Romantic Authors WebQuest
9th Grade English
Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
3.1 Develop a plan of action by using appropriate discipline specific strategies.
3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.
Sean McManus, Roman Mulkey, Alexis Tice
Intro
The Objective of this WebQuest is for each group to create a poster board. The poster board will contain information that answers the questions; “Who was the author for your group?” and “How can a theme of romanticism be seen in their selected work?” In order to answer these questions, each group will follow the directions and gather the information requested on the Task/Purpose page. By the end of this assignment, each group will have composed a poster board that shows how the author’s life contributed to their philosophy and how a theme of romanticism can be seen in their work.
Task / Purpose
Emerson Group: Theme: Individualism
Each student in the group will be assigned to research one of the following topics about Ralph Waldo Emerson using the links provided on the Resources page. Underneath each topic will be a list of questions. The student assigned that topic should answer those questions with the information gathered from the provided links. Students will NOT be allowed to surf the internet for the required information. ONLY gather information from the provided links.
Two of the students will be assigned to read and analyze a work by Emerson. These readings may take a little longer to complete compared to the students researching the topics about Emerson’s life. So, if someone in the group finishes their topic questions before the students that are analyzing, feel free to help them out if needed. Be sure to answer each of the five questions for each topic because they will be turned in to count towards your individual grade on this assignment (look at the rubric for more specifics on individual grade).
Topics
Answer the questions under each topic you are assigned.
Student 1: Read and Analyze “Self-Reliance”
1) What was the purpose of the epigraphs used in the essay?
2) How does Emerson define “Individualism”?
3) How does Emerson feel about conformity?
4) Is it wrong to be inconsistent according to Emerson?
5) How does this essay represent the theme of Individualism?
Student 2: Read and Analyze “Lecture for Mechanics’ Apprentices’”
1) What is Emmerson’s problem with commerce?
2) How does he suggest fixing these problems with commerce?
3) What other benefits would these solutions to commerce offer mankind?
4) Are Emerson’s opinions aligning more with conformity or non-conformity?
5) How does this lecture represent the theme of individualism?
Student 3: Research Emerson’s Early Childhood
1) What profession was Emerson’s father in?
2) What was Emerson taught at an early age?
3) What characterized Emerson’s early life?
4) How well was Emerson expected to be educated?
5) How would you summarize the experiences of Emerson’s early childhood?
Student 4: Research Emerson’s Young Adulthood
1) After graduating from Harvard, where did Emerson find a job?
2) Once he became a Unitarian Minister, what offer peaked his interest?
3) What event took place in September of 1829? What went wrong?
4) How did Emerson’s wife’s death affect him?
5) What was “Emerson’s Creed” and how would you summarize Emerson’s young adulthood?
Student 5: Research Emerson’s Literary Influences
1) Who was Emerson’s Aunt and how did she influence him?
2) How was Emerson influenced by Plato?
3) Who was Thomas Carlyle and how did he influence Emerson?
4) What was said about Emerson's knowledge of William Wordsworth’s Poetry?
5) Who would you say was the most influential person on Emerson? (Can be more than one)
Student 6: Research Emerson’s Later Years and Death
1) What was the last book Emerson published on his own?
2) In 1879 why did Emerson stop appearing in public?
3) In 1882 what was Emerson diagnosed with?
4) How old was Emerson when he died and where was he buried?
5) How would you summarize the years leading up to Emerson’s death?
Student 7: Research Emerson’s Legacy
1) What did Emerson devote his life to searching for?
2) What did Emerson encourage others to trust more?
3) What are some adjectives that would describe the personality of Emerson through his life?
4) What does Emerson’s works remind his readers of to this day?
5) How would you summarize the legacy that Emerson left behind?
Once all members have answered their questions, create a poster board that describes Emerson’s life and shows how “Self-Reliance” and “Lecture for Mechanics’ Apprentices’” represent the theme of Individualism. Each student should take their answer to question number five (5) from the list of topic questions and copy that onto the poster board. Once the poster board is complete, each group will present their project to the class. Be creative and have fun with it. (Check the Rubric to see how the poster board will be graded).
