the restoration and the 18th century - mrsburgess -...

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The Restoration and the18th Century1660–1798

tradition and reason• Social Observers• Satirical Voices• The Age of Johnson• The Rise of Women Writers

Great Stories on FilmDiscover how a movie captures the imagination in a scene from Gulliver’s Travels. Page 658

dvd-rom

MaryWollstonecraft

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For help in planning this unit, see

RESOURCE MANAGER UNIT 3pp. 1–10

introduce the unitCall students’ attention to the pictures on this page. Explain that the large picture is The Restoration: Charles II Lands at Dover.Ask students if they are familiar with the writer Mary Wollstonecraft, shown in the smaller pic-ture on the page. Explain that Wollstonecraft (1759–1797) was an English writer and early feminist. In her best-known work, A Vindica-tion of the Rights of Woman, Wollstonecraft speaks out for equal rights and opportunities for women. Tell students that they will read excerpts from Wollstonecraft’s groundbreaking essay in this unit. Also note that students can read more about Wollstonecraft on page 718.

About the Art The Restoration: Charles II Lands at Dover was painted by British artist Charles M. Padday (1868–1954). Charles II’s landing at Dover on May 25, 1660, signified the restoration of the monarchy after the English Civil Wars. The small portrait of Mary Wollstonecraft was painted by British artist John Opie (1761–1807).

Find It Online!This unit on thinkcentral.com includes• PowerNotes introductions to key

selections• audio support—listen or download• ThinkAloud models • WordSharp vocabulary tutorials• interactive unit review and

assessment

RESOURCE MANAGER UNIT 3

UNIT AND BENCHMARK TESTS

BEST PRACTICES TOOLKIT

INTERACTIVE READER

ADAPTED INTERACTIVE READER

ELL ADAPTED INTERACTIVE READER

LANGUAGE HANDBOOK

VOCABULARY PRACTICE

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

PowerNotes DVD-ROM

WriteSmart CD-ROM

MediaSmart DVD-ROM

GrammarNotes DVD-ROM

Audio Anthology CD

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

Unit Resources

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unit 3

Unit 3 Introduction• Questions of the

Times• Historical Essay• Timeline• The Legacy of the Era

pp. 560–575

British Masterpiece: from Robinson Crusoe Fiction pp. 590–591

Text Analysis Workshops• Nonfiction in the 18th

Century pp. 576–577• Satire pp. 608–609

from The Diary of Samuel PepysDiarypp. 578–589

from A Journal of the Plague YearFictionpp. 592–599

from The SpectatorEssayspp. 600–606

Lexile: 1240Fry: 7Dale-Chall: 5.6



Reading Literature Questions of the Times pp. 560–561 RL 9Restoration and 18th Century pp. 562–571 RL 9Read Stories pp. 590–591 RL 10

Satire pp. 608–609 RL 6

Irony p. 582 Verisimilitude pp. 593, 596, 598–599 RL 3Draw Conclusionspp. 593–594, 597, 599 RL 1Language Coach p. 598 RL 4

Reading Informational Text

Questions of the Times pp. 560–561 RI 9Restoration and 18th Century pp. 562–571 RI 9Read a Timeline pp. 572–573 RI 7

Forms of Nonfiction pp. 576–577 RI 10

Diary pp. 579–580, 586–588 RI 10Connect to History pp. 579, 584, 586, 588 RI 10

Neoclassicismpp. 601–602, 604, 606 RI 10Analyze Author’sPurpose pp. 601, 604, 606 RI 6Overstatement p. 605 RI 6

Writing Research and Write p. 575 W 1, W 7Change Point of View p. 590

Writing Prompt p. 589 W 3, W 3d

Speaking andListening

Discuss p. 574 SL 1 Discuss p. 593 SL 1 Discuss p. 601 SL 1

Language A Changing Language p. 568 L 1a

Use Appropriate Language pp. 584, 589 L 3aLanguage Coachpp. 583, 585

Language Coach p. 605

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ecosecosTo see the complete Essential Course of Study, see pp. T23–T28.

For additional lesson planning help, see Teacher One Stop DVD.

from The Rape of the LockPoempp. 610–619

A Modest ProposalEssaypp. 620–634

from Gulliver’s TravelsFictionpp. 635–657

Media Study: from Gulliver’s TravelsFilm Clippp. 658–659

Themes Across Cultures: from CandideFictionpp. 660–668




Heroic Couplet pp. 611, 612, 616, 619 RL 5Mock Epic pp. 611, 617, 619 RL 6

Fantasy pp. 635, 638, 639, 642, 644, 649, 651, 655 RL 6Historical Contextpp. 635, 641–642, 645–646, 653, 655 RL 6

Comparing Texts pp. 658–659 RL 7

Humor pp. 661, 664, 666–667 RL 10Draw ConclusionsAbout Characterspp. 661–662, 665,667 RL 10

Satire pp. 621, 624, 626–627, 631–632 RI 6Proposition and Support pp. 621–622, 625, 628–630, 632 RI 5

Writing Prompt p. 634 W 1, W 1a

Writing Prompt p. 657 W 2, W 2b, W 9

Discuss pp. 621, 632 SL 1 Discuss p. 655 SL 1 Compare Techniques to Create Suspension of Belief pp. 658–659Viewing Guide p. 659

Elevated Language pp. 611, 614, 618–619 L 3aLanguage Coach p. 615

Language References p. 633 L 1b, L 6Effective Words pp. 629, 634 L 1Language Coach pp. 624, 631Academic Vocabulary p. 634 L 6

Descriptive Details pp. 647, 657 L 1Analogies p. 656 L 5, L 6Language Coach p. 639Academic Vocabulary p. 656 L 6

Synonyms as Context Clues p. 668 L 4a, L 6Academic Vocabulary p. 668 L 6

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unit 3from A Dictionary of the English LanguageNonfictionpp. 670–679

from The Life of Samuel JohnsonBiographypp. 680–689

Elegy Written in a Country ChurchyardPoempp. 690–698

On Her Loving Two Equally/Written at the Close of SpringPoetrypp. 700–705

Lexile: 1510Fry: CollegeDale-Chall: 8.5


Reading Literature Sarcasm p. 685 Elegy pp. 691–692, 695, 697–698 RL 10Make Inferencespp. 691, 694, 697–698 RL 1

Speaker pp. 701, 704–705 RL 10Analyze Poetic Structure pp. 701–702, 705 RL 5

Reading Informational Text

Analyze Author’s Purpose pp. 671, 674, 677 RI 6

Analyze Author’s Perspective pp. 681–682, 686, 688 RI 6Biography pp. 681, 684, 687–688 RI 10

Writing Writing Prompt p. 679 W 2, W 2c, W 9

Speaking andListening

Language Voice pp. 671, 675–677 L 3aSubtlety p. 676 L 5Using a Dictionary p. 678 L 2a, L 4c, L 6Add Emphasis pp. 674, 679 L 1Academic Vocabulary p. 678 L 6

Specialized Dictionariesp. 689 L 1b, L 6Language Coach p. 686Academic Vocabulary p. 689 L 6

Language Coach p. 696

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For additional lesson planning help, see Teacher One Stop DVD.

ecosecosTo see the complete Essential Course of Study, see pp. T23–T28.

from The Journal and Letters of Fanny Burney: An Encounter with King George IIIDiarypp. 706–717

from A Vindication of the Rights of WomanEssaypp. 718–728

Wrap-Ups• Social Observers p. 607• Satirical Voices p. 669• The Age of Johnson p. 699• The Rise of Women Writers

p. 729

Writing Workshop: Persuasive Essaypp. 730–739

Speaking and Listening Workshop: Giving a Persuasive Speech pp. 740–741

Lexile: 1380Fry: 12+Dale-Chall: 7.2

Lexile: 1350Fry: 12+Dale-Chall: 9.0

Description in Nonfiction pp. 707, 710, 711, 714, 716 RI 10Draw Conclusions pp. 707, 708, 710, 716 RI 1

