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Name: ________________________________________________

English 12

Credit 4 Restoration and

Eighteenth Century

Pacing Guide Day 1 Day 2 Day 3 Day 4 Day 5

COMPLETE

pp. 1-3

INCLUDING

LITERARY PERIOD

INTRODUCTION

TEST

Question #8

COMPLETE

pp. 4-7

INCLUDING

EVALUATION

Question #15

COMPLETE

pp. 7-11

INCLUDING

CHAPTER 4 TEST

PART B

Question #10

COMPLETE

pp. 11-15

INCLUDING

READING

RESPONSE

Question #9

COMPLETE

pp. 16-18

YOUR

BOOK REPORT

IISS DDUUEE TTOODDAAYY

No Student Writing Here Date Grade

HQT

Initials

ST

Initials

YOUR HOMEWORK WILL BE GRADED AS FOLLOWS:

ASSIGNMENT

POINTS

POSSIBLE

POINTS

EARNED

WRITTEN RESPONSE

5 pts. each

35

MULTIPLE CHOICE

1 pt. each

49

“LIST” QUESTIONS

1 pt. each

N/A

VOCAB. / LITERARY TERMS

1 pt. each

44

HOLT HANDBOOK

1 pt. each

15

BOOK REPORT

25 pts

25

TOTAL

PTS. =

168

GRADE =

%

English Language Arts Core Standards: Grades 11&12

READING: LITERATURE

Key Ideas and Details RL. 11-12.1 RL. 11-12.2 RL. 11-12.3

Craft and Structure RL. 11-12.4 RL. 11-12.5 RL. 11-12.6

Integration of Knowledge and Ideas RL. 11-12.7 RL. 11-12.8 RL. 11-12.9

Range of Reading and Level of Text Complexity RL. 11-12.10

READING: INFORMATIONAL TEXT

Key Ideas and Details RI. 11-12.1 RI. 11-12.2 RI. 11-12.3

Craft and Structure RI. 11-12.4 RI. 11-12.5 RI. 11-12.6

Integration of Knowledge and Ideas RI. 11-12.7 RI. 11-12.8 RI. 11-12.9

Range of Reading and Level of Text Complexity RI. 11-12.10

WRITING

Text Types and Purposes W.11-12.1 W.11-12.2 W.11-12.3

Production and Distribution of Writing W.11-12.4 W.11-12.5 W.11-12.6

Research to Build and Present Knowledge W.11-12.7 W.11-12.8 W.11-12.9

Range of Writing W.11-12.10

SPEAKING & LISTENING

Comprehension and Collaboration SL.11-12.1 SL.11-12.2 SL.11-12.3

Presentation of Knowledge and Ideas SL.11-12.4 SL.11-12.5 SL.11-12.6

LANGUAGE

Conventions of Standard English L. 11-12.1 L.11-12.2

Knowledge of Language L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6

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ALWAYS USE COMPLETE SENTENCES

The Restoration and the Eighteenth Century 1660–1800

The Best of All Possible Worlds

DEFINE (refer to pages 1181-1204) (5 pts.)

Enlightenment or Age of Reason

Deism

Elegy

Satire

Ode

� READ pages 407-426, including “A Closer Look: Social Influences” (p. 416)

1. What was new about the way in which nature was regarded and analyzed in the eighteenth

century? (5 pts.)

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2. How did Enlightenment values affect religious beliefs? (5 pts.)

3. What new forms of popular literature developed in the eighteenth century? (5 pts.)

4. Although medical science had begun to develop, superstition still marked the treatment of

the sick in the early part of the eighteenth century. Briefly explain two of these “superstitions.”

(5 pts.)

LITERARY PERIOD INTRODUCTION TEST (8 pts.)

1. Which of the following statements best describes how England from 1660 to 1800 resembled

the Roman empire?

A People fled from England to North America; similarly, many people in ancient Rome fled to

Latin America.

