think his parents
felt an 8:00 p.m. bedtime was the best choice? Do children need lots of
sleep so they can grow up healthy and strong? Do children understand this? Were
Ostryznik’s parents making a good choice for him when he was eight years old?
Ethnocentrism is the belief in the
superiority of one’s own ethnic group. For
example, Adolph Hitler believed that the
German people were superior to all other
people. Ethnocentric is the adjective
form of this word.
Do adults, however, sometimes make wrong and sometimes harmful choices for
children? Think back to Lesson Five when you read the poem, “I Lost My Talk,” by
Rita Joe. Her poem was about part of her experience at a residential School.
Residential schools existed because of the ethnocentric views of the Government of
Canada and many of its citizens. Children, in the past, were taken away from their
parents because of ethnocentric views of government agencies.
The action taken by the Ontario Children’s Aid Society, in the excerpt from a novel
you will read in a short while, reflects a certain belief which differed from the beliefs
of the narrator’s culture.
The narrator of the excerpt you are about to read is man remembering parts of his
childhood. The narrator uses informal language to tell his story. Why do you think
an author would choose to do this? Does using this style of language add reality to
the story? Can you think of any stories you have read in the past that have been
told in informal language?
Keeper ‘n Me is a novel. What you will read is an excerpt from that
novel. A novel is a work of fiction. When reading a work of fiction –
poems, short stories, novels – never assume that the narrator or
speaker and the author are one and the same. The speaker or the
narrator is a character in the poem or story.
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Lesson 11
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Lesson 11
Activity B: Response to Excerpt
(2)
1.
Before reading the excerpt from Keeper ‘n Me, use your dictionary. In
the space below, write out the definition of the word ethnocentric.
_______________________________________________________
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_______________________________________________________
_______________________________________________________
During reading, think about the following questions.

Is there a right way to raise children?

Is it acceptable for one culture to impose their beliefs on
another?