Counterarguments pp. 719, 722, 723, 726, 727 RI 5, RI 8Sarcasm p. 723 RI 6Use Historical Context pp. 719, 722, 724, 726, 727 RI 10

Internet Blog Searchp. 607 W 7Writing to Analyze p. 607 W 2, W 2b, W 9 Writing to Evaluate p. 669 W 1, W 1aWriting to Analyze p. 699 W 9Writing to Reflect p. 729 W 2

Write a Persuasive Essay pp. 730–739 W 1a–e, W 4, W 5, W 6, W 8, W 10

Extension p. 669Extension p. 699 SL 1aExtension p. 729 SL 1a, SL 1c

Giving a Persuasive Speechpp. 740–741 SL 3, SL 4, SL 6

Language Coach p. 715 Analogies p. 725 L 5, L 6Language Coach p. 723

Correlative Conjunctions p. 733 L 1Commas p. 737 L 2Giving a Persuasive Speech pp. 740–741 L 3

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Differentiated Instructionff

Instructional Supportpp

STRUGGLING READERS AND WRITERS

Resource Manager Unit 3Additional Selection QuestionsQuestion SupportReading Fluency

Interactive ReaderAdapted Interactive ReaderLevel Up Online TutorialsAudio Anthology (with Audio summaries)Diagnostic and Selection TestsSelection Tests A/B

ENGLISH LANGUAGE LEARNERS

Resource Manager Unit 3Selection Summaries in English, Spanish, Vietnamese and Haitian CreoleSkills Copy Masters in Spanish

English Language Learner Adapted Interactive Reader Teacher’s GuideELL Adapted Interactive ReaderAudio TutorGuide to English for NewcomersAudio Anthology Audio Summaries in Multiple Languages (on thinkcentral.com)

ADVANCED LEARNERS

Resource Manager Unit 3Additional Selection QuestionsIdeas for Extension

Diagnostic and Selection TestsSelection Tests B/C

Resource Manager Unit 3unit support

Academic Vocabulary, p. 3Additional Academic Vocabulary, p. 4Grammar Focus, p. 5Text Analysis Workshop, pp. 9, 61Writing Workshop: Persuasive Essay,

p. 249

selection support*Plan and Teach

Lesson planning pagesAdditional leveled selection questionsExtension activities

Student Copy MastersSelection summaries in four languagesSkills Copy Masters in English and SpanishVocabulary preteaching and supportReading Check and Question SupportReading Fluency

* Available for all selections

† Available on thinkcentral.com

Language HandbookVocabulary PracticeBest Practices Toolkit†

PowerNotes DVD-ROM†

Connections: Nonfiction forCommon Core CD-ROM†

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

MediaSmart DVD-ROMGullivers Travels

WriteSmart CD-ROM†

GrammarNotes DVD-ROM†

WordSharp CD-ROM†

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Professional Developmentf p

at a GlanceOne Location, Endless Resources

Kylene Beers

Janet Allen

Carol Jago

Jim Burke

Assessment and Reteaching

Find Resources Browse all Holt McDougal Literature components for the ones that meet your students’ needs and match your teaching style.

Assess Progress and Reteach Assign electronic versions of program assessments to measure your students’ mastery of the Common Core Standards. On thinkcentral.com, some tests deliver online remediation tutorials automatically to students who have not mastered skills.

Video Center Based on interviews with program consultants and other educa-tional experts, these videos feature classroom-ready teaching strategies.

Teacher Toolkit Includes a Teacher Handbook as well as a range of articles and handouts by program consultants and other educators.

Diagnostic and Selection TestsUnit and Benchmark TestsThinkCentral Online Assessment:• All program assessments• Level Up Online Tutorials

ExamView Test Generator on the Teacher One Stop DVD-ROMOnline Essay Scoring on thinkcentral.comThinkCentral Online Reteaching:• Level Up Online Tutorials• Reteaching Worksheets

Interactive Whiteboard Lessons

Prepare your students for college and careers by teaching relevant, real-world skills through dynamic, interactive instruction. Go tothinkcentral.com to browse through all white-board lessons or to access the lessons that focus on the skills taught in this unit:

• Irony and Satire• Evaluating Arguments• Author’s Purpose and Perspective• Writing Effective Arguments

Together Holt McDougal and HISTORY® are revolutionizing the study of English/language arts with video that helps students relive and re-imagine the people, places, and events they are discovering through reading. Look for selections with the HISTORY® icon.

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unit

3 Questions of the TimesDISCUSS After reading the following questions and talking about them with a partner, discuss them with the class as a whole. Then read on to explore the ways in which writers of the Restoration period and the 18th century in England dealt with the same issues.

What can fix society’sPROBLEMS?Writers of the Restoration and 18th century often used satire to bring attention to the problems of the day. Appalled by their society’s dark side, social critics castigated the aristocracy, educators, politicians, and any other persons who the writers believed had failed to exercise their innate sense of reason. Is satire an effective tool for changing society? Might it really make a difference?

Can SCIENCE tell us how to live?Inspired by the many achievements in science, philosophers of this period hoped to apply the scientific method to human behavior, using reason to decide, for instance, what form of government would be best or how people ought to live their lives. What role should scientific reasoning play in society? Do you think logic and observation can tell us not just what is but what should be?

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RL 9 Demonstrate knowledge of foundational works of literature, including how two or more texts from the period treat similar themes or topics. RI 9 Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.

Questions of the TimesRead aloud the questions on pages 560 and 561 and the paragraphs that follow them. Open the discussion of each idea by having students respond to the questions that conclude each paragraph. Use these notes to prompt further exploration of the ideas.

What can fix society’s PROBLEMS?Invite students to identify contemporary soci-etal problems and categorize them in various ways—for example, short-term versus long-term, severe versus less severe, environmental versus social. Challenge students to suggest approaches to solving the most serious prob-lems identified. Encourage students to reflect on the role of the individual in solving society’s problems.

Can SCIENCE tell us how to live?Challenge students to explore the applicability of scientific principles to human behavior—and the limitations of these principles. Discuss, for example, whether logic alone should dictate rules and standards or whether feelings should play a part. For instance, logic might sug-gest that a particular crime deserves a harsh punishment, but human emotions might bring about a different outcome.

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What topics are NEWSWORTHY?Eighteenth-century writers Joseph Addison and Richard Steele changed the nature of news with their periodicals The Tatler and The Spectator. Often gossipy in character, the periodicals examined contemporary manners and customs as well as more serious subjects. Do you think news should focus only on serious subjects, or does the lighter side have a place as well?

What is a woman’s ROLE in public life?Women of this period were as interested in new ideas as men were, but they were excluded from the public arenas where men enjoyed lively discussions. Undaunted, some women held salons, bringing intellectual life into their own homes; others, through their writing, broke into the public sphere. How are women today challenging their traditional roles and changing expectations?

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RL 9 Demonstrate knowledge of foundational works of literature, including how two or more texts from the period treat similar themes or topics. RI 9 Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.

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What topics are NEWSWORTHY?Point out that these days “news” more often than not seems to mean “bad news.” In other words, such topics as war, terrorism, and crime seem to dominate news coverage. Ask stu-dents whether the media should make more of an effort to balance the bad with the good and the serious news with lighter stories. Or, are the less serious stories simply not worth reporting?

What is a woman’s ROLE in public life?Invite students to summarize how the role of women has changed over the years. Then explore the extent to which women have or have not achieved equality with men. Encour-age students to consider various fields of endeavor, including politics, sports, the arts, and the corporate world. Extend the discussion by challenging students to compare the role of women in American public life with their status in other countries of the world.

questions of the times 561


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1660–1798

The Restoration and the 18th Century

Tradition and ReasonAfter years of tumult and upheaval, England settled happily into a time of peace, order, and prosperity. Behind the façade of tradition, however, was a radical new way of thinking— scientific, logical, “enlightened”—that would change the face of Britain. The monarchy had been restored, but in this era, reason ruled unchallenged.