B England’s colonies struggled for and achieved independence from England just as the colonies

of ancient Rome successfully rebelled against Roman rule.

C Just as the Emperor Augustus restored order to ancient Rome, the Stuart monarchs restored

order to England.

D James II fled from political persecution in England while Emperor Augustus retained a secure

hold on his rule.

2. British writing of the Augustan era is often called neoclassical because it —

A imitates the Latin classics

B aims to create a uniquely English style

C was written by the Emperor Octavian, who was called “Augustus”

D was translated from the Roman and Greek languages

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3. Modern English prose emerged in an age in which the Royal Society of London for the

Promotion of Natural Knowledge called for writing that was —

A humorous and lighthearted

B epic and poetic

C scholarly and ornate

D precise and exact

4. During the eighteenth century, natural phenomena were increasingly explained by —

A poets and statesmen

B scientific observation

C religious doctrine

D superstition

5. King Charles II reestablished the —

A Anglican Church as the official church of England and tried to outlaw dozens of religious sects

B Puritan Church as the official church of England and tried to incorporate the doctrines of

dissenting sects into law

C Roman Catholic church as the official church of England and recognized the Pope as supreme

authority over the land

D Deist Church as the official church of England and named Sir Isaac Newton as Archbishop of

Canterbury

6. The Glorious Revolution of 1688 —

A was marked by bitter gun battles in the streets of London

B resulted in the beheading of King Charles II and a government by commoners

C forced the Roman Catholic king, James II, to flee England and his Protestant daughter, Mary,

to take the throne

D marked the first loss of overseas colonies for the British Empire

7. The first English novels were —

A written by former poets such as William Wordsworth

B complicated mixtures of poetry, drama, and prose

C read only by scholars and scientists

D long and often comical narratives

8. At the end of the eighteenth century, writers began to choose topics such as natural

landscapes and humble life. This choice reflected their —

A dismay at changes brought about by the Industrial Revolution

B lack of knowledge about urban life or poverty

C desire to imitate Augustan literature

D optimism about industrial progress

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� READ about Jonathan Swift and “Before You Read” (pp. 427-429) (4 pts.)

verbal irony:

logical appeals:

emotional appeals:

ethical appeals:

VOCABULARY / Write 3 synonyms or 1 sentence for each word (p. 429) (10 pts.)

glutted (v)

deference (n)

scrupulous (adj)

sustenance (n)

censure (v)

expedient (n)

digressed (v)

procure (v)

brevity (n)

animosities (n)

DAY 2

BEGINS HERE

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� READ “A Modest Proposal” (pp. 431-437)

READING RESPONSE (7 pts.)

1. A Modest Proposal satirizes —

A English policy in Ireland

B Irish bankers

C people who do not pay rent

D problems caused by overpopulation

2. The narrator of A Modest Proposal assumes the character of a(n) —

A American giving advice to politicians in England

B Irish Catholic who criticizes the inefficiency of the British

C political planner devising strategies to conquer Ireland

D economic planner acting for the benefit of England and Ireland

3. The narrator claims that landlords will benefit from his proposal because they will be able to

A lower their rents

B sell excess children

C stop domestic violence

D easily evict poor tenants

4. Which of the following outcomes is not an advantage anticipated by the narrator of A

Modest Proposal?

A A decrease in the number of papists

B A decrease in the number of beggars

C A decrease in the number of marriages

D A decrease in the number of poor people

5. The narrator claims to have no personal motive behind his proposal because he —

A does not have any children to sell

B does not own a tavern

C does not have a wife

D has all the money he could want

6. Swift uses irony to satirize people who —

A dislike children

B have a cold-blooded attitude toward human suffering

C offer proposals that are not likely to be accepted

D believe that the problem of poverty in Ireland can be solved

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7. Swift’s main persuasive strategy in A Modest Proposal is —

A the use of logical appeals to demonstrate the fairness of his proposal

B satire of logical appeals to awaken the reader’s conscience

C use of ethical appeals to ward off the reader’s concern about the subject matter

D use of emotional appeals to insult the Irish and the Americans

� READ “Top of the Food Chain” by T. Coraghessan Boyle (pp. 438-441) (3 pts.)

