To become immersed in the culture and lifestyle of Elizabethan era and to get a real sense of the rights and general expectations of women during this time period. It is important for our students to realize that women during this era were not only expected to succumb to the demands of a male driven society, but were often illiterate, since their education was not viewed as important. Therefore, the students will be aware that when interviewing one of five of Shakespeare’s female characters, that these women haven’t ever been able to voice their opinion, or discuss their feelings to a captive audience. Students will also get a better understanding of these women’s home lives as well as their role as mother, wife or daughter. A detailed insight into the issues of this time period will allow our students to feel more connected to Shakespeare’s plays and female characters as well as the constricting lifestyle women dealt with during the early 17th century. Summary Individual assignment - Students will select one central female character from one of Shakespeare’s four tragedies or romances that we’ve studied this semester. Each student will assume this character’s persona during an interview that will be conducted by a fellow classmate. Then each student will also create their own list of interview questions and will conduct their own interview in order to explore another character’s feelings and opinions about a variety of time period issues. These interviews will be posted in the magazine’s Up” “Close section. Group assignment - Students will be placed into one of four groups and will be responsible for researching one of the Elizabethan era topics listed below, and writing a column about their findings. Choice of topics for group column: The role and expectations of wife, daughter and mother Education (male vs. female) Women’s fashions, hobbies and pastimes The rules of courtship and marriage Objectives This project will meet certain aspects of Bloom’s Taxonomy including comprehension, application, analysis, synthesis and evaluation.
To become immersed in the culture and lifestyle of Elizabethan era and to get a real sense of the rights and general expectations of women during this time period. It is important for our students to realize that women during this era were not only expected to succumb to the demands of a male driven society, but were often illiterate, since their education was not viewed as important. Therefore, the students will be aware that when interviewing one of five of Shakespeare’s female characters, that these women haven’t ever been able to voice their opinion, or discuss their feelings to a captive audience. Students will also get a better understanding of these women’s home lives as well as their role as mother, wife or daughter. A detailed insight into the issues of this time period will allow our students to feel more connected to Shakespeare’s plays and female characters as well as the constricting lifestyle women dealt with during the early 17th century. Summary Individual assignment - Students will select one central female character from one of Shakespeare’s four tragedies or romances that we’ve studied this semester. Each student will assume this character’s persona during an interview that will be conducted by a fellow classmate. Then each student will also create their own list of interview questions and will conduct their own interview in order to explore another character’s feelings and opinions about a variety of time period issues. These interviews will be posted in the magazine’s “Close Up” section. Group assignment - Students will be placed into one of four groups and will be responsible for researching one of the Elizabethan era topics listed below, and writing a column about their findings. Choice of topics for group column: The role and expectations of wife, daughter and mother Education (male vs. female) Women’s fashions, hobbies and pastimes The rules of courtship and marriage Objectives This project will meet certain aspects of Bloom’s Taxonomy including comprehension, application, analysis, synthesis and evaluation.
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