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RL 9 Demonstrate knowledge of foundational works of literature, including how two or more texts from the period treat similar themes or topics. RI 9 Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features. L 1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

The essay on pages 562–571 provides students with a historical context for the Unit 3 reading selections. It presents a brief overview of sig-nificant events that occurred during the time period 1660–1798 and discusses key people and ideas of the times.To get started, read and discuss the opening paragraph on this page. Ask students to briefly summarize key events of the “years of tumult and upheaval” that preceded the Restoration—the reestablishment of the monarchy in Eng-land in 1660 under Charles II. Elicit or explain the meaning of enlightened (“freed from igno-rance; provided with knowledge”).

previewHave students preview the historical essay by skimming the side-column headings, boldfaced terms, and Taking Notes features. Ask volunteers to summarize what the es-say is about.

R E A D I N G S T R A T E G Y

for struggling readersVocabulary Support To help students under-stand the essay, review these words• coronation, “the formal crowning of a king

or queen”• patron, “a person who uses his or her

wealth or influence to support a cause”• poet laureate, “a poet appointed for life as

the official poet of the royal household”• faction, “a group within a larger group”

• financier, “a person who engages in matters of finance and investment on a large scale”

• aristocrat, “a member of a privileged class; nobleman”

Use this copy master to help students take notes on the essay on pages 562–571:

RESOURCE MANAGER—Copy MasterNote Taking p. 8

About the Art This painting by British artist Arthur Devis (1712–1787) depicts Arthur Holdsworth (1668–1726) as its central figure. His importance as a successful merchant and future mayor of Dartmouth is indicated by his fine clothing, seated position, direct gaze, and adoring dog. Behind him, a ship rests in Dart-mouth harbor, and the ship’s captain, shown on the right, reports on the success of the journey. Holdsworth’s brother-in-law stands on the left.

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The Restoration and the18th Century: Historical ContextWriters of this era worked in a context of relative political stability and increasing rights under a more limited monarchy.

The Reign of Charles IIThe coronation of Charles II in 1660 as he regained the throne was surely a sight to behold. Samuel Pepys recorded the event in his diary, describing the crowd of “10,000 people,” who watched the king with “his scepter in his hand—under a canopy borne up by six silver staves, carried by Barons of the Cinque Ports—and little bells at every end.” This grand celebration signaled the beginning of a new era in England: the Restoration.

sophisticated society Turning its back on the grim era of Puritan rule, England entered a lively period in which the glittering Stuart court of Charles II set the tone for upper-class social and political life. Charles had spent much of his long exile in France, and upon his return, he tried to emulate the sophistication and splendor he’d observed at the court of Louis XIV. As a result, the lords and ladies of his court dressed in silks and lace, elaborate wigs and sparkling jewels. They held elegant balls and f locked to London’s newly reopened theaters, where they proved their sophistication by attending comedies of manners, plays that poked fun at the glamorous but artificial society of the royal court. Like Louis XIV, Charles was a patron of the arts and sciences, appointing John Dryden England’s first official poet laureate and chartering the scientific organization known as the Royal Society. In addition, Charles re-established Anglicanism as England’s state religion.

restoration politics With the restoration, however, came a realization that monarchs would have to share their authority with Parliament, whose inf luence had increased substantially. An astute politician, Charles at first won widespread support in Parliament, weathering a series of disasters that included the Great Plague of 1665 and the Great Fire of London a year later. Soon, however, old political rivalries resurfaced in two factions that became the nation’s chief political parties: the Tories and the Whigs. The Whigs, who wanted to limit royal authority, included wealthy merchants, financiers, and some nobles. They favored leniency toward Protestant dissenters and sought to curb French expansion in Europe and North America, which they saw as a threat to England’s commercial interests. The Tories—supporters of royal authority—consisted mainly of land-owning aristocrats and conservative Anglicans, who had little tolerance for Protestant dissenters and no desire for war with France.

Arthur Holdsworth Conversing with Thomas Taylor and Captain Stancombe by the River Dart (1757), Arthur Devis. Oil on canvas, 501/4˝ × 401/4˝. Paul Mellon Collection. © 2006 Board of Trustees, National Gallery of Art, Washington, D.C.

taking notesOutlining As you read this introduction, use an outline to record the main ideas about the history and literature of the period. You can use headings, boldfaced terms, and the information in these boxes as starting points. (See page R49 in the Research Handbook for more help with outlining.)

I. Historical Context A. Charles II

1. French sophistication

2. Patron of arts & sciences

3. Supported by Tories, limited by Whigs

B. Royalty and the People

unit introduction 563

RL 9 Demonstrate knowledge of foundational works of literature, including how two or more texts from the period treat similar themes or topics. RI 9 Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features. L 1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.


for english language learnersSet a Purpose As they read this selection, ask students to look for political developments that occurred during the Restoration.

for struggling readersConcept Support• Cinque Ports refers to a group of seaport

towns in southeastern England that were given special privileges in exchange for providing the government with ships and men to patrol the English Channel.

• The Great Fire of London, which went on for four days, destroyed 80 percent of the city, including more than 13,000 houses and nearly 90 churches.

The Restoration and the 18th Century: Historical ContextThis section of the essay (pages 563–565) sum-marizes the societal and political events of the Restoration and the 18th century. The text also describes the succession of monarchs who ruled England during this period.

tiered discussion promptsUse these prompts to help students under-stand the ideas in The Reign of Charles II:

Summarize In what ways did Charles II’s exile in France affect his reign when he returned to England? Possible answer: Charles II tried to emulate the sophistication and splendor that characterized the court of Louis XIV. The lords and ladies of Charles II’s court dressed with glamour and style and attended balls and the theater. Charles II also supported the arts and sciences, as Louis XIV had.Analyze What political differences sepa-rated the Whigs from the Tories? Which of the two parties would the king have been more likely to favor? Why? Possible answer: The Whigs favored leniency toward Protestant dissenters and wanted to stop French expan-sion in Europe and North America. The Tories took a harder line against the Protestant dis-senters and wanted to avoid war with France. The king would have been more likely to favor the Tory party, because the Tories supported royal authority whereas the Whigs wanted to limit it.



Royalty and the Peoplewilliam and mary Political conf lict increased when Charles was succeeded in 1685 by his Catholic brother, James. A blundering, tactless statesman, James II was determined to restore Roman Catholicism as England’s state religion. As a result, Parliament forced James to abdicate his throne. In 1688, James’s Protestant daughter Mary and her husband, the Dutch nobleman William of Orange, took the throne peacefully in what came to be known as the Glorious Revolution—a triumph of parliamentary rule over the divine right of kings. The next year, Parliament passed the English Bill of Rights, which put specific limits on royal authority. As a Dutchman and a Protestant, King William (who ruled alone after Mary died) was a natural enemy of Catholic France and its expansionist threats to Holland. From the first year of his reign, with Whig support, he took every opportunity to oppose the ambitions of Louis XIV with English military power, beginning a series of wars with France that some historians consider a second Hundred Years’ War. A year before William’s death, Parliament passed the Act of Settlement, which permanently barred Catholics from the throne. In 1702, therefore, the crown passed to Mary’s Protestant sister, Anne, a somewhat stodgy but undemanding ruler who faithfully tended to her royal duties. During her reign, Scotland officially united with England to form Great Britain.

the house of hanover Outliving all 16 of her children, Anne was the last monarch in the house of Stuart. With her death in 1714, the crown passed to a distant cousin, the ruler of Hanover in Germany, who as George I became the first ruler of Britain’s house of Hanover. The new king spoke no English and was viewed with contempt by many Tories, some of whom supported James II’s Catholic son, James Edward Stuart. The Whigs, on the other hand, supported the new king and won his loyalty. Because of the language barrier, George I relied heavily on his Whig ministers; and Robert Walpole, the head of the Whig party, emerged as the king’s prime minister (the first official to be so called)—a position he continued to hold under George II, who succeeded his father in 1727. Toward the end of George II’s reign, another able prime minister, William Pitt, arose on the political scene. Pitt led the nation to victory over France in the Seven Years’ War (called the French and Indian War in America), which resulted in Britain’s acquisition of French Canada.

