The Enlightenment Spreads Text and Text Dependent Questions. Standards Alignment Text with Questions

Transcription

1 The Enlightenment Spreads Text and Text Dependent Questions Standards Alignment Text with Questions

2 Standards Alignment California State Standards for Grade Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

3 The Enlightenment Spreads A World of Ideas How did ideas spread from individual to individual? In the 1700s, Paris was the cultural center of Europe. People came there from other countries to hear the new ideas of the Enlightenment. Writers and artists held social gatherings called salons. A woman named Maria-Therese Geoffrin became famous for hosting these discussions. Geoffrin also supplied the money for one of the major projects of the Enlightenment. With her funds, Denis Diderot and other thinkers wrote and published huge set of books called the Encyclopedia. Their aim was to gather all that was known about the world. The French government and officials in the Catholic Church did not like many of the ideas that were published in the Encyclopedia. They banned the books at first. Later, however, they changed their minds. The ideas of the Enlightenment were spread throughout Europe by works like the Encyclopedia and through meetings in homes. The ideas also spread to the growing middle class. This group was becoming wealthy but had less social status than nobles. They also had very little political power. Ideas about equality sounded good to them. New Artistic Styles How did art and literature change? The arts painting, architecture, music, and literature moved in new directions in the late 1700s. They used the Enlightenment ideas of order and reason. Earlier European painting had been very grand and highly decorates. It was a style known as baroque. Now styles began to change. A new simpler, yet elegant, style of painting and architecture developed. This style borrowed ideas and themes from Classical Greece and Rome. That is the reason it was called neoclassical. Directions: Answer the text dependent questions as you read. Where was the cultural center in the 1700s? Who would gather to discuss the Enlightenment? Where would they do so? What was Geoffrin s role in the Enlightenment? Why was is so significant? How did the public respond to the Encyclopedia? Why do you think they did this? Why did the middle class latch onto the Enlightenment? What else was inspired by the Enlightenment? How did painting and architecture change? What inspired the new artistic styles?

4 The Enlightenment Spreads In music, the style of the period is called classical. Three important composers of the time were Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig von Beethoven. They composed music that was elegant and original. New musical forms were developed, including the sonata and the symphony. In literature, the novel became popular. This new form presented long stories with twisting plots. It explored the thoughts and feelings of characters. A number of European authors, including women, began writing novels. These books were popular with the middle-class. They liked entertaining stories in everyday language. Enlightenment and Monarchy Who were the enlightened despots? Some Enlightenment thinkers believed that the best form of government was a monarchy. In it, a ruler respected people s rights. These thinkers tried to influence rulers to rule fairly. Rulers who followed Enlightenment ideas in part but were unwilling to give up much power were called enlightened despots. Frederick the Great of Prussia was an enlightened despot. He gave his people religious freedom and improved schooling. He also reformed the justice system. However, he did nothing to end serfdom, which made peasants slaves to the wealthy landowners. Joseph II of Austria did end serfdom. Once he died, though, the nobles who owned the lands were able to undo this reform. Catherine the Great of Russia was another of the rulers influenced by Enlightenment ideas. She tried to reform Russia s laws but met resistance. She had hoped to end serfdom. But a bloody peasants' revolt persuaded her to change her mind. Instead, she gave the nobles even more power over serfs. Catherine did manage to gain new land for Russia. Russia, Prussia, and Austria agreed to divide Poland among themselves. As a result, Poland disappeared as a separate nation for almost 150 years. Directions: Answer the text dependent questions as you read. Who were important composers of the Enlightenment? What new musical forms were devised? How did writing evolve during the Enlightenment period? Why were novels so appealing? How did the Enlightenment thinkers see a monarchy? How did leaders respond? What steps did Frederick the Great take to make Enlightened changes? How were serfs treated? What did Catherine gain for Russia? How did Russia change or not change under the leadership of Catherine?