Whitman Group: Theme: Life and Death
Each student in the group will be assigned to research one of the following topics about Walt Whitman using the links provided on the Resources page. Underneath each topic will be a list of questions. For whatever topic you get, you should answer the questions with the information gathered from the provided links. Students will NOT be allowed to surf the internet for the required information. ONLY gather information from the provided links.
Some students have been assigned works and articles regarding Whitman that vary in length. If you or a fellow student appear to be struggling with the reading part of the Webquest, there are links provided on the resources page that can help with the critical reading process. I understand that Romantic Era work can be difficult to read/understand/comprehend and because of this when a student finishes their part of the assignment early they are to begin helping another student who is still working. Make sure that you answer all questions assigned to you as well as helping your classmates as both sets of questions will impact your final grade.
Topics
Answer the questions under each topic you are assigned.
Student 1: Read and Analyze “When I read the Book”
1. How do you believe Whitman paints a picture of life and death?
2. How do you think Whitman feels about the events of someone’s life summed up in a biography?
3. Does Whitman believe other people are capable of recording the events of other people’s life?
4. How well does Whitman believe we know the events of our own life?
5. Does Whitman’s poem change the way you view biographies or the accuracy of the memories of your life?
Student 2: Read and Analyze “No labor-saving machine”
1. How do you believe Whitman paints a picture of life and death?
2. What does Whitman leave?
3. (In reference to #2) Who is it for?
4. What does Whitman believe our society's view of wealth is based upon what we are supposed to leave?
5. After reading this work by Whitman, what do you believe is the most important thing to leave behind?
Student 3: Research Whitman’s childhood
1. What were the ethnic backgrounds of Whitman’s parents?
2. Did Whitman’s parents have a good education? If not, what did they do?
3. How many people consisted of Whitman’s immediate family?
4. What skill did he learn at the age of 12?
5. Was his family wealthy? If not, what did they do to get by?
Student 4: Research Whitman’s young adulthood
1. What are some occupations Whitman worked during his young adult years?
2. What political party was Whitman involved with that cost him his job in journalism? What as their stance on slavery?
3. What job did Whitman do that his father did before him?
4. What past poet and playwright did Whitman often go see the works of?
5. What form of art was Whitman attempting to create a new style of?
Student 5: Civil War Years
1. What battle did Whitman’s brother become wounded in the American Civil War?
2. What was something Whitman did to boost morale of both Union and Confederate soldiers?
3. What was the title of a series of poems Whitman released in 1865? What were they about?
4. How would you think Whitman felt about the Civil War?
5. What do you think the impact of the Civil War was on Whitman?
Student 6: Literary Analysis
1. What are the main themes/ideas of Whitman’s poem, “Song of Myself?”
2. What does Whitman suggest we do to find the answers that we as individuals spend our lives looking for?
3. According to Whitman, we are in a constant battle between what? What are some of the terms he states we have to choose between?
4. In Whitman’s poem, “When Lilacs Last in the Dooryard Bloom’d” who is he grieving?
5. After reading this article, what are the main themes of Whitman’s work that you will take away? What do these themes mean to you?
Student 7: Legacy
1. What do you think is the impact and significance of challenging future readers and poets to interact with your work in the way that Whitman’s work did?
2. Name some films, television shows, and advertisements where Whitman’s work is referenced. Have you seen any of these? If so, which ones?
3. Name some unique characteristics of Whitman’s style of poetry that has stood the test of time to become his trademarks?
4. How did Whitman develop his literary skills? Did he receive any formal schooling?
5. After studying Whitman in this article, what do you think of both his work and his legacy?
Once all students and groups have answered their questions, create a poster board that describes Whitman’s life and shows how the poems, and articles provided, prove that the theme of Life and Death is prevalent in Whitman’s work. Using a poster board, groups are to record the questions and answers that they feel are most important for both describing Whitman’s life as well as his work and how it shows the unique theme. Students are encouraged to use images from the sources provided to decorate the board in any way they wish and chose one student to be the "group speaker" to present the information. Students must use AT LEAST ONE question from the assignments for students 1-5 and AT LEAST TWO from students 6-7.