Analyze VisualsEighteenth-century artist James Gillray was known for his caricatures of political figures. In this cartoon, “Temperance enjoying a Frugal Meal” (1792), Gillray satirizes King George III and his wife, Charlotte, who were notorious for their miserliness—particularly when it came to food and drink. The king is shown dining on a boiled egg while the queen stuffs her large mouth with salad. Can you find another detail that points to the couple’s frugality?



check understandingHave students identify the significance of these terms:• English Bill of Rights• Great Britain• prime minister• Seven Years’ War

tiered discussion promptsUse these prompts to help students under-stand the ideas in Royalty and the People:

Recall What was the Glorious Revolution? Why was it significant? Possible answer: The Glorious Revolution occurred in 1688 when Mary and her husband, William of Orange, peacefully took the throne after Parliament forced James II to abdicate it. The takeover showed that Parliament had power and kings did not, in fact, have a divine right to rule. Interpret Why does the essay writer assert that King William was “a natural enemy” of France? Possible answer: William was a Prot-estant, while France was a Catholic nation. In addition, William was Dutch, which caused him to oppose France’s “expansionist threats” toward his homeland.

Analyze Visuals

Possible answer: The chair in which the king is sitting is covered to protect it from wear and tear; there is no fire in the fireplace; a tear in the king’s pants has been roughly mended.

for struggling readersTaking Notes Have students record the main ideas about Royalty and the People (pages 564–565) in outline form. Then ask students to trade papers, evaluate each other’s work, and offer suggestions for improvement. Sample notes:William and Mary• Parliament forces James II to abdicate• Glorious Revolution: William and Mary

peacefully take the English throne (1688)

• Parliament passes the English Bill of Rights • William opposes France’s Louis XIV• Catholics are barred from the English

throne• Scotland is united with England to form

Great BritainHouse of Hanover• George I, ruler of Hanover in Germany,

succeeds Queen Anne• Britain defeats France in the Seven Years’

War564 unit 3



George II’s grandson became the first British-born monarch of the house of Hanover. As George III, he sought a more active role in governing the country, but his highhanded ways antagonized many. Scornful of the Whigs, George had trouble working with nearly everyone, partly because he suffered from an illness that affected his mind and grew worse over the years. During his reign, he led Britain into a series of political blunders that ultimately resulted in the loss of the American colonies.

Ideas of the AgeThis period became known as the Age of Reason, because people used reason, not faith, to make sense of the world.

The Age of ReasonThe period including the late 1600s and the 1700s is called the Enlightenment or the Age of Reason because it was then that people began to use scientific reasoning to understand the world. Earlier, most people had regarded natural events such as comets and eclipses as warnings from God. The new, scientific way of understanding the world suggested that by applying reason, people could know the natural causes of such events.

the scientific method The British scientist Sir Isaac Newton set the tone for the era in his major work, Mathematical Principles of Natural Philosophy (1687), in which he laid out his newly formulated laws of gravity and motion and the methodology by which he arrived at his conclusions. Newton’s scientific method, still employed today, consists of analyzing facts, developing a hypothesis, and testing that hypothesis with experimentation. Newton’s findings were enormously important because they suggested that the universe operated by logical principles that humans were capable of understanding. Inspired by Newton’s example, scientists searched for these principles, making all kinds of discoveries along the way. Astronomers learned that stars were not fixed but moving and that the Milky Way was an immense collection of stars. Chemists isolated hydrogen, discovered carbon dioxide, and converted hydrogen and oxygen into water. Botanists and zoologists categorized literally millions of individual plants and animals, and in agriculture, breeding was improved, as were methods for cultivating and harvesting crops.

enlightened philosophies The discoveries of Newton thrilled not only scientists but also philosophers. If nature operated by simple, orderly laws that could be worked out by logic, they asked, why not human nature as well? Why couldn’t scientific methods be used to predict economic trends, for instance, or to figure out what form of government was best?

A Voice from the Times

Nature and Nature’s laws lay hid in night:

God said, Let Newton be! and all was light.

—Alexander Pope

A replica of the first reflecting telescope, invented by Sir Isaac Newton and shown to the Royal Society in 1668



Ideas of the AgeThis section of the essay (pages 565–566) describes the arrival of the Age of Reason and explains how Isaac Newton’s ideas and findings inspired others. After discussing the philosophy of John Locke, the text describes living conditions in 18th-century England.

tiered discussion promptsUse these prompts to help students under-stand the ideas in The Age of Reason:

Recall What changes in reasoning and learn-ing occurred during the Age of Reason? Give an example. Possible answer: During the Age of Reason, people relied more on scientific rea-soning than on faith to understand the world. For example, rather than regard an eclipse as a warning from God, people believed that they could apply reason to understand the eclipse’s cause. Synthesize In what ways might Sir Isaac Newton’s scientific method be applied to everyday situations today? Possible answer: Answers will vary, but students should recognize that Newton’s basic approach can be applied to a wide range of situations. For example, a driver might choose what ap-pears to be the fastest route to a destination. Traffic, road construction, and other factors would help to determine whether the driver’s hypothesis was correct.

check understandingAsk students to explain why Newton’s find-ings proved inspirational to scientists and to give examples of the kinds of discoveries that resulted.

for struggling readersVocabulary Support• abdicate, “formally give up”• divine right of kings, “the belief that a

monarch receives the right to rule directly from God”

• expansionist, “relating to the policy or prac-tice of expanding a nation’s territory”

• hypothesis, “a tentative assumption or explanation used for the purpose of experi-mentation or investigation”

for advanced learners/apThe Enlightenment Have students research the Enlightenment: its leaders, ideals, princi-ples, methods, and impact. Also ask them to explore the influence of the Enlightenment on later generations of British citizens. Have students share their findings with the class in informal oral presentations.



Believing that reasonable people could create a perfect society, philosophers such as John Locke encouraged people to use their intelligence to rid themselves of unjust authorities. Rejecting the “divine right” of kings, Locke provided a logical justification for the Glorious Revolution (and, later, the American Revolution) by asserting the right of citizens to revolt against an unfair government.

living well The spirit of the Enlightenment led to many improvements in living conditions. Early in the century, for instance, writer Lady Mary Wortley Montagu, wife of a British ambassador, brought back from Turkey the idea of inoculation, and by the end of the 1700s, scientist Edward Jenner had developed an effective smallpox vaccination. Many British citizens lived well during the 18th century, and a few lived sumptuously. Wealthy aristocrats built lavish country estates surrounded by beautifully tended lawns and gardens. When Parliament was in session, members relocated to their London townhouses on the spacious new streets and squares that had been laid out after the Great Fire. Writers, artists, politicians, and other members of society gathered daily in London’s coffeehouses to exchange ideas, conduct business, and gossip. Educated women sometimes held salons, or private gatherings, where they, too, could participate in the nation’s intellectual life. However, as the period drew to a close and the Industrial Revolution took hold, one writer noted, “No society can be flourishing and happy of which the far greater part of the members are poor and miserable.”

Coffee House (1668), unknown artist. © Eileen Tweedy/British Museum/The Art Archive.


Man being . . . by nature all free, equal, and independent, no one can be put out of his estate, and subjected to the political power of another, without his own consent.

