Hamlet: The Paltry Prince Clay Holliday & Dr ... - Valencia College

Hamlet: The Paltry Prince
Clay Holliday & Dr. George Brooks
"In the Light of the Above"
ENC 1102 & HUM 2232
Composition II &
Renaissance and Baroque Humanities
An Integrated Model Lesson
LinC Course Design Program
Destination 2005
Valencia Community College
http://valencia.cc.fl.us/linc/

HAMLET: THE PALTRY PRINCE
ENC1102:
Students will identify key characteristics of Shakespearean drama by studying Hamlet, Prince of
Denmark.
Students will learn additional methods of integrating and properly citing quotes from a source (in
this case, a play) into their essays.
Students will make connections between Hamlet’s successes and failures as a prince and Niccolo
Machiavelli’s political philosophy.
HUM2232:
Students will demonstrate an understanding of Niccolo Machiavelli’s concept of political science
through an analysis of his work, The Prince.
Student Learning Activities:
ENC1102:
Guided study questions that ask students to identify specific examples in Shakespeare’s text
illustrating Machiavellian political principles.
In-class collaborative learning exercises in which students share, debate, synthesize, and then
present informally to the class their responses to the Hamlet/Machiavelli study questions.
HUM2232:
Study questions related to Machiavelli’s The Prince.
Teaching Activities:
ENC1102:
Close-ended questions, cooperative learning, discussion, & the writing process.
HUM2232:
Lecture, discussion, close-ended questions, & the writing process.
Summative Assessments:
ENC1102:
In addition to the Hamlet/Machiavelli study questions, students will write a 1,000 word literary
analysis essay in which they analyze Hamlet from the point of view of Machiavellian political
philosophy. Their essays will be assessed based on the criteria described in the Academic Essay
Grading Rubric I distribute at the beginning of the semester.
HUM2232:
Students will complete a two-page essay wherein they will discuss a specific example either
from society or from their own lives that illustrates how one failed or succeeded by using or not
using Machiavellian principles.
Formative Assessments:
ENC1102:
Students will receive formative feedback on both their study questions and the rough drafts of
their Hamlet/Machiavelli essay. Also, we will distribute some kind of CAT at the end of the unit
to assess which teaching/learning strategies worked best according to the students (likely an

anonymous questionnaire asking students to assess the most effective/least effective elements of
the unit).
HUM2232:
Dr. Brooks will also provide formative feedback to students’ responses on their study questions
about The Prince. We will distribute a CAT at the end of the unit for this section of the course,
too, and, finally, Dr. Brooks will allow all students who score less than a 70% on their two-page
essays to revise them for a higher grade.