The Quest Beyond Narnia!
An Internet WebQuest on The Lion, the Witch, the Wardrobe, and Defeating the Evils of Drugs, Tobacco and Alcohol

created by Heather Kimberly Dial
North Carolina State University

Introduction | The Task | The Process & Resources | Conclusion | HyperText Dictionary



Introduction

You have all won an opportunity to visit the home of C.S. Lewis and the museum of his literary works. You see dozens of young children exploring the museum and most are excitedly walking into a wardrobe and walking out to see if they can find Narnia like Lucy did, you talk amongst yourselves about whether it is real or not and then decide its only just for show and would make a great picture for a souvenir.

You all get inside try to give yourselves enough room so you can all be in the picture and then Ugh! You all step onto something wet and cold. You all accuse the other kids of being messy and spilling a soda. When you all look down to avoid stepping into the wet soda, you realize it is not soda, but crisp, clean, white snow! You have all come to Narnia! You are amazed and remark that all around you it is winter just like it was when the White Witch reigned! And just as you are talking about this, the White Witch herself arrives! In the reflection of her cold evil eyes, you all are surprised to see yourselves as someone else, Edmund! All four of you are trying to scream and run, but you cannot you are not in control- you are only observers inside of Edmund’s mind.

The White Witch is smiling at Edmund and has just offered him a box of something that he accepts and is getting ready to open. You all are scared and worried because you remember that you have just finished reading the Lion, the Witch, and the Wardrobe and you know there is something wrong about what he is accepting from the Witch. Then he opens it, and starts to pick up some kind of candy toward his mouth, then one of you remembers something about this candy it is Turkish Delight! You all exclaim that you wish you had the book with you so you can find something more about the Turkish Delight and its’ effects on Edmund. As you all have voiced the same wish, the book appears in your hands! You all thumb quickly and find the two passages you were thinking of!

Passage 1- 'At first Edmund tried to remember that it was rude to speak with one's mouth full, but soon he forgot about this and thought only of trying to shovel down as much Turkish Delight as he could, and the more he ate the more he wanted to eat...' (Lewis, 1986, p.37)


Passage 2- Then we find out more about the White Witch’s enchantment on the food, 'She knew, though Edmund did not, that this was enchanted Turkish Delight and that anyone who tasted it would want more and more of it, and would even, if they were allowed, to go on eating it till they killed themselves.' (p.38).

“What does this Turkish Delight remind you of?” one of you asks the other. “Drugs, tobacco, and alcohol!” one of you responds. Then you all remark that you remember hearing adults say that people want drugs, tobacco, and alcohol so much they would even kill themselves to get more of it! You all start asking at same time, “how can we persuade Edmund not to eat the candy? How can we get him to see that this Turkish Delight will be harmful to him just like they say drugs, tobacco, and alcohol are? Then you start complaining that you don’t know that much about drugs, tobacco, and alcohol to convince him that the Turkish Delight is just as harmful.




The Quest

You all wish you had more information to persuade him! As you all wish this, Aslan appears and he breathes on the White Witch and Edmund and they are immediately frozen in time! Aslan speaks to all of you, “Step out Sons of Adam and Daughters of Eve and meet Me. I am here to help you in persuading Edmund to refuse the Turkish Delight and to make the right choices. But in order to accomplish this you must each learn more about the drugs, tobacco, and alcohol that you face in your world for that is the closest evil to the enchantment that the Witch has placed on the Turkish Delight. Your knowledge about drugs, tobacco, and alcohol is your best weapon and you all need to be fully armed with this knowledge to meet the enormous challenge of persuading Edmund. I am sending you on a WebQuest to gird you with the knowledge of drugs, tobacco, and alcohol that you will need for this task.”




The Process and Resources

“Sons of Adam and Daughters of Eve your the first challenge in this WebQuest is to learn background knowledge about drugs, tobacco, and alcohol. Then I will present you with a question you must answer before you can proceed to the next challenge in your WebQuest.”

Aslan’s First Question:
Find examples from the novel, The Lion, the Witch, and the Wardrobe that show how Turkish Delight affected Edmund’s behavior, positively or negatively. Then you are to complete this WebQuest to learn more about the “Turkish Delight “ that is present in the real world- drugs, tobacco, and alcohol and find out what are the positive or negative effects of using drugs, tobacco, and alcohol.