—John Locke

566


tiered discussion promptsUse these prompts to continue discussion of The Age of Reason:

Interpret What does the writer (Scottish economist Adam Smith) mean by the state-ment: “No society can be flourishing and happy of which the far greater part of the members are poor and miserable”? In what way does the statement apply to 18th-century England? Possible answer: The writer is pointing out that there is a great imbalance in a society in which a small minority is rich and privileged while most everyone else is much less fortunate. This imbalance existed in 18th-century England and persists today.Synthesize In what way are the principles ofdemocracy reflected in the philosophical beliefs of John Locke? Possible answer: Democ-racy is based on the principle of government by the people. Locke asserted the rights of the people to revolt against rulers who govern unfairly or without the people’s support.

for advanced learners/apLocke’s Philosophy [small-group op-tion] John Locke is generally considered to be one of history’s most influential—and controversial—philosophers. Have students learn more about Locke’s ideas, researching such questions as these:• What are the principles of empiricism, the

school of philosophy that Locke founded?• What were Locke’s political beliefs? How

did they differ from those of his contempo-

rary, another famous English philosopher, Thomas Hobbes?

• In what ways did Locke’s political ideas influ-ence the framing of the U.S. Constitution?

Have students work in pairs or small groups to present an oral report about Locke to the class. Encourage students to include in their presentations some of Locke’s famous quotations.

566 unit 3



Literature of the TimesIn this time of prosperity and relative stability, literature flourished, finding new audiences, new forms, and new voices.

Social ObserversDespite recurring warfare with France and the disaster of the American Revolution, the Restoration and the 18th century were a relatively stable time in Britain. The middle class grew and prospered, and ordinary men and women had more money, leisure, and education than ever before. For writers, that meant a broad new audience eager to read and willing to pay for literature. However, this audience did not have much taste for highbrow poetry full of sophisticated allusions to classics they had never read. Instead, they wanted writing that ref lected their own concerns and experiences—working hard, doing right, gaining respectability—and they wanted it written in clear prose that they could understand. One enormously popular form of “real-life” literature was journalism. Newspapers had been around since the early 1600s, but rigid censorship under both Charles I and Oliver Cromwell had discouraged their growth. As restrictions gradually eased, the press flourished. Daily newspapers appeared, and serials such as The Tatler and The Spectator published essays by Joseph Addison and Richard Steele that satisfied the middle-class appetite for instruction and amusement. Journalists did not simply report current events; they moralized, mocked, and gossiped, giving their opinions on everything from social manners to international politics.

A view of London on the river Thames, 18th century


The newspapers! Sir, they are the most villainous, licentious, abominable, infernal—Not that I ever read them! No, I make it a rule never to look into a newspaper.

—Richard Brinsley Sheridan

For Your Outline social observers

• A growing middle class increased demand for middlebrow literature.

• Journalism became popular, providing opinions as well as facts.

• Novels were modeled on nonfiction forms.

• Pepys’s diary captured Restoration period.



Literature of the TimesThis section of the essay (pages 567–571) focuses on the literature of the time. The text describes:• the popularity of journalism and other forms

of “real-life” writing• neoclassical writing, including the satire of

Jonathan Swift and Alexander Pope• the nonfiction works published during the

“Age of Johnson”• women writers, including feminist Mary Woll-

stonecraft

tiered discussion promptsUse these prompts to help students under-stand the ideas in Social Observers:

Summarize Describe the reading public’s taste in literature during the Restoration and the 18th century. Possible answer: Middle-class readers rejected highbrow poetry in favor of plain, clear prose that dealt with topics they could personally relate to.Analyze Why would an easing of censorship restrictions help to increase the popularity of journalism? Possible answer: As restric-tions eased, newspaper writers were allowed to write about a wider range of subjects and to express their opinions more freely. Middle-class readers gained access not just to news reports but also to humorous writing, gossip, and other entertaining pieces.

for struggling readersVocabulary Support• highbrow, “intellectual”• allusion, “an implied or indirect reference”• censorship, “removal or suppression of

material considered objectionable”• serial, “a newspaper, journal, or other

publication issued as one of a consecutively numbered series”

• moralize, “to make judgments about matters of right and wrong”

Censorship Point out that censorship was by no means unique to English history. In fact, various forms of censorship date back to ancient times. Ideas have been suppressed for religious and political reasons or simply because people in positions of authority deemed them objectionable for some reason. The debate over censorship continues to this day, both in the United States and around the world.



Journalist Daniel Defoe used his experience writing nonfiction when creating Robinson Crusoe (1719), considered by many to be England’s first novel. As is typical of early novels, Defoe wrote in the familiar realistic style of a newspaper account, making it seem as if his tale of a shipwrecked man’s survival on a desert island had really happened. Other writers followed with novels of their own, often modeled on nonfiction forms such as letters—for example, Pamela by Samuel Richardson—and diaries. A real-life diary, although not intended for publication, provides modern readers with one of the best glimpses of life during these times. Samuel Pepys, a prosperous middle-class Londoner, began his diary in the first year of the Restoration and kept it for nine years. In it he tells of the major events of the day, including the coronation of Charles II and the Great London Fire.

Satirical VoicesWhile the realism of novels and newspapers pleased middle-class readers, another literary style—polished, witty, and formal—was aimed at the elite. This style was known as neoclassicism (“new classicism”). Neoclassical writers modeled their works on those of ancient Greece and Rome, emulating what they saw as the restraint, rationality, and dignity of classical writing. Indeed, the period in which these writers worked—the first half of the 18th century—is sometimes called the Augustan Age, so named because its writers likened their society to that of Rome in the prosperous, stable reign of the emperor Augustus, when the finest Roman literature was produced. Neoclassical writers stressed balance, order, logic, and emotional restraint, focusing on society and the human intellect and avoiding personal feelings. Neoclassicists often used satire, or ridicule, to point out aspects of society that they felt needed to be changed. In this, too, they followed Roman models, choosing between the gentle, playful, and sympathetic approach of Horace (Horatian satire) and the darker, biting style of Juvenal (Juvenalian satire). Two outstanding writers of the period beautifully illustrate the two modes of satire. One of the writers, Alexander Pope, wrote satiric poetry in the Horatian mode, poking fun at the dandies and ladies of high society and addressing moral, political, and philosophical issues in clever, elegant couplets. Pope’s friend Jonathan Swift, on the other hand, wrote Juvenalian satire. Appalled by the hypocrisy and corruption he saw around him, Swift savagely attacked educators, politicians, churchmen, and any others he saw as corrupt. His masterpiece, Gulliver’s Travels, is still a remarkably incisive commentary on human nature.


a changing language

Standardizing the LanguageDuring the Enlightenment, emphasis on reason and logic led to efforts to stabilize and systematize the English language. In 1693, the influential writer John Dryden complained, “We have yet no prosodia, not so much as a tolerable dictionary or grammar, so that our language is in a manner barbarous.” Over the next several decades, scholars worked to remedy the situation.

The Dictionary One such scholar was Samuel Johnson, whose Dictionary of the English Language was published in 1755. Almost singlehandedly, Johnson created a work of gigantic proportions, consisting of 40,000 definitions and 110,000 quotations. Johnson recognized that language was always changing, but he also saw the value in having a standard for pronunciation, usage, and spelling. In his dictionary, he did not attempt to “fix the language”; he simply defined words as they had been used by the “best writers.”