At what point should outside agencies become involved in a
family’s child care practices?
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Lesson 11
Let’s Read
Keeper ‘n Me
by Richard Wagamese (Your intstructor will give you a copy of the excerpt.)
About the author
Ontario born Richard Wagamese is an award-winning journalist and acclaimed storyteller.
Wagamese has received recognition for his first novel, Keeper ‘n Me, in which he tells of a
young First Nations man’s rediscovery of his heritage. His latest novel, A Quality of Light, was
published in 1997.
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Lesson 11
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Lesson 11
(8)
Multiple Choice: Chose the best answers for each of the following and
place a (√) beside it.
1.
The narrator of the story uses *** language to tell his story.
____ a.
informal
____ b.
colloquial
____ c.
formal
2.
The setting of this excerpt from Keeper ‘n Me is ***.
____ a.
Southern Ontario, mid-1960s
____ b.
Northern Ontario, mid-1950s
____ c.
Southern Saskatchewan, mid-1950s
3.
At the beginning of the story the narrator’s family supported
themselves by ***.
____ a.
trapping, hunting, and fishing
____ b.
trading, farming, and selling grain
____ c.
herding, hunting, and foraging
4.
The family had to stop its traditional way of life because ***.
____ a.
the family grew too large
____ b.
the Ravens were fighting with their neighbours
____ c.
a dam was going to flood its trapline
5.
“The Ontario Children’s Aid Society had a different set of eyes”
means ***.
____ a.
its idea of child rearing was different than that of the
Raven clan
____ b.
the Society needed farm workers
____ c.
the people in the Society all wore glasses
6.
The foster family who took in the narrator, his brothers, and sister
treated the children with ***.
____ a.
kindness
____ b.
indifference
____ c.
indulgence
7.
The narrator “disappeared” from his family for ***.
____ a.
twenty-five years
____ b.
twenty-two years
____ c.
thirty years
8.
Jane’s last memory of the narrator was of him ***.
____ a.
waving good-bye
____ b.
getting into a big green station wagon
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Lesson 11
____ c.
(5)
3.
hunched over in a sandbox playing with a toy truck
Imagine you are the narrator on the day you were taken from your
brothers and sister. Write a short diary entry recounting the events of
that day and expressing your feelings. Think about the type of
language you will use to write this entry.
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Lesson 11
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Lesson 11
Absence of Choice
What do you think of when you hear the word choice? Have there been times in the
past history of our world when groups of people have been deprived of choice?
Think about slavery in the United States, residential schools in Canada, the
interment of the Japanese-Canadians, and the Holocaust of World War II. In our
present world can you think of any situations where groups of people are still being
deprived of choice?
Further on in this lesson you will read “Confronting the Holocaust” by Elie Wiesel. The
following information will help you understand the message in Wiesel’s passage.
The Nazi Order
Adolf Hitler had a plan to create a New Order in Europe. In the new world that Hitler
envisioned, the Nazis would rule Europe and exploit its resources. In addition to
enslaving the conquered peoples and forcing them to work for the German Master
Race, the Nazis would exterminate what they perceived as undesirable elements
such as the Jews and the Slavs.
The Holocaust
Beginning in 1941, Nazi leaders carried out a plan that aimed at the complete
extermination of all Jews in Europe. During the next four years, the Nazis murdered
more than 6 million Jews. This genocide or mass destruction of the Jewish people
based on anti-Semitism has become known as the Holocaust. Another 6 million
people, including Slavs and Gypsies were also killed by the Nazis.
Beginnings
In mid-1940’s, the Nazis began to persecute Jews in the lands they had conquered.
They expelled Jews from jobs and schools and forced them to wear yellow badges
showing the Star of David, an ancient Jewish symbol. Some Jews managed to flee
Nazi-occupied Europe; others went into hiding; but many more failed to escape and
were sent to concentration camps, such as Dachau in Southern Germany.
The largest number of Jews in Nazi-occupied Europe lived in areas of Poland and
the Soviet Union.* To control this sizeable Jewish population, the Nazis at first
forced the Jews into specially designated areas of towns and cities called ghettos.
The largest ghetto was in Warsaw, Poland, where almost half a million Jews were
kept.
* The Soviet Union does not exist as an entity any longer. In December 1991 an agreement was
signed forming ten of the Soviet Republics into the Commonwealth of Independent States.
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Lesson 11
Life in the ghettos was unbearable. Families had to crowd into unsanitary housing
which resulted in contagious diseases which spread rapidly. The Nazis deliberately
tried to starve residents by allowing only small amounts of food to enter the ghettos.
As a result, tens of thousands died in the ghettos from hunger, disease, and the
cold. Despite their suffering, many people courageously tried to live as normally as
possible. For example, many young people carried out their education by attending
secret classes organized and taught by adults.
The Killing Squads
The German invasion of the Soviet Union in June 1941, proved to be the turning
point in the Nazi mistreatment of the Jews. At that time, the Nazis turned from the
forced emigration and imprisonment of Jews to the mass murder of them. Special
units of Nazi soldiers known as the SS moving with the German army acted quickly
to kill any Jews they could find in occupied Soviet territory. Captured Jews had to
surrender their valuables and were forcibly marched to open areas on the outskirts
of captured towns and cities. There they were shot, and their bodies dumped into
mass graves. The killing squads murdered more than a million Jews and hundreds
of thousands of other innocent people. At Babi Yar, near Kiev in Ukraine, about 35
000 Jews were murdered in two days of shooting.
The Final Solution
In January 1942, the Nazi party and German government leaders secretly agreed to
what they called the final solution to the Jewish question in Europe. The final
solution was the Nazi code for the destruction of all European Jews. Never before
had a modern state set out on a campaign of genocide, the deliberate, carefully
planned killing of an entire people on the basis of ethnicity, politics, or culture.
Beginning in the summer of 1942, the Nazis arrested and rounded up Jews
throughout occupied Europe by the hundreds of thousands. The Jews were then
transported by train or trucks to death camps, such as Auschwitz in Poland, where
most eventually died. Many of the people in the camps were murdered in poison
gas chambers. Others died of starvation or were the victims of cruel experiments
carried out by Nazi doctors.
Response and Resistance
The Nazis tried to keep the killings and the death camps a secret from the world.
Even European Jews at first had been unaware of the fate in store for them. Once
they became aware of Nazi intentions, Jews fought back in Warsaw and other
European ghettos. However, Jewish resistance groups in the ghettos were
outnumbered and lacked the arms to fight the Germans.
Some Jews who succeeded in escaping from the ghettos formed fighting units in
densely forested areas of eastern Europe. Others joined regular Allied forces
fighting the Nazis.
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Lesson 11
A major factor hindering Jewish resistance both in the ghettos and the forests was
the widespread lack of support for the Jews. Anti-Semitic Europeans in occupied
areas helped the Nazis hunt down Jews, and pro-Nazi governments, such as those
of France, Italy, and Hungary, sent tens of thousands of Jews to death camps.
Even banks in neutral Switzerland accepted and profited from the money and
valuables stolen from Jews by the Nazis. The Prime Minister of Canada, William
Lyon Mackenzie King, refused to accept Jews into Canada during World War II,
believing “none is too many.”
Most people in occupied areas did nothing, thinking that the plight of the Jews did
not concern them or fearing punishment if they got involved. Despite dangers, a
small number of courageous people did provide help to the Jews and other
persecuted people. Denmark, alone among the occupied countries, actively
resisted the Nazi regime’s efforts to remove its Jewish citizens.
During the Holocaust, evidence reached the outside world about the Nazi atrocities;
however, little action was taken. Allied governments believed that fighting the war
and defeating the Nazis was the only way they could help the suffering from Nazi
injustices. The full horror of the Holocaust was not realized until Allied forces
liberated the concentration and death camps in 1945.
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Lesson 11
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Lesson 11
Activity C: What Role Do Values Play in
Decision Making?
(2)
1.
Before reading Next you will read a short essay called “The Go Bus a
Boy and a Swastika.” This essay is authored by a 19 year old
teenager of Jewish-Iranian decent who currently resides in Toronto. It
is based on her true-life experience of a ride home on the Go Bus (a
bus for commuters in the Toronto Public Transportation system). Next,
draw a swastika and try to explain what is symbolizes. Simply state
what you know about it.

