Beruflich Dokumente
Kultur Dokumente
B. 1800.
C. 2300.
D. 5500.
OVER.
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Review Test on Sir Christopher Marlowes Tragedy of Doctor Faustus Page Two
Part One: Background to the play, the era, and the playwright (continued)
6. Like the Witches in Shakespeares Macbeth, in this play (it is generally believed) the
Seven Deadly Sins entered and exited the stage
A. from the inner stage.
B. through the groundlings.
C. by ropes suspended from the shadow.
D. through a trap-door from the cellarage.
7. During the late Elizabethan period, London authorities often attempted to close the
public playhouses because they considered these buildings
A. centres of vice, crime, immorality, and lewdness.
B. a breeding ground for rats, known to cause the Plague.
C. were frequented only by whores, cut-purses, and other riff-raff.
D. were financed and run by men of questionable and even criminal backgrounds.
8. The violence of the Elizabethan stage is a reflection of such English social customs as
A. hanging, drawing, and quartering traitors.
B. dunking accused witches in village ponds.
C. bull-fighting, bear-baiting, and cock-fighting.
D. beheading Scottish and Welsh rebels captured in battle.
Part Two: Dramatic Terminology (16 marks)
9. The plays climax comes in which of these scenes?
A. IV, i.
B. IV, vii.
C. IV, viii.
D. V, ii.
10. The fourth scene of the first act provides punning on which word?
A. lice.
B. mutton.
C. placket.
D. familiar.
OVER.
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Page Three
Page Four
Page Five
Page
Six
Part Three: Explication of a Passage (see p. 99 for V, ii, 140-197)
26. The dramatic tension in this passage is created by our anxiety as to whether Faustus
OVER.
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Page Ten
A. Bruno.
B. a friar.
C. a wench.
D. The Pope.
48. Although Dr. Faustus is a product of the Renaissance, it seems Mediaeval in that it
A. suggests that mans soul is not fettered by God.
B. justifies Gods limitations on human ambitions.
C. eloquently demonstrates Hell as a physical reality.
D. indicates that untrammelled free-will is destructive.
49. Marlowes protagonist is the type of magician that the Renaissance termed
A. Hermetic (scientific).
B. a conjuror (diabolic).
C. a magnus (astrologer).
D. a clown (country-dweller).
50. Dr. Faustus dreams at the beginning of the play of obtaining all the following kinds
of power except
A. public.
B. artistic.
C. private.
D. supernatural.
OVER.
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Page Eleven
B. a stereotype.
C. an individual.
D. conscience-stricken.
53. Just as Everymans friends gradually desert him as he makes his way to the grave, so
in Marlowes play
A. the protagonists fellow scholars abandon him to his own thoughts.
B. Wagner loses touch with the feelings and aspirations of his employer.
C. Mephostophilis, Lucifer and Beelzebub no longer bother to visit Faustus.
D. the Emperor of Germany and the Duke of Saxony cease to patronize the hero.
54. The weakest part in the play Doctor Faustus structurally and dramatically is the
A. end.
B. middle.
C. prologue.
D. beginning.
55. Surprisingly, in a play in which there is not one murder there are fifteen references to
that staple of the Elizabethan stage,
A. fire.
B. gold.
C. blood.
D. weapons.
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Page Twelve
A. Pride
B. Gluttony
C. Mephostophilis
D. Faustus
E. a Jehovah anagram
F. The Gospel of John (xix, 30)
G. marriage
H. communion
I. priesthood
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Dr. P. V. Allingham
Block....
Score....../60
2.
3.
4.
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6.
7.
8.
Score:.
/8
10.
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14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Score:.
/16
26.
27.
28.
29.
Score:.
/5
Part Four: General Criticism (26): Knowledge, Application, Higher Mental Processes
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
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Score:.
/26
59.
60.
Score:.
/5
Dr. P. V. Allingham
Block....
Score....../60
2. A
3. C
4. B
5. C
6. D
7. A
8. A
Score:. 8
10. D
16. B
11. A
17. B
12. A
18. C
13. D
19. C
14. B
20. C
21. D
22. D
23. C
24. D
Score:. 16 /16
/8
26. D
27. B
28. B
29. A
Score:. 5
/5
Part Four: General Criticism (26): Knowledge, Application, Higher Mental Processes
30. D
31. C
32. C
33. C
34. A
35. E
36. A
37. A
38.
39. C
40.
41. B
42. C
43. D
44. B
45. A
46. A
47. D
48. B
49. B
50. B
51. C
52. C
53. A
54. B
55. C
Score:.
/26
57. E
58. F
59. G
60. A
Score:.
/5
Scene
Characters
6
3
4
13
I, i
I, iii
II, i
II, ii
Page
7. Compare the role of the Chorus in the film adaptation or Dr. Faustus to that of
another video adaptation of an Elizabethan play, such as Branaghs Henry V or Baz
Luhrmanns Romeo and Juliet. Ontario curriculum goals met: *assess the extent to
which their created or adapted works expand understanding of ideas, themes, and issues
in the original literary texts (e.g., use a class-developed rubric to assess the effectiveness
of the created or adapted works; make an oral presentation explaining how the work
created or adapted underlines the continuing relevance of the original text).
8.Compare Faustus as an Aristotelian tragic hero to the protagonist of a modern
tragedy such as Willy Loman in Death of a Salesman or John Proctor in The
Crucible. Ontario curriculum goals met:* produce critical responses to interpretations of
texts and theories of literary criticism (e.g., analyse a particular interpretation of a novel
to identify significant evidence from the text that is not included in the interpretation;
debate the critical view that meaning resides solely in the text).
9. Analyze Richard B. Sewalls Tragic Forum or Sidney Lambs chapter on
Marlowe from Tragedy (1965) in terms of thesis, textual proof, and points of
argument. Ontario curriculum goals met: * Explain how elements of informational texts
contribute to meaning.
10. Have five groups (one for each of the plays five acts) present tableaux of what
they feel are the most significant moments in each of the five acts. Ontario curriculum
goals met:* design and create, individually or collaboratively, literary or media works in
response
to literary texts (e.g., write a satire exposing the human foibles and social follies of
characters in literary texts; write and perform an original short play extending a theme
in literature).
11. One minute monologues: answering questions in role.
12. Who am I? Twenty questions for 35 parts. In this guessing game, each student
has drawn a characters name out of hat. In turn, each one comes forward and the
class has to guess the identity of the student in twenty or fewer questions. Ontario
curriculum goals met:* read and demonstrate an understanding of a range of literary
texts from various periods and countries.
OVER.
-3Faustus Unit: Critical and Creative Responses: Collaborative and Individual
Four
Page
13. Reader Response Journals. The issues presented in the play that might serve as
topics for reflection include the following, which might be assigned as is or worked
up into statements or questions to which students would respond:
Temptation
internal conflict
dilemma - choosing between equally attractive or unpleasant choices
wasting ones talent
practical jokes
nationalism
14. Obituary Posters: Write two obituaries, one for Sir Christopher Marlowe (based
on at least one print and one internet source) and one for Doctor Faustus, with
pictures. The assignment requires some non-fiction study (composing a concise
biographical sketch from a variety of print and on-line resources) and the ability to
synthesize an interpretation of an entire literary work in the study of a single character.
This assignment might be given to pairs of students. The class should brainstorm
points for an appropriate marking rubric.
4. For whom does Mephostophilis work before his pact with Faustus? Lucifer.
5. For how long will Faustus enjoy supernatural powers? 24 years.
6. Name one thing that Faustus says he will do for his native city once he has magic
powers.
Any one of the following is a satisfactory answer:
A. Make the Rhine circle the town.
B. The schools will be provided with silk for students clothing.
C. Expel the Spanish invaders from the Low Counties.
D. Wall all Germany with brass.
7. Translate the Italian expression Che sera,sera. Whatever will be will be.
8. Why does the Chorus refer to us, his audience, as gentles?
Flattering our intelligence and level of education.
9. What Aristotelian term describes Faustus self-conceit that leads to his damnation?
Tragic flaw or Hamartia.
10. In what German university town is much of the play set? Wittenburg.
11. According to Mephostophilis what is the shortest act for conjuring up a devil?
Praying to the Prince of Hell (Satan or Lucifer).
TABLE OF CONTENTS
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13. Orally-delivered Pop Quiz on the first act of The Tragedy of Dr. Faustus..
51
14. Test Matrix and Test for The Tragedy of Dr. Faustus (60 marks, objective).. 52 to 64
15. Answer Sheet and Key for the Test.. ..
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67 to 70
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96 to 98
Teachers First
Christopher Marlowes Dr. Faustus
Student Activity Packet and Teachers Guide
by Brenda Walton, Ed. D.
Topic
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General Goals.. ..
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Instructional Goals..
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Marlowes Resume..
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Archetypal Faustus..
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Medieval Cosmos..
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Definition of Soliloquy..
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65-66
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