Grammar Seven years later, Robert Lowth published A Short Introduction to English Grammar, in which he attempted to establish a system of rules for judging correctness in matters under dispute. Since early grammarians like Lowth based their ideas on Latin, however, their rules often proved inappropriate for English. For example, they considered the infinitive form of an English verb to consist of two words (“to stun”); but because Latin infinitives are single words, they deemed it incorrect to “split” an English infinitive with an adverb (“to completely stun”), thus creating a puzzling “rule” that has frustrated generations of school children.


a changing languageStandardizing the Language Samuel Johnson spent more than eight years preparing his dictionary. Although his famous work has at times been referred to as the first English dictionary, this was not the case. In fact, earlier English dictionaries of various sorts date back as far as the 15th century. However, Johnson’s enormous compilation of words, definitions, and illustrative quotations did remain the stan-dard English dictionary for well over a century, until it was superseded by the massive Oxford English Dictionary in the early 20th century.Activity Have students find out more about the Oxford English Dictionary (OED): its content, organization, and importance.

check understandingHave students explain the significance of these writers:• Daniel Defoe• Samuel Pepys

for advanced learners/apSatire Through the Ages The Roman poets Horace (65–8 b.c.) and Juvenal (a.d. 65?–128?) were two outstanding satirists of ancient times, but satire has remained a popular literary form to this day. Other well-known satirists are Aristophanes, Molière, Miguel de Cervantes, William Makepeace Thackeray, Sinclair Lewis, Mark Twain, Joseph Heller, and numerous others. Have students research the kinds of satire that have been popular at various times and in different countries. Ask

them to choose satirical passages from sev-eral different works and share these passages with the class, identifying the author of each and explaining what his or her purpose was in writing the satire. Extend the discussion by exploring the various targets of satirists—for example, politicians, war, government—and asking why people enjoy reading satire. Ask students to identify some present-day satirists (Helen Fielding, Matt Groening, Christopher Guest, Jon Stewart, etc.).

568 unit 3



England’s newly reopened theaters provided another outlet for the period’s most brilliant satirists. Inf luenced by the French comedies of manners, John Dryden, William Congreve, and other playwrights entertained audiences with Restoration comedies that satirized the artificial, sophisticated society centered in the Stuart court.

The Age of JohnsonThe second half of the 18th century is sometimes affectionately referred to as the Age of Johnson—a tribute to Samuel Johnson, Britain’s most influential man of letters of the day. Johnson, a poet, critic, journalist, essayist, scholar, and lexicographer, was also a talker, a brilliant conversationalist who enjoyed holding forth at coffeehouses, clubs, and parties. He was friends with many of the greatest literary and artistic talents of the time and stood at the center of a lively circle of intellectuals that included his biographer James Boswell, the historian Edward Gibbon, the novelist and diarist Fanny Burney, and the comic dramatist Richard Brinsley Sheridan.

Gulliver Exhibited to the Brobdingnag Farmer, Richard Redgrave. Oil on canvas, 25˝ × 30˝. Victoria & Albert Museum, London. © Victoria & Albert Museum, London/Art Resource, New York.

For Your Outline satirical voices

• Neoclassicists emulated the rationality of ancient Greek and Roman writers.

• The early 1700s were called the Augustan Age, in reference to the times of Roman emperor Augustus.

• Satire pointed out society’s problems; Horatian satire was gentle, Juvenalian was dark.

• Restoration comedies satirized the Stuart court.



tiered discussion promptsUse these prompts to help students under-stand the ideas in Satirical Voices:

Summarize What were the characteristics of neoclassicism? Possible answer: Neoclas-sicism was a “polished, witty, and formal” literary style modeled on ancient Greek and Roman works. Neoclassicism emphasized “balance, order, logic, and emotional restraint, focusing on society and the human intellect and avoiding personal feelings.”Analyze In what way did the works of ancient Rome influence 18th-century English satirists? Possible answer: Such well-known writers as Jonathan Swift and Alexander Pope followed Roman models of satire. Swift wrote satire in the dark, biting style of Juve-nal; Pope wrote in the gentler, more playful mode of Horace.Synthesize If Swift and Pope were alive and writing today, do you think they would still find topics for their satire? Explain. Possible answer: Yes, because hypocritical, corrupt, and pretentious behavior persists.

check understandingHave students give modern examples of Horatian and Juvenalian satire.

for struggling readersVocabulary Support• classical, “relating to ancient Greek and

Roman literature, art, or culture”• dandy, “a man who is overly concerned with

his clothes and personal appearance”• couplet, “two successive lines of verse,

usually rhyming”• lexicographer, “a person who writes

a dictionary”

Vocabulary Support Explain that a comedy of manners is a type of comic drama that satirically portrays the manners and customs of artificial, cultured society. Comedies of manners are marked by witty dialogue spo-ken by upper-class characters. Such comedies became popular in the 17th century in France and during the Restoration in England.



The 18th-century concern with real life can be seen in the number, variety, and quality of nonfiction works published during the Age of Johnson. Works of biography, history, philosophy, politics, economics, literary criticism, aesthetics, and natural history all achieved the level of literature. Writers strove for a style not merely clear and accurate but also eloquent and persuasive. Edward Gibbon’s The History of the Decline and Fall of the Roman Empire is a superb example of the heights achieved by nonfiction prose during these years. Also notable are the works of philosopher David Hume, the artist Sir Joshua Reynolds, and the economist Adam Smith—and, of course, Johnson himself, who described his notion of good style as “familiar but not coarse, and elegant but not ostentatious.” Johnson wrote A Dictionary of the English Language, a stupendous feat that won him an important place in literary history (see A Changing Language, page 568). His essays remain classic examples of the formal 18th-century prose of which he was the acknowledged master. He also wrote graceful biographies of poets, and critiques of poems and other literary works. Johnson was more than an accomplished writer; he was the literary dictator of London and the undisputed arbiter of taste for his time. Though Johnson and most of his associates affirmed neoclassical ideals, during this time poetry entered a transitional stage in which poets began writing simpler, freer lyrics on subjects close to the human heart. The ref lective poetry of Oliver Goldsmith and Thomas Gray and the lyrical songs of Scotland’s Robert Burns anticipate the first stirrings of romanticism at the very end of the century.

The Rise of Women WritersEnlightenment ideals weren’t the exclusive property of men; women—especially upper-class women—were equally interested in exercising their reason and learning about the world around them. However, the universities were closed to them, as were the nearly 3,000 coffeehouses that had sprung up in London. Denied access to these places, women missed out on many ideas being discussed by England’s educated class—its writers, artists, politicians, and statesmen. Unable to go out and participate in the intellectual life of the nation, several enterprising women in the mid-1700s decided to bring it into their own homes in the form of French-style private gatherings known as salons. Salons quickly became a popular form of evening entertainment, taking the place of card games, and were often attended by well-known writers and other public figures, such as Samuel Johnson and Horace Walpole. Because guests were invited to leave their silk stockings at home and come casually dressed

Fanny Burney (1784), Edward Francis Burney. The Granger Collection, New York.

For Your Outline the age of johnson

• The late 1700s were called the Age of Johnson in tribute to Samuel Johnson, an influential writer.

• Nonfiction flourished.• Poetry entered a

transitional period.

women writers• Unable to participate in

public intellectual life, women formed salons.

• Intellectual women were known as bluestockings.

• Women began publishing their work.

• Wollstonecraft called for women’s rights.



tiered discussion promptsUse these prompts to discuss The Age of Johnson:

Recall In what way did the literature of the 18th century reflect people’s concern with real life? Possible answer: Authors focused on real life in their choice of literary works, writing numerous works of biography, history, politics, economics, and other nonfiction subjects.Synthesize Johnson described his concept of good style as “familiar but not coarse, and elegant but not ostentatious.” Is Johnson’s description consistent with neoclassicism? Explain. Possible answer: Yes, because neo-classicism emulated the restraint and dignity of classical writing.

for struggling readersVocabulary Support• aesthetics, “a branch of philosophy that

focuses on beauty in art and nature”• critique, “a critical analysis or evaluation”• prolific, “very productive”• radical, “considerably different from what is

accepted; favoring extreme change”• moralistic, “too concerned with matters of

right and wrong; preachy”• status quo, “existing state of affairs”

for advanced learners/apSamuel Johnson’s Work Have students find other examples of Samuel Johnson’s work and share them with the class. Students can create a portfolio of his essays and other short pieces to refer to as alternative examples of neoclassicism while working in this unit.