I think … .

I suppose … .
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During reading think about the message the author is trying to
convey to her readers.
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Lesson 11
The Go Bus, A Boy, and a Swastika
by Dyanoosh Youssefi (Your instructor will provide you with a copy of the
essay.)
(2)
2
Did the young man truly understand the siginificance of the Swastika
he displayed proudly on his backpack? How do we know?
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(2)
3.
After Youssefi explained its significance to this fellow, do you think he
would have continued wearing the swastika? Give one reason for your
answer.
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(3) 4. Why did seeing the Swastika on the young man’s backpack trouble
Dyanoosh Youssefi so much? What does she fear could happen if
people do not take the time to learn about and educate themselves about
the atrocities of the Holocaust?
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(3)
5.
Do you think an injustice like the Holocaust could occur here in
Canada? Explain why you think such a horrendous thing could or
could not happen here. Be sure that your answer includes a reason.
Use sentence form to answer.
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For those of you who are interested in
the history of World War II, the Nazis,
the Holocaust there are hundreds of
books, documentary films and movies
about these events? For example, in
1993, Steven Spielberg turned Thomas
Keneally’s novel, Schindler’s List into an
Oscar Award-winning movie.
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Lesson 11
How Can Society Be Improved?
First they arrested the Communists. I was not a
Communist, so I did nothing. Then they came for the
Social Democrats. I was not a Social Democrat, so I did nothing.
Then they arrested the trade unionists, but I
said nothing. Then they arrested the Catholics and the
Jews, but I was neither one. At last they arrested me,
and there was no one left to do anything about it.
Reverend Martin Numöller
As the American army progressed east across Germany toward Berlin in early 1945,
the troops discovered scores of concentration camps and were amazed and
horrified by what they saw. General Eisenhower later wrote, “I made the visit
deliberately, in order to be in a position to give first-hand evidence of these things, if
ever in the future, there develops a tendency to charge these allegations merely to
propaganda.”
After the Second World War, people realized that there needed to be a formal
recognition that rights of all humans were important. The United Nations adopted
and proclaimed resolution 217A(III) on December 10, 1948: Universal Declaration of
Human Rights. Do you remember Arla Cameron’s letter to the editor article, “UN
declaration on human rights is still a work in progress” in Lesson One of English
Language Arts B10?
The majority of you will know that in Canada we have the Canadian Charter of
Rights and Freedoms which is part of the Constitution Act, 1982.
The Canadian Human Rights Code offers protection to individuals against
discrimination in federally regulated areas, such as the shipping industry, the postal
service or in any association with federal agencies or federally regulated sections of
society.
In Saskatchewan, issues associated with the perceived violation of rights of
individuals by other individuals are not resolved through The Charter of Rights and
Freedoms, but rather by the Saskatchewan Human Rights Code. The Code offers
protection to individuals against discrimination.
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Lesson 11
In Saskatchewan, it is against the law for someone to discriminate against someone
because of:

race

religion

colour

creed

place of origin

family status – means being in a parent-child relationship

martial status – means being married, engaged, single, separated, divorced,
widowed or living common-law

nationality

disability – includes mental or physical disability. Physical disability is any
degree of physical disability, deformity, malformation or disfigurement
caused by bodily injury, birth defect or illness. Mental disability means a
condition of mental retardation, a learning disability or a mental disorder.

ancestry

sex – means gender. Sex discrimination is based on pregnancy and
pregnancy-related illness as well as sexual harassment.

age

sexual orientation

receipt of public assistance
In Saskatchewan, it is against the law for someone to discriminate against anyone
on the basis of a prohibited ground in employment, education, publications, public
services (restaurants, stores, hotels, government services, and so on), contracts or
housing.
What does the Saskatchewan Human Rights Code mean in your daily life?
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Lesson 11
Success at any Price?
It has been pointed out several times that decisions have consequences. The
consequence of Warren Pryor’s decision is unhappiness and frustration because he
is employed in a job he hates. The consequence in the decision made by the
Ontario Children’s Aid Society was that a child was separated from his family for
many years. The genocide in Europe during World War II was the consequence of
a decision made by the Nazi leadership. The character you will meet in this lesson
and learn more about in the next lesson makes decisions that have dire
consequences for others and him. His desire to be successful clouds his moral
judgement. He also believes in fate. Fate is the supposed force or power that
predetermines events. He does not leave everything to fate, however. He makes
decisions that makes some prophesies come true, but he cannot control everything.
The character you will meet is Macbeth. You will view Orson Welles’ film version of
William Shakespeare’s play. Shakespeare, an English playwright, wrote and
produced Macbeth in the early 1600s just as James I had ascended the English
throne. Shakespeare, being an astute businessman, wrote Macbeth to honour this
new monarch who hailed from Scotland. According to history, the real Macbeth was
a good king who reigned from 1040 to 1057. Shakespeare twisted and turned the
plot of his play into a tragedy that warns his audience of the danger of trusting in
fate. It also did not hurt that James was a descendent of Fleance, son of Banquo,
whose is a heroic character in Macbeth. This story helped justify James divine right
to the English throne by lineage.
Early on in the film, three witches greet Macbeth and Banquo, another noble. They
predict that Macbeth will become king and that Banquo’s male descendents will
become kings. Had the witches not met them, Macbeth would never have
considered killing Duncan who was the king. In a sense, he is fated by their
prediction. Banquo hears similar predictions but never consciously attempts to alter
the future. Something in Macbeth’s character causes his downfall. Fate and free
will are finely fused in this story.
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Lesson 11
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Lesson 11
Activity D:
Who is William Shakespeare?
In this activity you will be a researcher who will produce research
report that has three sections on the life and times of William
Shakespeare. You will use your own 8½ x 11 (21 x 28 cm) paper to
write your report. Be sure to attach it to the assignment upon
submission.
A written research report presents facts
and information about a specific topic,
based on research done by the writer.
Be sure to read all of the instructions before writing your report.
Your purpose and audience
Your purpose in this research report on the life and times of William Shakespeare is
to show your audience (your Technology Supported Learning teacher and others
with whom you might share this report) that you have done adequate research on
your topic and that you can present this information in a logical and interesting way.
Research
Now that you have your purpose and audience, it is now time to research your topic.
You may use books, magazines, and the Internet. You may find that you want to
use all three sources of information.
If you go to the library, you will find the best resource in the library is the librarian. In
addition to recommending useful books, librarians can help you find other resources
and information that you may not have even considered such as audiovisual
material or on-line data bases.
The Internet is another useful resource, but beware! Since anyone can post
information on a Web site, what you read is not always accurate. Double-check
facts with at least one other source.
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Lesson 11
Focus
You will need to be selective. One of the traps students often fall into is getting
overloaded with information. You will be given a list of things that need to be
included in your research report. Make sure to read that list before diving into the
research. One other trap is getting sidetracked. Your topic is the life and times of
William Shakespeare. You may find information about the symbolism in
Shakespearean drama — this may be very interesting but it does not belong in your
report.
Use the following guidelines to help you focus your research and
to write your report.