1. What public health issue starts the escalation of misery in “Top of the Food Chain”?

A Too much bureaucracy

B Insects in Borneo

C Cats eating geckoes

D The government’s refusal to ban DDT

2. In “Top of the Food Chain” the speaker addresses his remarks to the —

A government of Borneo

B United States Senate

C World Health Organization

D Sultan of Brunei

3. What do Swift’s A Modest Proposal and “Top of the Food Chain” have in common?

Both —

A recommend eating babies as a way to end overpopulation

B poke fun at the poor for being responsible for their own condition

C satirize misguided efforts to solve social problems

D support the government’s efforts to end poverty

LITERARY RESPONSE AND ANALYSIS (p. 442)

Interpretation #13 : How is Boyle’s satire in “Top of the Food Chain” similar to and different

from Swift’s proposal? In your response, consider the content, purpose, and language

techniques used in each text. (5 pts.)

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Evaluation #15: Is Swift’s irony effective in A Modest Proposal, or does it risk being taken

seriously by readers and arousing nothing more than disgust or outrage at the author? Explain

your thinking. (5 pts.)

VOCABULARY / Write 3 synonyms OR 1 sentence for each word (15 pts.)

array (n)

perceive (v)

inquiry (n)

diminish (v)

censorious (adj)

coquette (n)

adhere (v)

stipulate (v)

conspicuous (adj)

intimate (v)

coxcombs (n)

converse (v)

matrons (n)

inclinations (n)

reconcile (v)

DAY 3

BEGINS HERE

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CHAPTER 4 TEST—PART B

Joseph Addison, with his partner Sir Richard Steele, wrote and published a daily magazine in

London called The Spectator, whose writings have been held up as models of the English prose

style. Addison found a perfect subject for a Spectator article when he observed upper-class

women applying “patches,” or artificial beauty spots, to their faces. The patches were not just

cosmetic—they had a political purpose. When applied to one side of the face, a patch signaled

that its wearer favored the Tory party; when affixed to the other side, it meant that the wearer

supported the Whigs.

Read carefully the following excerpt from Addison’s essay. Then, answer the questions that

follow it.

FROM “Party Patches”

by Joseph Addison

About the middle of last winter I went to see an opera at the theater in the Haymarket,

where I could not but take notice of two parties of very fine women that had placed themselves

in the opposite side boxes and seemed drawn up in a kind of battle array one against another.

After a short survey of them, I found they were patched differently, the faces on one

hand being spotted on the right side of the forehead and those upon the other on the left. I

quickly perceived that they cast hostile glances upon one another and that their patches were

placed in those different situation as party signals to distinguish friends from foes. In the middle

boxes between these two opposite bodies were several ladies who patched indifferently on

both sides of their faces and seemed to sit there with no other intention but to see the opera.

Upon inquiry I found that the body of Amazons on my right hand were Whigs, and those

on my left, Tories; and that those who had placed themselves in the middle boxes were a

neutral party, whose faces had not yet declared themselves. These last, however, as I

afterwards found, diminished daily, and took their party with one side or the other; insomuch

as I observed in several of them the patches which were before dispersed equally are now all

gone over to the Whig or Tory side of the face.

The censorious say that the men whose hearts are aimed at are very often the occasions

that one part of the face is thus dishonored and lies under a kind of disgrace, while the other is

so much set off and adorned by the owner; and that the patches turn to the right or to the left

according to the principles of the man who is most in favor. But whatever may be the motives

of a few fantastical coquettes, who do not patch for the public good so much as for their own

private advantage, it is certain that there are several women of honor who patch out of

principle and with an eye to the interest of their country. Nay, I am informed that some of them

adhere so steadfastly to their party and are so far from sacrificing their zeal for the public to

their passion for any particular person that in a late draft of marriage articles a lady has

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stipulated with her husband that, whatever his opinions are, she shall be at liberty to patch on

which side she pleases.