570 unit 3



Satire in ArtSatirizing everything from crooked elections to bad taste in opera, the paintings and engravings of William Hogarth (1697–1764) were received with great enthusiasm at all levels of mid-18th-century British society.

Mockery and Moralizing Hogarth was most famous for painting what he called “modern moral subjects”—series of lively, detailed scenes showing how bad behavior leads to ruin. While some of these series depicted the seamy side of London, others targeted the wealthier classes. In the work shown in detail here (the second in a series called Marriage à la Mode), Hogarth depicts the downfall of a marriage based on greed and vanity. The wife appears exhausted from a card party held the night before, the house is in disarray, and the husband appears to have just returned from his own revels. The title of the series was taken from John Dryden’s well-known comedy of manners; Hogarth’s ideas of satire owed a great deal to the theater.

Artistic Independence Before Hogarth, artists had earned their living by painting flattering portraits of wealthy patrons. By turning his own popular paintings into engravings that could be printed and sold cheaply to ordinary people, Hogarth opened up new possibilities for artists. He also successfully lobbied Parliament for a copyright law that protected artists’ rights by making it illegal for others to copy their work. The law’s passage led to a dramatic growth in British printmaking.

the artists’ galleryin everyday blue worsted stockings (the 18th-century equivalent of wearing jeans to a party), the women who frequented salons—and intellectual women in general—became known as bluestockings. Inspired by the example of pioneers such as Aphra Behn, the first woman in England to earn a living as a professional writer (indeed, she rivaled John Dryden as the most prolific playwright of the Restoration), many talented bluestockings began publishing their own works. For years, male writers had written novels aimed at female audiences, such as Samuel Richardson’s Pamela, the story of a servant girl who resists her master’s advances and ultimately wins an offer of marriage. Now, the men faced competition from women novelists such as Charlotte Smith and Fanny Burney. Charlotte Smith wrote to support her family, beginning with poetry but soon turning to novels, which were more lucrative. Her work was similar to that of other women novelists of the day. It was quite radical, however, in its attitude toward morality and its examination of class equality. Fanny Burney’s novels, on the other hand, may seem overly sentimental and moralistic to modern readers. However, her understanding of women’s concerns and her accurate portrayal of polite society won her a wide following in her day. Although Burney achieved immediate fame through her novels, readers today are more familiar with her diary, which she began when she was 15 and wrote in regularly for 70 years. Since Burney moved in high society, with Samuel Johnson and even the king and queen of England as acquaintances, her diary gives modern readers a fascinating glimpse into the lives of the upper class in the Age of Johnson. While many women, such as Fanny Burney, defied the norms by educating themselves, engaging in salon discussions, and writing for publication (often under assumed names), Mary Wollstonecraft openly challenged the status quo. In A Vindication of the Rights of Woman (1792), she argued that women should be educated equally with men and allowed to join the professions so that the relationship between men and women could be one of “rational fellowship instead of slavish obedience.” Her views were radical at a time when most women accepted their inferior status, or at least refrained from expressing their discontent. Although Wollstonecraft died shortly following the birth of her daughter Mary, she would surely have been proud to learn that the daughter, Mary Wollstonecraft Shelley, grew up to become one of the most enduring writers of the next period in England’s literary history—the romantic period.



the artists’ galleryIn 1743, English artist William Hogarth (1697–1764) began a series of six oil paintings entitled Marriage à la Mode. These richly de-tailed, satiric paintings are generally regarded as his best work.Activity Ask students what details suggest that the painting depicts an 18th-century scene. Possible answer: The neoclassical decora-tions, such as the pillars and the fireplace man-tle, as well as the style of dress worn by the man and his wife, suggest an 18th-century setting.

discussion promptUse this prompt to help students understand the ideas in The Rise of Women Writers:

Evaluate In what sense was Mary Wollstone-craft ahead of her time? Possible answer: Wollstonecraft openly and directly chal-lenged society’s generally accepted idea of a woman’s place. Her feminist views preceded the women’s rights movement by almost a century.

check understandingHave students explain the significance of these writers:• Aphra Behn• Charlotte Smith• Fanny Burney

for struggling readersMain Ideas and Supporting Details Help students use a Main Idea and Details strategy to identify important ideas and details in The Rise of Women Writers (pages 570–571).

BEST PRACTICES TOOLKIT—TransparencyMain Idea and Details p. B6

Mary Wollstonecraft Shelley Explain that Mary Wollstonecraft’s daughter, Mary Woll-stonecraft Shelley, wrote the novel Franken-stein (1818) when she was only 19 years old. Her husband was the Romantic poet Percy Bysshe Shelley.



british literary milestones

1711 Addison and Steele begin periodical The Spectator.

1719 Daniel Defoe’s Robinson Crusoe, considered by many to be the first novel in English, is published.

1726 Jonathan Swift arranges for anonymous delivery of his manuscript of Gulliver’s Travels to a London printer.

1660 Samuel Pepys begins his diary.1668 John Dryden is named the first official poet laureate.1671 John Milton’s Paradise Regained is published.1690 John Locke publishes his essay Two Treatises on

Government, stating the natural rights of life, liberty, and property.

1660 1695

1707 England, Wales, and Scotland unite as Great Britain.1714 Reign of George I, the first Hanoverian monarch,

begins (to 1727).1718 Lady Mary Wortley Montagu introduces

inoculation in England.1721 Robert Walpole, the first political

leader to be called prime minister, takes office.

historical context16951660

1660 The monarchy is restored with the crowning of Charles II, who rules until 1685.

1665 The Great Plague of London kills thousands.1666 The Great Fire of London destroys a large

section of the city.1687 Sir Isaac Newton publishes the law of gravity.

1661 Louis XIV begins building the grand palace at Versailles, near Paris.

1684 China opens ports to foreign trade.

1703 Peter the Great begins building the city of St. Petersburg.

1707 Mughal Empire in India breaks into a patchwork of independent states.

1717 French author Voltaire is imprisoned in the Bastille for nearly a year.

1721 Edo (Tokyo) becomes the world’s largest city.

1695world culture and events

1660

Connecting Literature, History, and CultureUse this timeline and the questions on the next page to learn more about the Restoration period and the 18th century. Consider to what extent British literature reflected the historical events of the day.


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read a timelineElicit or explain that each of the three hori-zontal sections of the timeline—British Lit-erary Milestones, Historical Context, World Culture and Events—displays a sequence of events that occurred between 1660 and 1798. By looking at the vertical columns on the timeline, students can see which events were occurring at approximately the same time.Have students locate, for example, each of these events on the timeline between 1714 and 1721:• 1714 The reign of George I, the first

Hanoverian king, begins. (See Historical Context.)

• 1719 Robinson Crusoe is published. (See British Literary Milestones.)

• 1721 Edo (Tokyo) becomes the world’s largest city. (See World Culture and Events.)

Ask students to identify events that oc-curred between 1783 and 1789. Answer: American independence was acknowledged in the Treaty of Paris in 1783. William Blake created “illuminated printing” in 1784. The French Revolution began in 1789.

R E A D I N G S K I L L

for struggling readersUnderstanding a Timeline Explain that the timeline runs chronologically (in time order) from left to right across the page. Each of the four columns represents a period of years be-tween 1660 and 1798. The three parallel rows of the timeline represent events occurring simultaneously in Britain and the world. By comparing the three rows, readers can better understand what events in literature, history, and culture were taking place at about the same time.

RI 7 Integrate and evaluate multiple sources of information presented in different formats as well as in words in order to address a question or solve a problem.

Connecting Literature, History, and Culture

572 unit 3

RI 7

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1740 Samuel Richardson’s novel Pamela is published.1746 Samuel Johnson signs a contract to write

A Dictionary of the English Language (published 1755).