Phase 1 - Background: Something for Everyone

'Behold Sons of Adam and Daughters of Eve! The Internet information links below will lead you to a background of knowledge of drugs, alcohol, and tobacco on your WebQuest journey! Explore and Learn: Edmund, Narnia, and your world depends on your success!' Aslan wants you to explore this information so that you answer his questions as fully and insightfully as you can.

Phase 2 - Looking Deeper from Different Perspectives

Aslan's Instructions:
“You have just made a marvelous start and you have some knowledge, but experience is the best teacher, so I am sending each of you on a separate WebQuest so you can assume separate roles to learn more about drugs, tobacco, and alcohol through the perspectives of:
1) People who use drugs, tobacco, and alcohol,
2) People who sell drugs, tobacco, and alcohol,
3) Parents/ family members,
4) Law enforcement officers.”

You begin to say your goodbyes to each other, but Aslan reminds you of your task, “After you assume your roles you will rejoin each other and share your knowledge so you can solve my next four questions together.”

Perspectives of People who use drugs, tobacco

Use the Internet information linked below to answer these questions specifically related to Perspectives of People who use drugs, tobacco:

2)Aslan’s Second Question:
Find examples from the novel, The Lion, the Witch, and the Wardrobe that show why did Edmund want the Turkish Delight? Then you are to complete this WebQuest to find out about the perspectives of people who use drugs, tobacco, and alcohol, why do they use drugs, tobacco, and alcohol.

Perspectives of People who sell drugs, tobacco, and alcohol

Use the Internet information linked below to answer these questions specifically related to Perspectives of People who sell drugs, tobacco, and alcohol:

3. Aslan’s Third Question:
Find examples from the novel, The Lion, the Witch, and the Wardrobe that show why the White Witch gave Edmund the enchanted Turkish delight? What were her motives, positive or negative? Then you are to complete this WebQuest to find out about the perspectives of people who get others to use drugs, tobacco, and alcohol, specifically those who sell drugs, tobacco, and alcohol. What are their motives?

  • Whyfiles - http://whyfiles.news.wisc.edu/024nicotine/kids.html Information about tobacco companies and advertisers
  • Kickbutt! - More information about tobacco companies and advertisers

Perspectives of Parents/ family members

Use the Internet information linked below to answer these questions specifically related to Perspectives of Parents/ family members:

4. Aslan’s Fourth Question:
Find examples from the novel, The Lion, the Witch, and the Wardrobe that show how Edmund’s desire for Turkish Delight affected his relationship with his family and their feelings about his behavior, positive or negative. Then you are to complete this WebQuest to learn more about the parents’ views of their children's drug and alcohol use.

Perspectives of Law enforcement officers.

Use the Internet information linked below to answer these questions specifically related to Perspectives of Law enforcement officers.:

5. Aslan’s Fifth Question:
Find examples from the novel, The Lion, the Witch, and the Wardrobe that show the legal consequences of Edmund's actions because of his desire for Turkish Delight. Then you are to complete this WebQuest to learn more about the legal consequences of drug and alcohol abuse. What is the view of law enforcement officers about drug and alcohol abuse?

Phase 3 - Debating, Discussing, and Reaching Consensus

Final Task:
You have come to the end of your WebQuest and Aslan comes to retrieve you and bring you back for your final task that you must accomplish on your journey.

Using examples from the novel, The Lion, the Witch, and the Wardrobe and what you have learned from the WebQuest about drugs, tobacco, and alcohol write a persuasive essay to Edmund about your view about drug, tobacco, and alcohol use based on what you have learned from the novel and the WebQuest activity. In the essay, you are to explain to him what you would have done differently, if you were in Edmund's place.

Phase 4 - Real World Feedback

Conclusion:
“Well done, Sons of Adam and Daughters of Eve, I congratulate you on your hard work in meeting each challenge on your journey and I know that you will be successful in persuading Edmund he needs your help. But, remember Edmund is not the only individual who needs your help dealing with the evil enchantment of drugs, tobacco, and alcohol, many other Sons of Adam and Daughters of Eve in your world need your help also in persuading them to make the right choices. Take the knowledge you have learned here in the WebQuest journey of yours and help others in your real world. Farewell and never forget what you have learned and the power of the knowledge that you have it makes you invincibly strong so you can defeat any challenge!”