I must here take notice that Rosalinda, a famous Whig partisan, has most unfortunately

a very beautiful mole on the Tory part of her forehead; which, being very conspicuous, has

occasioned many mistakes and given a handle to her enemies to misrepresent her face, as

though it had revolted from the Whig interest. But, whatever this natural patch may seem to

intimate, it is well known that her notions of government are still the same. This unlucky mole,

however, has misled several coxcombs and, like the hanging out of false colors, made some of

them converse with Rosalinda in what they thought the spirit of her party, when on a sudden

she has given them an unexpected fire that has sunk them all at once.

If Rosalinda is unfortunate in her mole, Nigranilla is as unhappy in a pimple, which forces

her, against her inclinations, to patch on the Whig side.

I am told that many virtuous matrons, who formerly have been taught to believe that

this artificial spotting of the face was unlawful, are now reconciled by a zeal for their cause to

what they could not be prompted by a concern for their beauty. This way of declaring war upon

one another puts me in mind of what is reported of the tigress, that several spots rise in her

skin when she is angry; or, as Mr. Cowley has imitated the verses that stand as the motto of this

paper,

She swells with angry pride,

And calls forth all her spots on ev’ry side.


1. If a woman sits in the middle boxes of the theater and patches both sides of her face, she —

A is a supporter of the Labour Party

B is married

C is unmarried

D has not yet taken sides politically

2. Some observers say that a woman decides which side of her face to patch according to —

A which side of her face is prettier

B which side friends’ faces are patched

C the political views of the man whose attention she seeks

D the instructions of her husband

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3. According to Addison, if a woman had a natural beauty spot on one side of her face, she

would probably —

A have it surgically removed

B cover it with makeup

C not be able to attend the theater for fear of offending people

D be subject to misinterpretation of her political views

4. What is Addison’s attitude toward “patching”?

A He is outraged.

B He lightheartedly mocks it.

C He strongly approves of it.

D He sees it as a symbol of Britain’s decline.

5. Addison states that many women who disapprove of applying beauty spots for the sake of

appearance —

A also refuse to apply them for political reasons

B agree, however, to apply them for political reasons

C persuade their friends to remove their political beauty spots

D wear ribbons as substitutes for spots

6. In his article, Addison uses the persuasive technique of —

A logical appeals

B ethical appeals

C emotional appeals

D medical appeals

7. To be reconciled to something you have disapproved of is to —

A accept it

B reject it

C have trouble making up your mind about it

D try it

8. Censorious people —

A find fault with others

B borrow money from others

C rescue others from danger

D have highly developed senses, such as smell

9. A wife who stipulated something with her husband —

A shared it

B specified it as part of an agreement

C took care of it as part of her duty

D disagreed with him about its importance

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10. To intimate a fact is to —

A hide it

B question it

C suggest it

D state it

� READ about Mary Wollstonecraft (1759-1797) on page 484

VOCABULARY / Write 3 synonyms OR 1 sentence for each word (p. 485) (5 pts.)

fastidious (adj)

specious (adj)

cursory (adj)

insipid (adj)

propensity (n)

� READ “from A Vindication of the Rights of Women” (pp. 487-491) (12 pts.)

1. Wollstonecraft devotes the beginning of her introduction to the claim that women have been

harmed by —

A insufficient attention

B lack of independent spending power

C lack of choice in their careers

D a neglected education

2. What trait does Wollstonecraft hope to develop in women?

A Athletic ability

B Willingness to dominate others

C Love of the outdoors

D Strength of character

DAY 4

BEGINS HERE

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3. What “law of nature” does Wollstonecraft accept?