You will have three headings in this report:
 Biographical Information
 Characteristics of the Time Period
 The Theatre in Shakespeare’s Time

The first section featuring biographical information should contain dates of birth
and death, place of birth, something of his early years, whether or not he was
married and had children, when he came to London, what he did in London, the
names of at least three of his comedies, and the names of at least three of his
tragedies.

The second section will provide information about the time period in which
William Shakespeare lived. What was the culture of the time? Was it a time of
peace or war? Were there exciting things happening? Did people like drama?
Who was on the throne of England? These are questions that this section
should answer for your reader(s).

The third section will focus on the theatre in Shakespeare’s time. This section
will provide information on how many theatres were in London at this time, the
design of the theatre(s), the design of the stage, the audiences, the actors.

You may choose to augment your report with pictures or illustrations. These
must be appropriate for the topic and add to the information and facts being
presented in your research report.
Writing and Presenting the Research Report.

Language – Use the formal voice of third person (he, she, they, it).

Tone – Be factual and objective. Avoid words with strong good or bad
connotations. This tone will convince your reader that the information that you
are presenting is trustworthy.
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Lesson 11

Cover Page – Your research report will have
a cover page which includes the title of your
report centred on the top third of the page plus
your name, the date of submission, and the
name of this course in the bottom right-hand
corner. You may choose to enhance the
cover page with appropriate illustrations or
pictures.

Heading – Each one of the sections in your
report will have a heading. Set off these
headings using capital letters, boldfacing,
italics, or underlining, and leave a space
before and after.

You may word process or handwrite this
research report. If you handwrite, use ink.
A report done in pencil will not be accepted. If you use a word processor, double
space your text.

You need to give a source for all of the ideas and quotations you used from your
research, and include a bibliography at the end of the report. This is how you
avoid plagiarism. [Reminder: Plagiarism is literary theft; taking words or ideas
of another and passing them off as one’s own. It is essential to avoid plagiarism.
This can be done by using footnotes to say where one’s quotations and ideas
have come from.]

Using quotations: although you should write in your own words most of the time,
a direct quotation from a reliable source is a great way to support one of your
ideas. Always credit the person whom you are quoting. Set his or her words in
quotation marks, and give a source for the quotation. Place the author’s name
and the page number(s), if appropriate, in parentheses after the borrowed
material. See the example below. Note the punctuation.
“The Globe Theatre is remembered because of its
close association with William Shakespeare” (Lys 60).