1763 James Boswell meets Samuel Johnson, beginning a 21-year friendship.

1730 17651768 The publication of Encyclopaedia Britannica

begins in Scotland.1784 William Blake creates illuminated printing,

a technique for combining text and illustration.1791 James Boswell issues the two-volume Life

of Samuel Johnson.

1732 A royal charter is granted for the founding of the American colony of Georgia; 114 passengers leave Gravesend, England, to settle there.

1757 British rule over India begins (to 1947).1760 The reign of George III begins (to 1820).1763 Britain defeats France in Seven Years’ (French

and Indian) War, acquiring French Canada.

1775 War with colonies in North America begins (to 1783).

1783 American independence is acknowledged in theTreaty of Paris.

1793 War with revolutionary France begins (to 1815).

1730 1765

1740 Maria Theresa becomes queen of Austria, Bohemia, and Hungary (to 1780).

1756 Frederick the Great of Prussia starts the Seven Years’ War, fought in Europe, North America, and India.

1762 Catherine the Great begins rule of Russia (to 1796).

1730 17651773 Phillis Wheatley becomes the first African American

to publish a book of poetry.1789 The French Revolution

begins (to 1799).1791 Austrian composer

Wolfgang Amadeus Mozart dies at age 35.

1793 French king Louis XVI is executed by guillotine.

making connections• Were the early years of Charles II’s reign a good time to live in London? Explain. • Name three parts of the world held by the British Empire at this time.• Name two scientific or medical advances that occurred during these years.• What literary “first” occurred during this period?

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RI 7 Integrate and evaluate multiple sources of information presented in different formats as well as in words in order to address a question or solve a problem.

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making connectionsPossible answers:• The early years of Charles II’s reign were not a

good time to live in London. In 1665, the Great Plague killed thousands of people, and in 1666 the Great Fire destroyed a large section of the city.

• The British Empire included India (1757), French Canada (1763), and the American colonies (until 1783).

• Sir Isaac Newton published the law of gravity (1687); Lady Mary Wortley Montagu intro-duced inoculation in England (1718).

• In 1668, John Dryden was named the first official poet laureate. Also, the work that many consider to be the first novel in English, Daniel Defoe’s Robinson Crusoe, was pub-lished in 1719.

additional questions 1. About 60 years after the country became

part of Great Britain, what notable event occurred in Scotland? Answer: Publication of the Encyclopaedia Britannica began there.

2. Not long after George III began his reign in England, who became the ruler of Rus-sia? Which of the two rulers remained in power longer? Answer: Catherine the Great became Russia’s ruler in 1762, two years after George III took the throne. Catherine ruled until 1796, whereas George III ruled until 1820.

for advanced learners/apMaking Additional Connections Have stu-dents choose one of the four time periods shown in the timeline and conduct research online, in encyclopedias, or in history texts to learn about other events that occurred during the time span. Challenge students to identify events for each category: British Liter-ary Milestones, Historical Context, and World Culture and Events. Have students prepare and present brief oral reports, summarizing

important events and discussing their con-nections to events shown in the timeline or discussed in class.

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unit

3Science and SocietyThe scientifi c method that was developed during the Age of Reason has given us everything from lifesaving heart transplants to potatoes bred to make the perfect French fry. However, despite the hopes of Enlightenment philosophers, science has failed to solve all our social problems; in fact, some scientifi c advances have created new problems.

DISCUSS With a small group, identify scientifi c advances that have truly benefi ted society. Then discuss any negatives—ethical, physical, ideological, or otherwise—associated with these advances.

The Legacy of the Era

A scientist pulls frozen cells from cryostorage.

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W 1 Write arguments to support claims in an analysis of substantive topics or texts. W 7 Conduct short research projects. SL 1 Initiate and participate effectively in a range of collaborative discussions.

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W 1 Write arguments to support claims in an analysis of substantive topics or texts. W 7 Conduct short research projects. SL 1 Initiate and participate effectively in a range of collaborative discussions.

Science and SocietyHave students read and discuss the paragraph. (You may also want to ask students to review the section on the scientific method on page 565 of the historical essay.) Elicit or provide examples of how science has tried to solve vari-ous problems that society faces. For example, scientists have developed irrigation systems, sanitation and disease-prevention methods, and air pollution controls. Discuss how some scientific advances have caused problems. For example, medical advances have helped people live longer, but many elderly people now require specialized care and services.DISCUSS Explore with students the various ways in which science has benefited both the individual and society. For example, science has made everyday life easier with innovations such as the Internet, cell phones, and high-tech home appliances. Science has made life safer through airbags and earthquake-proof buildings. Then discuss any negative effects associated with the advancement of science. For instance, the development of certain tech-nologies, such as nuclear power, has led to the design of dangerous weapons. Furthermore, some would say that the Internet has made such problems as identity theft and plagiarism more prevalent.

for struggling readersVocabulary Support• transplant, “the transfer of something from

one place to another, such as an organ from one person to another”

• bred, “produced”• advance, “an improvement”

for advanced learners/apThe Benefits of Science Ask students to reflect on the many different kinds of inven-tions that scientists have devised. Which of these inventions has had the most significant impact on society? Have students work in small groups to compile a list of what they consider to be history’s five most important inventions. Then have groups compare their lists and try to arrive at a class consensus.

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Social CriticsSatire ruled in the 18th century—the age that brought us the wit and wisdom of Alexander Pope and Jonathan Swift and the artistry of William Hogarth. Today’s newspaper columnists, cartoonists, comedians, and late-night TV show hosts also use humor to make serious points about contemporary political and social issues. Has social criticism changed to suit the issues of our modern world, or is satire, at its core, the same no matter what the era?

RESEARCH Find two examples of modern-day satire, one in the light Horatian style of Pope and one in the darker Juvenalian style of Swift. Share your examples with the class and discuss how they compare with the work of 18th - century satirists.

The NovelPerhaps the most signifi cant literary legacy of this period is the novel. From Daniel Defoe’s Robinson Crusoe to today’s bestsellers, the genre’s popularity has never fl agged.

QUICKWRITE Many pundits have predicted the demise of the novel, especially in its printed form, as other forms of literature and technology have gained popularity. Write several paragraphs to explain why you think the novel endures despite so many distractions.

An example of modern satire in the Horatian mode

© 2006 Tab. All rights reserved/Caglecartoons.com [email protected].

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Social CriticsHave students read and discuss the paragraph. Ask them to identify “issues of our modern world” that lend themselves to satire, such as political campaigns or the impact of technol-ogy. Extend the discussion by asking students what subjects, if any, are off-limits to satire. RESEARCH Encourage students to consider various forms of satire, such as essays, poems, political cartoons, television programs, and movies. Discuss whether the Horatian or Juvenalian style of satire seems more common today or whether some combination of the two is prevalent.

The NovelHave students read the paragraph. Ask them to classify the kinds of novels they like to read—for example, suspense, historical fiction, romance, or horror. Discuss how and why read-ers’ tastes may change over time. For example, a person may enjoy mysteries and sports stories as a child but read more literary works as a young adult. Then have students do the QUICKWRITE activity.QUICKWRITE Encourage students to include specific reasons, examples, and details to support their opinions and make their para-graph persuasive. Offer students the option of writing their paragraphs in the style of a book review. Invite volunteers to read their para-graph aloud and compare their opinions with those of other students who have read the same book.

for struggling readersVocabulary Support • artistry, “artistic ability or work”• contemporary, “relating to the present;

current”

for advanced learners/apWriting Satire Have students choose a topic or issue about which they feel strongly and write a paragraph or two expressing their views in a satirical manner. Remind students that effective satire uses humor and wit to make a point and that satire may be gentle or sharp. Invite volunteers to share their satiri-cal paragraphs with the class.

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