A Men should decide money matters.

B Males are physically stronger than females.

C Logic is male; emotion is female.

D Females are nurturers while males are aggressors.

4. Which group of people does Wollstonecraft characterize in her statement “as a class of

mankind they have the strongest claim to pity”?

A Rich women

B The rural poor

C Factory workers

D The middle class

5. For Wollstonecraft the first task of any human being, male or female, is to —

A find a mate

B earn a living

C refrain from hurting others

D build his or her own character

6. Wollstonecraft concludes her introduction by pointing out that in the struggle for social

power, the governing force will always be —

A the emotions

B thoughts that are pure and just

C the greater physical strength of men

D the intellect

7. In the introduction to A Vindication of the Rights of Woman, the author prepares the reader

for the rest of the essay by —

A presenting her arguments in brief form

B satirizing the arguments she will go on to make

C acknowledging the people who supported her work

D listing her professional credentials

fastidious specious cursory propensity insipid

8. The opposite of genuine is _______________________.

9. An experience that is not exciting or lively, but boring and stale, is______________________.

10. Most of the best writers are _______________________ in their choice of words.

11. An inclination or tendency to do something is a _______________________ to do it.

12. You cannot fully understand a difficult nonfiction text if you read it in a _________________

way.

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� READ To the Ladies and from The Education of Women (pp. 494-497)


1. According to Lady Chudleigh, what is the difference between a wife and a servant?

A Servants are not expected to produce heirs for their husbands.

B A servant can be either female or male, a wife only female.

C Servants get days off; wives do not.

D They differ from each other only in name.

2. According to Lady Chudleigh, what is the immediate and lasting effect of the marriage

contract?

A The wife’s money belongs to the husband.

B All kindness on the husband’s part is put aside.

C The wife can no longer sign legal papers in her own name.

D The wife can no longer visit her own family.

3. Daniel Defoe agrees with Mary Wollstonecraft when he says that the main obstacle

preventing women from higher achievement is —

A the view that women are inferior

B women’s own lack of self-esteem

C a lack of a sound education

D a class system that values wealth above ability

4. For Defoe, what fact is “too evident to need any demonstration”?

A Women are treated as second-class human beings.

B Women are naturally the equals of men.

C The rich have greater opportunities than poor people.

D Education is what separates humans from animals.

5. Chudleigh and Defoe definitely agree that —

A Mary Wollstonecraft has dealt with the issue of women’s rights best of all

B women should be allowed to receive the attentions of courtly swains

C continued education is preferable to a too-early or unwise marriage

D journalism is better than poetry for addressing serious social issues

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Comparing Political Assumptions (p.498)

Question # 8. Which of Defoe’s arguments sound outdated today? WHY? (5 pts.)

STANDARDS REVIEW:

� READ from The Burning of Rome and from The Diary of Samuel Pepys (pp. 510-512)


1. Tacitus describes the scene of the fire as being one of—

A. confusion

B. heroism

C. orderliness

D. anticipation

2. A distinctive feature of “Tacitus’ style is his—

A. use of parallel structure

B. use of words with strong connotations

C. offering of two different causes or explanations for an event

D. all of the above

3. Which of the following is true of both “The Burning of Rome” and “The First Day of the Great

Fire of London”?

A. Both express contempt for the victims.

B. Both describe scenes of beauty.

C. Both describe people making the fire worse on purpose.

D. Both describe the power of fire.

4. What word best describes Tacitus’ tone?

A. Enthusiastic

B. Critical

C. Sentimental

D. Neutral

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5. In which of the following ways does Pepys’ literary technique differ from Tacitus’?

