Title: PROTOTYPE COLUMN

Part I: What is power?

Alone or in small groups, come up with a definition of the term 'power'.

Q: How would you define the concept of power in your own words?
A: Power can be defined as the ability or capacity to influence or control the behavior of others, events, or resources. It often involves authority, strength, and the ability to make decisions that impact others.

Imagine, you have been granted absolute power for one month, with no consequences for your actions.

Answer the following questions.

Q: Describe what you would do, if you had absolute power for a month.
A: If I had absolute power for a month, I would focus on implementing policies to address climate change, improve education systems, and ensure healthcare is accessible to everyone. These changes would require swift decisions and the ability to bypass bureaucratic hurdles, which absolute power would allow.

Q: Debate whether you would use it for personal gain or the greater good.
A: I would use the power for the greater good. While personal gain might be tempting, the opportunity to make a substantial positive impact on society is far more fulfilling and responsible. Absolute power should be used to solve major societal issues rather than to fulfill individual desires.

Q: Explain to what extent it would change you.
A: Having absolute power for a month would certainly change me. It would make me more aware of the complexities involved in governing and the importance of ethical decision-making. The responsibility and experience would likely make me more empathetic and driven to continue contributing positively to society even after the power is gone.

Describe and analyze the cartoon. Share your thoughts with a partner.

[Image: Worksheet Image]

Q: Comment on the statement 'power corrupts'.
A: The statement 'power corrupts' suggests that individuals who hold significant power are more likely to engage in unethical or immoral behavior. This can be due to various factors such as the temptation to abuse power, loss of empathy, and the development of a superiority complex. Students should consider historical examples, psychological studies, and their own observations to evaluate the validity of this statement.

Part II: Power and corruption in Shakespeare

Read the excerpts and complete the assignment.

Essay

Q: Form groups. Read and annotate the scenes, then create a character evolution chart, tracking the character's initial mindset, their justifications for their actions, and their emotional and psychological changes.
A: Macbeth's character evolution is a central theme in Shakespeare's play. Initially, Macbeth is portrayed as a loyal and honorable warrior. In Act 1, Scene 3, he is confused yet intrigued by the witches' prophecy. His ambition begins to surface, but he is hesitant. By Act 1, Scene 7, Macbeth debates killing Duncan, revealing his inner turmoil and understanding of the moral consequences. His justification is driven by ambition and the prophecy, but he is aware of the 'bloody instructions' that will return to plague him. In Act 2, Scene 1, Macbeth hallucinates a dagger, showing his psychological deterioration and guilt. His mind is 'heat-oppressed,' indicating stress and fear. By Act 3, Scene 1, Macbeth’s fear of Banquo’s lineage drives him to further violence, rationalizing his actions with threats to his power. Finally, in Act 5, Scene 5, Macbeth’s famous 'Tomorrow' speech reflects his nihilistic view of life and deep despair. His emotional and psychological changes highlight his tragic downfall from a noble warrior to a paranoid tyrant.
  Hint: *

Excerpt

Act 1, Scene 3: Macbeth hears the witches’ prophecy.
First Witch: All hail, Macbeth! hail to thee, Thane of Glamis!

Second Witch: All hail, Macbeth! hail to thee, Thane of Cawdor!

Third Witch: All hail, Macbeth, that shalt be king hereafter!

Act 1, Scene 7: Macbeth debates killing Duncan.
Macbeth: If it were done when 'tis done, then 'twere well
It were done quickly: if the assassination
Could trammel up the consequence, and catch
With his surcease success; that but this blow
Might be the be-all and the end-all–here,
But here, upon this bank and shoal of time,
We'ld jump the life to come. But in these cases
We still have judgment here; that we but teach
Bloody instructions, which, being taught, return
To plague the inventor: this even-handed justice
Commends the ingredients of our poison'd chalice
To our own lips.