Poe Group: Theme: Death
There will be seven students who will individually research different topics about Edgar Allan Poe. Each student will be assigned a different reading or aspect of Edgar Allan Poe’s life to examine. The first two students will be assigned two separate works of literature by Poe. One piece of literature will be a poem, while the other piece of literature will be a short story. Each of these students will analyze different literary devices used in the piece of literature they are reading. They will then answer questions based on their research topics. All information for the works of literature and literary analysis will be links provides on the Resources page. All other students will be assigned different aspects of Edgar Allan Poe’s life to reflect on before answering their assigned questions as well. Students will work individually on their assigned topics, until everyone has completed their work. At which point the students will meet back up in groups to share the information they have obtained with the rest of the group. At no point during this project will students be allowed on websites Not assigned in the resources page. Each student will be asked to answer five questions on their topics below. These five questions will count towards their individual grade on this assignment. Please reference the rubric below for further questions about grading.
Topics
Answer all five questions that fall under the topic you are assigned. Only use the Resources page to answer all questions.
Student 1: Read and Analyze “The Raven”
1) What is the main theme in the poem, “The Raven”?
2) Define these literary devices: metaphor, personification, simile, imagery, and alliteration.
3) Demonstrate knowledge and understanding of these devices by referencing two times these literary devices are used in the poem: metaphor, personification, simile, imagery, and alliteration.
4) In the poem the narrator is sad because his lost love is dead. What is the name of his lost love?
5) How does this poem emphasize the theme of death in, “The Raven”
Student 2: Read and Analyze “The Cask of Amontillado”
1) What is the main theme in, “The Cask of Amontillado”?
2) How does this theme emphasize the theme of death in, “The Cask of Amontillado”?
3) What was Montresor’s motivation for wanting to kill Fortunato?
4) Why is the setting of, “The Cask of Amontillado” appropriate for the story?
5) Do you see any irony in this story? Discuss below:
Student 3: Research Poe’s Childhood
1) At what age did Edgar Allan Poe’s mother die?
2) Who was Edgar Allan Poe taken in by after his mothers’ death? Why?
3) What happened when Edgar Allan Poe was 17?
4) How did this contribute to Edgar Allan Pow dropping out of college?
5) Was Edgar Allan Poe impacted by his mother’s death?
Student 4: Research Poe’s Love Life
1) Who did Edgar Allan Poe marry?
2) How old was Edgar Allan Poe’s wife when she died?
3) What was the relationship between Edgar Allan Poe and his wife growing up?
4) What did Edgar Allan Poe’s wife die from?
5) Did Edgar Allan Poe’s wife’s death impact Edgar Allan Poe’s literary works?
Student 5: Research The influence of war on Edgar Allan Poe
1) When did Edgar Allan Poe enter the military?
2) What rank did Edgar Allan Poe obtain before he left the military?
3) What branch of the military did Edgar Allan Poe serve in?
4) What school did Edgar Allan Poe attend in the military?
5) Did Edgar Allan Poe ever go to war?
Student 6: Research Poe’s Poverty
1) When did Poe become impoverished?
2) What contributed to Poe’s poverty?
3) Did Edgar Allan Poe’s poverty contribute to his drinking?
4) How was Poe’s writing impacted by his poverty?
5) Did Edgar Allan Poe’s adopted family contribute to Poe’s poverty?
Student 7: Poe’s Works and their Impacts
1) What are some of the famous literary works written by Edgar Allan Poe?
2) What were some of Edgar Allan Poe’s most famous themes in his literary works?
3) Who was the first person to recognize Edgar Allan Poe’s writings?
4) Name three ways Edgar Allan Poe has influenced American Pop Culture:
5) How long after Edgar Allan Poe’s death was it before his literary works were recognized?