5 The Enlightenment Spreads Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or comment on the information presented.

6 Standards Alignment California State Standards for Grade Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

7 The Enlightenment Spreads A World of Ideas How did ideas spread from individual to individual? Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. In the 1700s, Paris was the cultural center of Europe. People came there from other countries to hear the new ideas of the Enlightenment. Writers and artists held social gatherings called salons. A woman named Maria-Therese Geoffrin became famous for hosting these discussions. Geoffrin also supplied the money for one of the major projects of the Enlightenment. With her funds, Denis Diderot and other thinkers wrote and published huge set of books called the Encyclopedia. Their aim was to gather all that was known about the world. The French government and officials in the Catholic Church did not like many of the ideas that were published in the Encyclopedia. They banned the books at first. Later, however, they changed their minds. The ideas of the Enlightenment were spread throughout Europe by works like the Encyclopedia and through meetings in homes. The ideas also spread to the growing middle class. This group was becoming wealthy but had less social status than nobles. They also had very little political power. Ideas about equality sounded good to them. New Artistic Styles How did art and literature change? The arts painting, architecture, music, and literature moved in new directions in the late 1700s. They used the Enlightenment ideas of order and reason. Earlier European painting had been very grand and highly decorates. It was a style known as baroque. Now styles began to change. A new simpler, yet elegant, style of painting and architecture developed. This style borrowed ideas and themes from Classical Greece and Rome. That is the reason it was called neoclassical.

8 The Enlightenment Spreads In music, the style of the period is called classical. Three important composers of the time were Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig von Beethoven. They composed music that was elegant and original. New musical forms were developed, including the sonata and the symphony. In literature, the novel became popular. This new form presented long stories with twisting plots. It explored the thoughts and feelings of characters. A number of European authors, including women, began writing novels. These books were popular with the middle-class. They liked entertaining stories in everyday language. Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. Enlightenment and Monarchy Who were the enlightened despots? Some Enlightenment thinkers believed that the best form of government was a monarchy. In it, a ruler respected people s rights. These thinkers tried to influence rulers to rule fairly. Rulers who followed Enlightenment ideas in part but were unwilling to give up much power were called enlightened despots. Frederick the Great of Prussia was an enlightened despot. He gave his people religious freedom and improved schooling. He also reformed the justice system. However, he did nothing to end serfdom, which made peasants slaves to the wealthy landowners. Joseph II of Austria did end serfdom. Once he died, though, the nobles who owned the lands were able to undo this reform. Catherine the Great of Russia was another of the rulers influenced by Enlightenment ideas. She tried to reform Russia s laws but met resistance. She had hoped to end serfdom. But a bloody peasants' revolt persuaded her to change her mind. Instead, she gave the nobles even more power over serfs. Catherine did manage to gain new land for Russia. Russia, Prussia, and Austria agreed to divide Poland among themselves. As a result, Poland disappeared as a separate nation for almost 150

9 The Enlightenment Spreads Standards Alignment Reading Text Analytical Questions Response Sheets

10 Standards Alignment California State Standards for Grade Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

11 The Enlightenment Spreads A World of Ideas How did ideas spread from individual to individual? In the 1700s, Paris was the cultural center of Europe. People came there from other countries to hear the new ideas of the Enlightenment. Writers and artists held social gatherings called salons. A woman named Maria-Therese Geoffrin became famous for hosting these discussions. Geoffrin also supplied the money for one of the major projects of the Enlightenment. With her funds, Denis Diderot and other thinkers wrote and published huge set of books called the Encyclopedia. Their aim was to gather all that was known about the world. The French government and officials in the Catholic Church did not like many of the ideas that were published in the Encyclopedia. They banned the books at first. Later, however, they changed their minds. The ideas of the Enlightenment were spread throughout Europe by works like the Encyclopedia and through meetings in homes. The ideas also spread to the growing middle class. This group was becoming wealthy but had less social status than nobles. They also had very little political power. Ideas about equality sounded good to them. New Artistic Styles How did art and literature change? The arts painting, architecture, music, and literature moved in new directions in the late 1700s. They used the Enlightenment ideas of order and reason. Earlier European painting had been very grand and highly decorates. It was a style known as baroque. Now styles began to change. A new simpler, yet elegant, style of painting and architecture developed. This style borrowed ideas and themes from Classical Greece and Rome. That is the reason it was called neoclassical. In music, the style of the period is called classical. Three important composers of the time were Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig von Beethoven. They composed music that was elegant and original. New musical forms were developed, including the sonata and the symphony. In literature, the novel became popular. This new form presented long stories with twisting plots. It explored the thoughts and feelings of characters. A number of European authors, including women, began writing novels. These books were popular with the middle-class. They liked entertaining stories in everyday language. Enlightenment and Monarchy Who were the enlightened despots? Some Enlightenment thinkers believed that the best form of government was a monarchy. In it, a ruler respected people s rights. These thinkers tried to influence rulers to rule fairly. Rulers who followed Enlightenment ideas in part but were unwilling to give up much power were called enlightened despots. Frederick the Great of Prussia was an enlightened despot. He gave his people religious freedom and improved schooling. He also reformed the justice system. However, he did nothing to end serfdom, which made peasants slaves to the wealthy landowners. Joseph II of Austria did end serfdom. Once he died, though, the nobles who owned the lands were able to undo this reform. Catherine the Great of Russia was another of the rulers influenced by Enlightenment ideas. She tried to reform Russia s laws but met resistance. She had hoped to end serfdom. But a bloody peasants' revolt persuaded her to change her mind. Instead, she gave the nobles even more power over serfs. Catherine did manage to gain new land for Russia. Russia, Prussia, and Austria agreed to divide Poland among themselves. As a result, Poland disappeared as a separate nation for almost 150 years.