Aslan is right you are experts now and you know a great deal about drugs, tobacco, and alcohol so now you all find yourselves transported back to the real world and in your classroom far beyond Narnia. Form an expert panel discussion with your teacher’s guidance about how you can take your knowledge and help persuade others to make the right choices about drugs, tobacco, and alcohol.

Real World Social Action Learning Project
Your expert panel discussion will culminate in your team selecting one of the strategies below for helping others:

1) Develop a newsletter will persuade others to make the right choices about drugs, tobacco, and alcohol abuse to distribute in your school and community.
2) Develop and produce a dramatic skit that you will put on for your school and videotape for use in other schools that will persuade others to make the right choices about drugs, tobacco, and alcohol abuse.
3) Contact and speak with other drugs, tobacco, and alcohol experts to become involved in a community action project where you lend your expertise in helping to persuade others to make the right choices.
4) An activity of your own where you positively contribute to the school and community by persuade others to make the right choices about drugs, tobacco, and alcohol abuse.

Your Contact is: The National Clearinghouse for Alcohol and Drug Information's (NCADI) information specialists




Conclusion

Evaluation:

Your teacher will evaluate your involvement in this WebQuest based on the following rubric:

Individual WebQuest Rubric
(Teacher’s Evaluation of your individual success in completing the challenges set forth in the WebQuest)
Criteria: (1) More Effort Needed
(2) Satisfactory Effort (3) Excellent Effort

Content of the Student’s Answers to Aslan’s Questions=______ SCORE
(1)Student’s answers show a bare minimum of effort, little to no understanding of the question, the topic, and show little to no support for the answer.
(2)Student’s answers show a satisfactory understanding of the question, the topic, and show satisfactory support for the answer from the appropriate sources.
(3)Student’s answers are outstanding and show an excellent comprehension of the question and mastery of the topic, and have excellent supporting evidence for the answers from the appropriate sources.

Understanding of the role/ perspectives=______SCORE
(1)Student has little to no understanding of the role/perspective and has little to no support for the answer.
(2)Student has a satisfactory understanding of the role/perspective and gives satisfactory support for the answer from the appropriate sources.
(3)Student has an excellent understanding of the role/perspective and gives outstanding support for the answer from the appropriate sources.

Content of Persuasive Essay to Edmund=_______SCORE
(1)Student’s essay exhibits a bare minimum of effort, little to no understanding of the persuasive essay format, the essay topic, and little to no supporting evidence.
(2)Student’s essay exhibits a satisfactory amount of effort, satisfactory understanding of the persuasive essay format, the essay topic, and satisfactory supporting evidence.
(3)Student’s essay exhibits an outstanding amount of effort, and excellent understanding of the persuasive essay format, the essay topic, and outstanding supporting evidence.

Grammar of the Persuasive Essay=_______SCORE
(1)Student’s essay displays evidence of poor editing by a great deal of grammatical errors.
(2)Student’s essay displays evidence of satisfactory editing by moderate grammatical errors.
(3)Student’s essay displays evidence of mastery editing by little to no grammatical errors.

Contribution to the Expert Panel Discussion of
Real World Social Action Project=________SCORE
(1)Student speaks little and gives little relevant information during the discussion.
(2)Student satisfactorily contributes and gives satisfactorily relevant information during the discussion.
(3)Student is an outstanding participant and gives excellent relevant information during the discussion.

Real World Social Action Project=_______SCORE
(1)Student had a small positive contribution to this group project.
(2)Student played an important role in the final positive outcome of this group project.
(3)Student played vital role in the success of this group project.

Cooperation & On-task=_________SCORE
(1)Student worked well with others some of the time and was sometimes on task.
(2)Student worked well with others most of the time and was usually on task.
(3)Student worked outstandingly well with others continuously and performs all tasks without being reminded.

Rubric Written by Kim Dial



 created by Filamentality Content by Heather Kimberly Dial, hkdial@yahoo.com
http://www.kn.pacbell.com/wired/fil/pages/webthelionhe.html
Last revised Thu Aug 3 12:47:18 US/Pacific 2000