Upon completion of all group members questions, the group will come together to discuss the questions they have answered. Each member will present their given information and any other information they found to be interesting or relevant. The group will then create a poster board that describes Edgar Allan Poe’s literary works, and the impacts his life had on these works. The group will also emphasize on the overall theme of Death in Edgar Allan Poe’s works that have been researched. Each student should have a section of the poster board to state their answers to the five questions leading up to the overall theme. Once each group has completed their poster board with the group members five questions, the groups will then present their information to the class. Try to be creative when creating your poster board. Please check the rubric below for information on grading.
Resources
Click on the following topics to access the links that provide the information to answer the corresponding topic questions above. Remember all information MUST be gathered from the links provided. Unless mentioned otherwise, read the entirety of the information provided.
Emerson Group Links:
Student 1: “Self-Reliance”
Help with Critical reading (1)
Help with Critical Reading (2)
Student 2: “Lecture for Mechanics’ Apprentices’”
Help with Critical reading (1)
Help with Critical Reading (2)
Student 3: Emerson’s Early Childhood
Student 4: Emerson’s Young Adulthood
For the link above scroll down to the subheading “Unitarian Minister” and read until the end of the section subtitled “Emerson’s Creed”.
Student 5: Emerson’s Literary Influences
Student 6: Emerson’s Later Years and Death
For the link above, scroll down to the subheading “Later Years and Death (1867-1882) and read until the end of the second paragraph. Don’t continue past the “Legacy” subheading.
Student 7: Emerson’s Legacy
Whitman Group Links:
Critical Reading Assistance for any students
Help with Critical reading (1)
Help with Critical Reading (2)
Student 1: “When I read the Book”
Student 2: “No labor-saving machine”
Student(s) 3-5 Walt Whitman
Student 6: Literary Analysis
Student 7: Legacy
Poe Group Links:
Student 1: The Raven Poem
Student 2: The Cask of Amontillado
Student 3: Elizabeth Poe
Student 4: Virginia Poe
Student 5: Poe and the Military
Student 6: Poverty and Poe
Student 7: Themes
Famous Works by Edgar Allan Poe
Evaluation
| 4 | 3 | 2 | 1 | Points |
Grammar / Spelling
(Individual) | Less than 4 grammatical and spelling errors are found in the topic question answers. | 4-6 grammatical and spelling errors in the topic question answers. | 7-9 grammatical and spelling errors in the topic question answers. | More than 9 grammatical and spelling errors in the topic question answers. |
__ / 4 (25%) |
Completion
(Individual) | All topic questions were answered in complete sentences and student thoroughly answered the question. | All topic questions were answered in complete sentences, but the student could have answered the question more thoroughly. | All topic questions were answered, but may not have been in complete sentences and did not thoroughly answer the questions. | All topic questions were not answered. |
__ / 4 (25%) |
Presentation
(Individual) | Student presented the information from their topic question. The individual speaker was clear and easily understood. Correct information was presented to the class. | Student presented the information from their topic question. Speaker could have been clearer when speaking. Mostly correct information was presented to the class. | Student did not present the information from their topic question. Speaker was not clear when speaking. The information presented to the class was mostly correct. | Student did not present the information from their topic question. Speaker was unable to be understood. Information presented to class was incorrect. |
__ / 4 (25%) |
Poster Board
(Group) | Information was correct and had no grammatical or spelling errors. The poster was legible and neat. | Information was mostly correct and has minimal grammatical or spelling errors. The poster was mostly legible and neat. | There were multiple grammatical and spelling errors. The poster could have been more neat and legible. | There were many grammatical and spelling errors to where the wording doesn’t make sense. The poster was illegible and not neat. |
__ / 4 (25%) |
Total |
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__ / 16 (100%)
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Conclusion
After completing this WebQuest students will be able to demonstrate a knowledge and understanding of the world through literary works. Students will be able to plan using discipline and strategies in order to complete their questions through research and analysis. Students will be able to demonstrate knowledge of important historical figures: Ralph Waldo Emerson, Walt Whitman, and Edgar Allan Poe; and their impact socially, culturally, or politically. Students will have gained the ability to gather information from both primary and secondary sources provided and present their information to other students. Students will be able to organize and categorize information needed to build a deeper understanding of the historical figures provided. Students will be able to present information with confidence and ease to their fellow classmates in a clear and deliberate manner.