12 Reading Questions 1. Why were salons important? 2. What new styles and forms appeared in art, music, and literature? 3. In what way was Frederick the Great typical of an enlightened despot? 4. Explain the struggles of the serf.

13 The Enlightenment Spreads - Reading Questions Why were salons important? What new styles and forms appeared in art, music, and literature? In what way was Frederick the Great typical of an enlightened despot? Explain the struggles of the serf.

14 The Enlightenment Spreads Dialectical Journal Standards Alignment Quotes Analysis Guide Text quotes with student directions

15 Standards Alignment California State Standards for Grade Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 8 - Assess the extent to which the reasoning and evidence in a text support the author s claims. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

16 Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback: Asking Questions I wonder why What if How come Revising Meaning/Analyzing At first I thought, but now I My latest thought about this is I m getting a different picture here because Forming Interpretations What this means to me is I think this represents The idea I m getting is Evaluating I like/don t like This could be more effective if The most important message is Reflecting and Relating So, the big idea is A conclusion I m drawing is This is relevant to my life because Predicting I ll bet that I think If, then

17 The Enlightenment Spreads - Dialectical Journal Quote from reading: - In the 1700s, Paris was the cultural center of Europe. - Writers and artists held social gatherings called salons. A woman named Maria-Therese Geoffrin became famous for hosting these discussions. - Geoffrin also supplied the money for Denis Diderot and other thinkers to write and publish a huge set of books called the Encyclopedia. Their aim was to gather all that was known about the world. - The French government and officials in the Catholic Church did not like many of the ideas that were published in the Encyclopedia. They banned the books at first. - The ideas also spread to the growing middle class. This group was becoming wealthy but had less social status than nobles. - The middle class also had very little political power and ideas about equality sounded good to them. - Earlier European painting had been very grand and highly decorates. It was a style known as baroque. - A new simpler, yet elegant, style of painting and architecture developed. This style borrowed ideas and themes from Classical Greece and Rome. That is the reason it was called neoclassical. -In music, the style of the period is called classical. - Three important composers of the time were Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig von Beethoven. - New musical forms were developed, including the sonata and the symphony. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

18 The Enlightenment Spreads - Dialectical Journal Quote from Reading: - In literature, the novel became popular. This new form presented long stories with twisting plots. - Some Enlightenment thinkers believed that the best form of government was a monarchy. In it, a ruler respected people s rights. - Rulers who followed Enlightenment ideas in part but were unwilling to give up much power were called enlightened despots. - Frederick the Great of Prussia was an enlightened despot. He gave his people religious freedom and improved schooling. - He also reformed the justice system. However, he did nothing to end serfdom, which made peasants slaves to the wealthy landowners. - Joseph II of Austria did end serfdom. Once he died, though, the nobles who owned the lands were able to undo this reform. - Catherine the Great of Russia was another of the rulers influenced by Enlightenment ideas. - She had hoped to end serfdom. But a bloody peasants' revolt persuaded her to change her mind. Instead, she gave the nobles even more power over serfs. - Catherine did manage to gain new land for Russia. Russia, Prussia, and Austria agreed to divide Poland among themselves. As a result, Poland disappeared as a separate nation for almost 150 years. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

19 The Enlightenment Spreads Text Summary Worksheet Standards Alignment Student Web Map with Instructions

20 Standards Alignment California State Standards for Grade Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

21 The Enlightenment Spreads Text Summary Worksheet Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the development of the Enlightenment. General Knowledge: Art and Architecture: Enlightenment Ideas Spread Literature: Music: Monarchies: