In this WebQuest you will be working together with a group of students in class. Each group will answer the Task or Quest(ion). As a member of the group you will explore Webpages from people all over the world who care about GOOD AND EVIL IN LITERATURE . Because these are real Webpages we're tapping into, not things made just for schools, the reading level might challenge you. Feel free to use the online Webster dictionary or one in your classroom.

You'll begin with everyone in your group getting some background before dividing into roles where people on your team become experts on one part of the topic. To begin to understand how William Golding reveals the two opposite extremes of human behavior you must first read the novel and pay close attention to the symbols, characters, and external conflict that the novel details. By examining these you will realize how when humans are left to fend for themselves, moral and social issues surface and life becomes a strugle for survival. Now that you have completed reading THE LORD OF THE FLIES, your quest begins by taking part in a sequence of topics designed to make you more aware of the intricacies of William Golding's narrative.

Phase 1 - Background Information
Use the Internet information linked below to answer the basic questions of who? what? where? when? why? and how? Be creative in exploring the information so that you answer these questions as fully and insightfully as you can.

1. What issues of morality are people responsible for when coexisting within a civilization?

2. What ethical responsibilities do we owe to our fellow man?

3. A copy of the novel will be issued to you to read the novel. You will be evaluated from time to time on your understanding of the concepts necessary to ensure that you fully understand Golding's intentions. These validations will come in the form of essays, quizes and tests.

• Moral Philosophy
• Ethics

Phase 2 - Roles
INSTRUCTIONS:

1. Individuals or pairs from your larger WebQuest team will explore one of the roles below.

2. Read through the files linked to your group. If you print out the files, underline the passages that you feel are the most important. If you look at the files on the computer, copy sections you feel are important by dragging the mouse across the passage and copying / pasting it into a word processor or other writing software.

3. Note: Remember to write down or copy/paste the URL of the file you take the passage from so you can quickly go back to it if you need to to prove your point.

4. Be prepared to focus what you've learned into one main opinion that answers the Big Quest(ion) or Task based on what you have learned from the links for your role.

Moral Philosophy:

• Civilization and Savagery

An important part of the development of the novel is to understand the role of how goodness on the island is revealed through civilization and how savagery defines evilness. Begin your in-depth look of this perception by defining how each of the major characters give significance to this idea.

1. Civilization:
* Ralph
* Piggy
* Simon

2. Savagery:
* Jack
* Roger
* The Beast
* the Lord of the Flies

Man's Nature on the Island:

• Images

Use the Internet information linked below to answer these questions specifically related to Man's nature on the island. William Golding provides additional examples of good and evil by providing you with instances where light and dark images define good and evil. Begin this search by providing examples of the following:

1. Light Images:
* Safe Haven
* Heaven

2. Dark Images:
* Pig Runs
* Hell

Personalities:

• Civilization and Savagery

Use the Internet information linked below to answer these questions specifically related to personalities. Understanding personalities is the defining project of THE LORD OF THE FLIES. Follow the lesson procedures to complete the task.

Complete the Fill-In Outline

__________(1st Character) exhibits aspects of the __________ temperament, whereas__________(2nd Character) exhibits aspects of the__________ temperment. (temperaments are either good or evil)


I. __________(1st character)

A._________(major similarity)

B._________(another major similarity)

C._________(major difference)


II. __________(2nd character)

A._________(major similarity)

B._________( major similarity)

C._________( major difference)

You must now write a 1,000 word theme comparing and contrasting the personalities of the two major characters thus showing how conflict arises.

Physiological Aspects:

• Abraham Maslow and his hierarchy of needs
• A Glossary of Freudian Terminology

Use the Internet information linked below to answer these questions specifically related to :

1. Formulate a list of needs to be considered for the survival of the boys on the island.

2. Which of Maslow's hierarchy of needs most directly applies to the situation that the boys are placed in. Be prepared to defend your answer(s).

3. As the boys' stay on the island lengthens and the savagery increases, how is Freud's concept of behavior apparent?

4. Consider the id, ego and superego for the following characters and describe an example from the novel for each.
Jack-
Ralph-
Piggy-
Roger-
Simon-
Robert-

Phase 3 - Reaching Consensus
You have all learned about a different part of GOOD AND EVIL IN LITERATURE. Now group members come back to the larger WebQuest team with expertise gained by searching from one perspective. You must all now answer the Task / Quest(ion) as a group. Each of you will bring a certain viewpoint to the answer: some of you will agree and others disagree. Use information, pictures, movies, facts, opinions, etc. from the Webpages you explored to convince your teammates that your viewpoint is important and should be part of your team's answer to the Task / Quest(ion). Your WebQuest team should write out an answer that everyone on the team can live with.

Your next task is to forward your answers to Ms. Dailey, Flanagan High School's psychology teacher for her examination. For this reason, make sure that you include an analysis of not only Abraham Maslow, but make sure to include Sigmund Freud.

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Conclusion

Many educators believe it important to highlight the educational process by participating in a real-world connection as a very rewarding experience for young people, offering opportunities for personal development in many areas, for example, teamwork skills, practice in public speaking, growth in confidence and self-esteem, and improvement in a student's ability to communicate effectively. Although investment in terms of time and energy is considerable, the benefits have been much more varied than just furthering students' legal awareness and understanding. Feedback indicates that the participation can offer a deep and qualitative educational experience, as well as tie in neatly with the objectives of a well-rounded curriculum.

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Content by Ralph A. Bucci, rbucci@browardschools.com http://www.kn.att.com/wired/fil/pages/webgoodevira.html Last revised Wed Feb 6 8:51:03 US/Pacific 2008