Bibliography: a bibliography is a list of the sources you have used in your
research report. See the examples below and take careful note of the details
and punctuation.
 A book with one author:
Vanderhaeghe, Guy. The Englishman’s Boy. Toronto:
McClelland & Stewart Inc., 1996.
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Lesson 11
 Internet text selection – Include the Web site’s address and the date you
accessed the site.
 Author (if known). “Title of page or document on it.” Title of site or larger
work (if applicable). Date of document. Online. Web site address. Date
of access.
Clinton, Bill. “The Benefits of Net Day.” Speeches of the
President. 12 Dec. 1996. Online. http://www.whitehouse.gov.
14 Jan. 1997
Note: If you handwrite your research report, underline the titles of any books
used. If you are word processing, put the titles of books in italics.
Your research report will be evaluated according to the criteria listed in the chart
below.
Content
/25 marks
Teacher Comments
Adequate research
Logical presentation
Three sections which contain
appropriate and accurate
information
Research report contains
specific details – e.g. the titles
of at least six plays
Illustrations (if used) are
appropriate and support the
written report
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Lesson 11
Presentation
/15 marks
Formal language used
Tone is factual and objective
Cover page is correctly
formatted
Quotations, if used, have been
credited and correctly
formatted
Bibliography recognizes
sources and is in correct
format
Report is written in ink or has
been word processed
Research report has been
proofread for:
 sentence structure
 word choice and usage
 spelling
 mechanics
Research report is visually
attractive
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Lesson 11
English Language Arts B10
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Lesson 11
Shakespearean Drama
Shakespeare’s tragedies are considered by many to be his greatest plays. A
tragedy, in the Elizabethan sense, is a play in which human will is engaged in
a terrible struggle with some unyielding, indestructible force, and death is the
necessary result. The hero of such a play must die as a result of his own sin. The
thing he does, or neglects to do, is so serious that there can be no other solution to
the problem but death.
In Shakespeare’s tragedies the hero is a man of high rank, valuable to his country,
and his terrible fall is caused by some defect in his character. The defect may be
ambition for power that leads to a crime, or pride, or inability to judge the true from
the false, or neglect of a great duty. Other people in a tragedy may die, but they are
regarded as victims. In tragedy the catastrophe is foreshadowed, and when it
comes seems to be a necessary thing.
The play is structured in a particular way. There are characters, who should be fully
developed in order to be life-like. Often, the setting, location, the social setting, and
the time show the context of the characters’ behaviours. There is a plot, or the
chain of events which create the action of the play. There is a theme, or central
idea which the dramatist wishes to convey.
Shakespeare’s plays have a particular structure different than most other plays.
They have five acts, each with a special purpose to achieve.
Ever since its first performance, Macbeth
has remained one of Shakespeare’s most
popular plays. It is still given hundreds of
performances all over the world every
year. It has been translated into dozens
of languages and filmed several times.
Few great stage actors regard their
careers as complete until they have
played Macbeth or Lady Macbeth.
In the theatre Macbeth has a reputation
for being unlucky. Perhaps because it is
concerned so closely with evil, actors do
not like to mention the name of the play
or quote from it, except on stage. They
call it “The Scottish Play,” and perform
strange rituals if they speak a line from it
by mistake.
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Lesson 11
Dialogue and Language in Shakespearean Drama
A play must also have dialogue, the conversation which takes place between the
characters. Character is developed by what a character says and does. Character
is also developed by what others say about another character. In modern plays the
dialogue is usually in prose. Shakespeare’s dramas are mostly written in blank
verse.
 blank verse:
unrhymed verse typically having five iambic feet per line
 iambic foot:
a metrical foot having two syllables, the first is unstressed
and the second is stressed


example:
away
a way


belong
be long
A line of blank verse, having five iambic feet would have the meter marked as
follows:



 

 
 
“To strive, to seek, to find, and not to yield.
Iambic foot
Of the nearly 2000 lines in Macbeth, 1600 are in blank verse, about 150 are in
prose, and the remaining 250 lines are in rhymed verse. Macbeth is known to be
Shakespeare’s shortest tragedy.
The blank verse gives a sound of dignity to the great speeches contained in
Shakespeare’s plays. The great soliloquies, or lines in drama where an individual
character is talking to himself, are among the classics of all literature. Shakespeare
uses prose to show quiet scenes, comic situations, and the speech of people who
are in low positions, such as servants. Letters are given in prose and mad
mutterings are given in prose.
Rhyme in Macbeth is used in the witches’ scenes and often at the end of a speech
or scene, where usually only two lines rhyme.
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Lesson 11
Shakespeare’s Language
Did you know that Shakespeare is credited with the first use of over 9 000 words in
the English language? Shakespeare was the first person to use the following words:





admirable, assassination, accommodation
bloodsucking, batty
cold-blooded, cold-hearted, critical
fairyland, fortuneteller, flower
pale-faced, puke, priceless
Shakespeare’s characters were the first to speak the following phrases:






as white as the driven snow
dead as a doornail
eaten out of house and home
neither rhyme nor reason
to be, or not to be
to thine own self be true
Macbeth was written over 400 years ago, but Orson Welles’ movie version is
presented in the original language. Do not worry if you are not able to understand
all that the characters are saying. However, as you view the film:
 be aware of the context of the words, that is the theme of the conversation or
speech, which will give clues about the meaning of the words.
 be aware of the context of the scene, that is where and when the action is
taking place, which will provide clues about the meaning of the words.
 be aware of what this person has been like in previous scenes. What is this
person likely to say?
 be aware of body language and tone of voice. Both of these offer clues to the
meaning of words.
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Lesson 11
Changes in Language
All languages change over time. Some words die away, others change in meaning
or in grammatical use. The following examples show how the English language in
Shakespeare’s time have changed today.
Grammatical changes:


thee, thy, thou = you
words that contract differently: ‘tis for it is and is’t for is it
Meaning changes:



presently now means in a while, but in the 17th century it meant immediately
would in the 17th century could also mean wish or want
without in the 17th century could mean outside
Words that are no longer used:


aroint, a word coined by Shakespeare, meant go away!
avaunt also meant go away!
You will not need to understand every word in the film to appreciate what happens.
When you actively view the movie, you will become aware of the general meanings
of the words used. The plot will unfold as you watch what the characters do and
listen to what they say.
Pay particular attention to the following dramatic devices as you watch and listen to
the film.