A. Pepys describes the fire scene.

B. Pepys writes in the third person.

C. Pepys romanticizes the beauty of the fire.

D. Pepys describes his personal feelings.

6. According to Pepys’ diary entry, after he first sees the fire from a window, he goes back to

sleep because—

A. he is too terrified to go outdoors

B. the fire seems far away

C. he thinks it is a dream

D. he is ill

7. Pepys’ description of the “lamentable fire” and the “poor pigeons” typify his tone of—

A. cynicism

B. superiority

C. disgust

D. compassion

8. What is Pepys’ reaction to the fire?

A. He finds the sight worrisome.

B. He wishes the flames were bigger.

C. He becomes enraged.

D. He has no reaction at all.

9. One aspect of Restoration life depicted in Pepys’ account is—

A. commercialism

B. a clear-cut class system

C. the popularity of satire

D. vast scientific progress

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HOLT HANDBOOK ACTIVITY: Subject-Verb Agreement

(15 pts.)

A verb should agree in number with its subject.

(1) Singular subjects take singular verbs.

(2) Plural subjects take plural verbs.

EXAMPLES:

That plan sounds feasible to me. [singular subject and singular verb]

The girls and boys on the tennis team are having a car wash. [plural subject and plural verb]

To finish three chapters is my goal. [singular subject and singular verb]

DIRECTIONS: In each of the following sentences, underline the subject once. Then, underline

the verb in parentheses that agrees in number with the subject.

Example: My parents, who both enjoy editorials, often (has, have) interesting discussions

about the columns.

1. Opinions on the editorial page (is, are) often diverse.

2. Ellen Goodman, as well as other writers, (speaks, speak) on political issues.

3. A person who reads daily newspapers (keeps, keep) up on the issues.

4. One writer of humorous columns (is, are) Art Buchwald.

5. Government policy, along with rising taxes, (receives, receive) his barbs.

6. The color of those daisies (was, were) bright yellow.

7. Did you know that Principal White, together with the school board, (has, have) approved the

plan for the new gymnasium?

8. Alan said that the dogs in this obedience class (was, were) rescued from the shelter.

9. The drapery fabric that they finally decided upon (contains, contain) tiny flecks of yellow and

green.

DAY 5

BEGINS HERE

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10. Searching for your lost earrings (is, are) making us late for the party.

11. My twin brother, whom you met yesterday, (skis, ski) better than I do.

12. To return the tiny robin safely to its nest (was, were) our goal.

13. In our family, Uncle Jeb, who brings us presents from all over the world, (is, are) the most

popular of the aunts and uncles.

14. The smoke detector, as well as our noses, (was, were) telling us that something was on fire.

15. The paint for these rooms (arrives, arrive) tomorrow at the hardware store.

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HOLT HANDBOOK ACTIVITY: Subject-Verb Agreement: Indefinite Pronouns

(10 pts.)

Some indefinite pronouns are singular, some are plural, and some can be singular or plural

depending on how they are used.

EXAMPLES: Neither of those films is available on video.

Few who have read that book praise it.

Most of the movie is exciting. [Most refers to the singular noun movie.]

Most of the action scenes are exciting. [Most refers to the plural noun scenes.]

DIRECTIONS: In each of the following sentences, underline the subject of the sentence once

and above it write S for singular or P for plural. Then, circle the verb in parentheses that agrees

in number with the subject.

S

Example: Did you know that no one from our school (are, is) going to that college next year?

1. Anybody who had his or her parents’ permission (were, was) allowed to go on the field trip.

2. Several of our neighbor’s puppies (have, has) found good homes.

3. Some of the puzzle pieces (is, are) missing, but you can still figure out what the picture is.

4. Everything you’ve advised me to do (has, have) been for the best.

5. Something to think about (is, are) where you expect to be in five years.

6. Most of the ingredients for our supper (were, was) fresh vegetables from our garden.

7. None of the documentary (have, has) been cut from this videotape.

8. Several in the crowd (is, are) waving banners and hoping to be noticed by the band.

9. Everything on television tonight (has, have) been on before; I’m tired of re-runs.

10. All of us in the forensics society (is, are) going to the regional competition.

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