Act 2, Scene 1: Macbeth hallucinates the dagger.
Macbeth: Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight? or art thou but
A dagger of the mind, a false creation,
Proceeding from the heat-oppressed brain?
I see thee yet, in form as palpable
As this which now I draw.
Thou marshall'st me the way that I was going;
And such an instrument I was to use.
Mine eyes are made the fools o' the other senses,
Or else worth all the rest; I see thee still,
And on thy blade and dudgeon gouts of blood,
Which was not so before. There's no such thing:
It is the bloody business which informs
Thus to mine eyes. Now o'er the one halfworld
Nature seems dead, and wicked dreams abuse
The curtain'd sleep; witchcraft celebrates
Pale Hecate's offerings, and wither'd murder,
Alarum'd by his sentinel, the wolf,
Whose howl's his watch, thus with his stealthy pace.
With Tarquin's ravishing strides, towards his design
Moves like a ghost. Thou sure and firm-set earth,
Hear not my steps, which way they walk, for fear
Thy very stones prate of my whereabout,
And take the present horror from the time,
Which now suits with it. Whiles I threat, he lives:
Words to the heat of deeds too cold breath gives.
[A bell rings]
I go, and it is done; the bell invites me.
Hear it not, Duncan; for it is a knell
That summons thee to heaven or to hell.

Act 3, Scene 1: Macbeth decides to kill Banquo.
Macbeth: To be thus is nothing;
But to be safely thus. Our fears in Banquo
Stick deep; and in his royalty of nature
Reigns that which would be fear'd: 'tis much he dares;
And, to that dauntless temper of his mind,
He hath a wisdom that doth guide his valour
To act in safety. There is none but he
Whose being I do fear: and, under him,
My Genius is rebuked; as, it is said,
Mark Antony's was by Caesar. He chid the sisters
When first they put the name of king upon me,
And bade them speak to him: then prophet-like
They hail'd him father to a line of kings:
Upon my head they placed a fruitless crown,
And put a barren sceptre in my gripe,
Thence to be wrench'd with an unlineal hand,
No son of mine succeeding. If't be so,
For Banquo's issue have I filed my mind;
For them the gracious Duncan have I murder'd;
Put rancours in the vessel of my peace
Only for them, and mine eternal jewel
Given to the common enemy of man,
To make them kings, the seed of Banquo kings!
Rather than so, come, Fate, into the list,
And champion me to the utterance!
Who's there?

Act 5, Scene 5: Macbeth’s famous “Tomorrow, and tomorrow, and tomorrow” speech.
Macbeth: She should have died hereafter;
There would have been a time for such a word.
To-morrow, and to-morrow, and to-morrow,
Creeps in this petty pace from day to day
To the last syllable of recorded time,
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more: it is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.

Part III: Interactive activities

Q: Option 1: Create a modern news report on the character's rise and fall. Include a headline, an eyewitness report and a psychological report.
A: [object Object]

Q: Option 2: Create an artistic representation of the character's development, focusing on symbols and imagery from the play.
A: [object Object]

Part IV: Connection to the real world

How does the Shakespearean character compare to today's powerful people?

Q: Explore the theme of ambition in Macbeth and compare it to the ambitions of contemporary business leaders. How does unchecked ambition lead to corruption in both instances?
A: In Macbeth, ambition drives the protagonist to commit regicide and other heinous acts to secure his power. This unchecked ambition leads to his moral decay and ultimately his downfall. Similarly, contemporary business leaders who prioritize ambition over ethical considerations can engage in corrupt practices such as fraud or exploitation. The pursuit of power and success without regard for the consequences can lead to widespread damage and loss of trust.

Q: Evaluate the consequences of Macbeth's tyranny on Scotland and compare them to the effects of a modern tyrant on their nation. How does absolute power corrupt leaders and impact their people?
A: Macbeth's tyranny brings chaos, fear, and suffering to Scotland, as his rule is marked by paranoia and brutal actions. Absolute power corrupts him, leading to irrational decisions and a loss of moral integrity. Modern tyrants similarly impose oppressive regimes that often result in economic decline, human rights abuses, and social unrest. The abuse of power undermines the stability and well-being of a nation, demonstrating the destructive nature of tyranny.

Q: Compare Macbeth's initial reluctance to commit murder with the ethical dilemmas faced by real-world leaders. How does the struggle between moral integrity and the pursuit of power manifest in both situations?
A: Macbeth initially hesitates to murder Duncan due to moral reservations and fear of consequences. This internal struggle mirrors the ethical dilemmas faced by real-world leaders who must balance their desire for power with their moral principles. Leaders often encounter situations where ethical decisions conflict with strategic goals, and the choices they make can define their legacy. In both instances, the tension between moral integrity and ambition can lead to significant personal and societal repercussions.

EXTRA

Debate whether the character is responsible for their own tyranny or if someone else is to blame.