soliloquy:
lines in a drama in which a character reveals his/her
thoughts to the audience but not to the other characters
by speaking as if to himself or herself

dramatic irony:
a situation in which the audience knows something of
which the speaker or listener is not aware

foreshadowing:
indicating or suggesting what might happen in the future

the supernatural: caused by unknown forces of nature (e.g., the witches in
Macbeth are a major motivation in the plot)
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Lesson 11
Macbeth
The Setting
Knowing as much as you can about the setting and the circumstances of a play are
helpful in understanding and appreciating its message. The play, Macbeth, is set in
Scotland in the year 1030, thirty-six years before the Norman conquest of England.
Examine the map that follows. Macbeth’s castle is at Dunsinane. The map shows
the geographical and physical setting of the play. As you view the film, you may
wish to locate place names on the map.
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Lesson 11
The social setting of the play is turbulent and constitutional government is weak. The
kingship, not yet hereditary, often goes to the strongest or most fortunate. The king,
Duncan, is aging and gentle. Macbeth, a first cousin of Duncan, is leader of the King’s
army. Banquo is a general in the army. Shakespeare makes Macbeth very eager to
be king. In time, Macbeth uses very unscrupulous ways to achieve his goals and
maintain his power. The story shows us the growth of evil in one man’s life.
The Characters
Become familiar with the list of characters.
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Lesson 11
The Plot
Knowing the outline of the plot of Macbeth will help you to follow the story when you
view it for the first time. The plot structure of the movie is outlined below for you.
1.
Scotland under Duncan’s rule is in a state of unrest. The rebel Macdonwald
and the invading King Sweno of Norway are defeated by the Scottish forces.
The Thane of Cawdor, a Scottish general who became a traitor to Duncan, is
sentenced to death for aiding the Norwegians. Duncan decides to honour
Macbeth by bestowing on him the title of “Thane of Cawdor.”
2.
Macbeth and Banquo on the way home from the battle, meet the witches,
who make prophecies about the future of both Macbeth and Banquo. One of
the prophesies is that Macbeth will become king. Another prophecy is that he
will become Thane of Cawdor, and shortly after, he does.
3.
Duncan names his son Malcolm as his successor and Macbeth as the new
Thane of Cawdor. Duncan announces his intention of paying Macbeth a visit.
Macbeth begins to contemplate the murder of Duncan.
4.
Lady Macbeth spurs Macbeth on to fulfil his ambition to be king by murdering
Duncan. Duncan arrives. Macbeth’s indecision is apparent.
5.
With the help of Lady Macbeth, Macbeth murders Duncan. Macduff
discovers Duncans’ bludgeoned body. Duncan’s son, Malcolm, afraid of
being accused of the murder, flees to Scotland.
6.
Macbeth does not trust Banquo, so his murder is planned and carried out.
Banquo’s son Fleance escapes. Shortly after, Banquo’s ghost appears at
Macbeth’s feast; Macbeth is terror stricken.
7.
Macbeth’s conduct has aroused suspicions of the nobles. Macduff has fled
to England, seeking aid for the overthrow of the tyrant, Macbeth.
8.
Macbeth seeks the witches to learn of the future. He is led to his destruction
by their misleading prophecies and double dealings.
9.
Macbeth murders Lady Macduff and her children to send a strong message
to Macduff. Macduff and Malcolm in England discuss the condition of
Scotland and Ross arrives with the news of the murders. Scotland is against
Macbeth.
10.
Lady Macbeth goes insane with her guilt; she sleep-walks and mutters. Her
death occurs shortly afterwards.
11.
The English and Scottish forces attack Macbeth at Dunsinane Castle.
Macbeth kills young Siward. Macduff meets, denounces, and kills Macbeth.
12.
Malcolm is proclaimed King of Scotland.
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Lesson 11
Viewing the Movie
Because of the Shakespearean language used in Orson Welles’ movie version of
Macbeth you may want to watch the movie more than once.
William Shakespeare is the writer of the original text, but, as in many of his plays,
Shakespeare consulted history for some of his characters and events. In others, he
invents characters to suit his purpose. Shakespeare’s main source of historical
material for Macbeth was Holinshed’s Chronicles of England and Scotland published
in 1577. He chose what facts he wished to use, and ignored others. His play
portrays realistic characters using poetry and drama.
Just as Shakespeare used his creative imagination to write the original play, many
other theatre companies, movie directors, and actors have applied their own
interpretation of the script and the characters. Several interesting movie versions,
using original Shakespearean language, exist today. The most recent film version
has actor Jean Claude Van Damme playing the part of Macbeth. Jackie Chan plays
the part of Macduff. This film is 6½ hours long. The story of Macbeth has been
transformed into a variety of art forms.
The video version that you will be viewing, made by Republic Pictures in 1948, was
also produced and directed by Orson Welles. As well, Welles played the main
character, Macbeth.
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Lesson 11
Film noir (literally a French term meaning
black cinema) refers to a kind of urban
American genre that sprang up in films after
World War II. Film noirs revolve around a
despairing world where there is no escape
from mean city streets, loneliness, and
death. Stylistically, film noir emphasizes
low key and high contrast lighting, and a
strong atmosphere of dread and paranoia.
A tight twenty-one day shooting schedule on the back lot of Republic Pictures and a
minuscule budget drastically restricted Welles. In keeping with the film-noir
approach so popular in the postwar years, the director opted for a stark, barren
atmosphere. A sense of gloom hovers over this fabricated Scotland; fog drifts in
endlessly, while dirty animals dash across the courtyard. Rock formations are
threateningly jagged; trees appear twisted and misshapen and constant drizzle
descends from foreboding darkness. Our first image of Macbeth’s castle suggests
the home of Count Dracula. The castle seems a natural extension of the horrific
landscape. Welles put his mark on the film.
If you try to follow the words in the movie by reading along with a text of the play, you
may become confused. This movie production has switched some of the scenes for
effect, taken out some of the characters, such as Duncan’s second son, and reworked
some of the other characters – Ross becomes a “holy father” character.
As you watch the movie take note of:

the lighting effects

the costumes

the scenery

the music
Film techniques include various camera angles and points of view. There are closeup face shots, full person shots, and far away action shots, such as men riding on
horses. Unusual viewpoints include looking up at a person who is standing on the
ground, or looking up at someone on a higher level. Looking down on someone is a
different point of view. Seeing a close-up shot of a face in profile is unusual. Watch
for these film techniques.
You will notice that the setting is mostly outside and Macbeth’s castle appears to be
like a mountain with caves. The sky is almost always open, leaving the viewer with
a sense of insecurity. The characters do not seem to be safe, always exposed to
the elements. These are also film techniques to create the mood and add to the
suspense.
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Lesson 11
Conclusion
In this lesson you read pieces of literature that speak about outside influences on
decision making, and times when decisions made by others had profound affects.
You have also been introduced to William Shakespeare and to a film version of one
of his plays, Macbeth. Ambition is a desire to gain an objective, and its good or evil
is partly determined by the moral worth of that objective. If a noble objective is
accomplished by ignoble means, what then? Does the end justify the means?
If a person’s ambition clouds his judgement so that he sets aside his moral values in
pursuit of his goal, his achievement is marred. So it was with Macbeth. How will
Macbeth make his decisions?
After you have worked through this lesson and completed the
assignment, are you able to answer the following questions? If not, you
may wish to review the concepts presented in Lesson 11.
?
?
?
?
Can you summarize information presented in a poem?
?
?
?
?
?
?
?
?
Can you name characteristics of Elizabethan England?
Are people always free to make choices?
What role do values play in making decisions?
What does the Saskatchewan Human Rights Code mean in your daily
life?
How did Shakespeare’s life impact his writing?
What was the theatre like in Shakespeare’s time?
How has Shakespeare influenced language usage today?
Do you understand the structure of Shakespearean drama?
What is the meaning of the term, blank verse?
What is the setting and the plot of the Shakespearean play, Macbeth?
Who are the main characters in the play?
English Language Arts B10
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Lesson 11