Unit+3+17th+Century

Unit 3 European Literature: 17th Century

Overview:

 * Students gain understanding of the early Enlightenment and its conception of reason. They see another side of the thought and literature of this period: an emphasis on human emotion, irrationality, and paradox. They consider how certain works express tension or conflict between emotion and reason while others present reason and emotion as complementary and interdependent. They will write a critical essay exploring an aspect of the conflict between reason and emotion. Or teachers might choose to culminate the unit with a research paper that answers the essential question.

Focus Standards:

 * **RL.11-12.1:** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * **RL.11-12.7:** Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
 * **RI.11-12.3:** Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
 * **RI.11-12.4:** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines “faction”in //Federalist// //No. 10//).
 * **RI.11-12.6:** Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
 * **W.11-12.4:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * **W.11-12.5:** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)
 * **SL.11-12.2:** Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
 * **L.11-12.1(a-b):** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Suggested Student Objectives:

 * Read literary and philosophical works from the seventeenth century, with particular attention to questions of reason and emotion.
 * Consider the idea of reading literature as a quest—for truth, for beauty, and for understanding.
 * Analyze two philosophical works of the seventeenth century for their treatment of an idea related to human reason.
 * Write literary and philosophical analyses with a focus on clarity and precision of expression.
 * Conduct research, online and in libraries, on a particular seventeenth-century author, work, or idea.
 * Analyze the relationship between reason and emotion as illustrated in literature of the seventeenth century.
 * Understand the use of satire as a technique to reveal authorial intent.


 * SUGGESTED WORKS**

Literary Works

__Novels__ //Don Quixote// //The Pilgrim's Progress//

__Drama__ //Hamlet// //King Lear// //The Merchant of Venice// //The Alchemist// //The Miser//

__Poetry__ "The Flea" (John Donne) "Song:Goe, and catche a falling starre" (John Donne) "Holy Sonnet 10" (John Donne) "To His Coy Mistress" (Andrew Marvell) "To the Virgins, to Make Much of Time" (Robert Herrick) "To Daffodils" (Robert Herrick) "Love III" (George Herbert) "The Apparition" (John Donne)

__Informational Texts__ //Leviathan// (Thomas Hobbes) //Novum Organum// (Francis Bacon) //An Essay Concerning Human Understanding// (John Locke)

Art, Music, and Media

__Art__ Peter Paul Rubens, //The Debarkation at Marseilles// Nicolas Poussin, //Et in Arcadia Ego// Rembrandt van Rijn, //The Nightwatch// Johannes Vermeer, //Girl with a Pearl Earring//

__Film__ Laurence Olivier, dir., //Hamlet// Arthur Hiller, dir., //Man of La Mancha//