Unit 2 (Revised)

By , March 21, 2017 12:50 pm

Unit 2: 1650-1789

What was worth fighting for?


1. Tues. Mar. 19, Wed. Mar. 20, Thurs. Mar. 21, Fri. Mar. 22: Enlightenment


Recommended textbook pages: 83, 146-150

Tuesday: Jean Calas anecdote – from this story, try to grasp the main concepts of the Enlightenment and what enlightened philosophes thought was worth fighting for.

Jean Calas being broken


Locke: read this for context – Locke_handout_shortened


CHY4U_Enlightenment_Mar_2019 (contains enlightened characteristics)

Course Culminating Activity: students have now chosen their essay topic. They must begin the research process. Please see CCA step 1 from the CHY4U menu.  It has all the tips, the assignment, the sample, the suggested sources, etc. Step 1 (notes and worksheet) is due on Mon. April 1. Students must find time to do research outside of class time. 

Wednesday to Friday:

PSD Groupings (12 documents)

Political: John Locke, Two Treatises on Government; Thomas Paine, Common Sense; Thomas Jefferson, The Declaration of Independence

Common Sense by Thomas Paine


English: Jonathan Swift, A Modest Proposal; Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano

The Interesting Narrative of the Life of Olaudah Equiano


Context for Jonathan Swift (some background on the British in Ireland)

French: Jean Jacques Rousseau, The Social Contract; Denis Diderot, Definition of Intolerance; Voltaire, Superstition

The statue of Voltaire on the internal face of the Louvre in Paris


Rulers (Enlightened Despots): Catherine the Great, Proposals for a New Law Code, 1767; Frederick the Great, Essay on the Forms of Government

Coronation of Catherine II


Women: Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792; Juana Ines de La Cruz, Respuesta a Sor Filotea de la Cruz, 1692

Skills: inquiry questions, thesis development, PSD analysis (including annotating)


HW: finish annotating any enlightened any PSDs you haven’t read yet.


Today you will be doing the follow-up writing activity to the Enlightenment: Develop a thesis statement about your category of enlightened thinkers and support it. Write in your HTC journal.

Skill: Thesis statement = main argument + sub-topics described

  1. Using findings from this week’s activity come up with a thesis statement that addresses what enlightened thinkers were fighting for.
  1. Explain in a paragraph.


Format of a Thesis Statement

  • A statement, not a question (should be the answer to an inquiry question)
  • One sentence long (may include a semi-colon)
  • May include sub-topics used to prove it (but they should be described, not listed)

Content of a Thesis Statement

  • A substantial argument that can be proved (and possibly disproved by someone arguing from another perspective)
  • Can be proved with evidence (not mere facts)
  • Goes beyond a statement of fact
  • Must be something that can be deeply argued

Self Evaluation Checklist for Paragraph

Incorporates at least 1 carefully selected quote.

4 fully incorporates & well chosen (matches the argument well)

3 mostly incorporates & good choice (matches the argument)

2 somewhat (kind of lists) & ok choice (sort of matches the argument)

1 limited (lists) & poorly chosen (doesn’t match the argument)


Explains how quotes show what enlightened thinkers felt was worth fighting for.

4 fully explained, clear (includes enlightened characteristic)

3 mostly explained, mostly clear (includes enlightened characteristic)

2 somewhat explained, parts unclear (hints at enlightened characteristic)

1 listed, limited clarity (doesn’t include enlightened characteristic)


2. Mon. Mar. 25, Tues. Mar. 26, Wed. Mar. 27: Slavery and Resistance 



Vicissitudes from Jason deCaires Taylor’s website

Minds On: What is the purpose of art? This question has relevance for the test at the end of unit 2.

Skills: historical perspective, inquiry questions

terminology: slave vs. enslaved person


Wed.: Minds On: Slave Trade interactive map, reading by Ms. G from The Slave Ship

Students wrote good, curious, deep inquiry questions about the interactive slave trade map.

CHY4U_Slave_Trade (PPT) – overview of the how the slave trade worked, especially the idea of triangular trade. Triangular trade can also be found in the textbook on page 106.

Triangular trade


HW: take notes on methods of resistance by enslaved persons from pages 108 to 111 in the textbook.


Thurs: Minds On: Back to your earlier definition of what the word “fight” means in “what is worth fighting for?” Now we are adding the idea of resistance. What is the difference between fighting and resisting?

108-111 in textbook – methods of resistance to slavery (categories),  Ted  Talk (drumming banned)

Slave Resistance at Work (Port Cities Bristol – just FYI)


Fri.: Minds On: What is the purpose of a law code?

Image result

Code Noir, https://en.wikipedia.org/wiki/Code_Noir


Fill in CHY 4U Abolitionism Code Noir chart

How enlightened was Code Noir? (0-10)

How generous did the French government think the code was? (0-10)

HW: finish Code Noir worksheet if not completed in class. Work on CCA step 1. It is due Mon. April 1.


3. Thurs. Mar. 28 and Fri. Mar. 29: Innovation and Origins of Industrialization (and Haiti)

An engraving of a Spinning Jenny by T. E. Nicholson (1835)

Spinning jenny: http://spartacus-educational.com/TEXjenny.htm


RP collapse

Rana Plaza collapse 2013, Bangladesh, https://cleanclothes.org/safety/ranaplaza


Minds On: How is society affected by the pace of technological change?

Skill: Progress and decline – the inverse relationship between groups

Fill in the chart: Early Industrialization Activity – who was helped and who was hurt by each innovation?

Progress vocabulary: benefit, evolve, develop, advance, improve, innovate, change…

Decline vocabulary: regress, recess, downfall, end, collapse, slide, devolve, suffer …

Groups that progressed and declined the most as new technologies arrived on the scene – debates. Inverse relationships between groups.

Cotton today: cotton (End Uzbek Cotton Crimes)


Toussaint L’Ouverture


Le Marron Inconnu (the unknown slave, Port au Prince, Haiti, 1967)


Haitian Revolutions context:

CHY4U Social Hierarchy in StDomingue,


Read about Toussaint L’Ouverture and the rebellions in St. Domingue/Haiti (textbook pages 195-197).

Visit Haitian Revolution (Black Past) or The Haitian  Revolution  (PBS – Africans in America) if you want short overviews of the Haitian Revolutions.

CCA background notes and current event/historical context worksheet due Monday.


4. Mon. April 1, Tues. April 2, Wed. April 3: Consequences of Exploration and Colonization  – 7 Years War

CCA Step 1 due today!

Map showing participants in the Seven Years Wars. https://en.wikipedia.org/wiki/Seven_Years%27_War


Skills: HTC – causes and consequences  (intended and unintended), perspectives

Annotate PSDs 1 to 7 indicating cause or consequence (or both) and what kind of causation: intended or unintended.

key terms:  mercantilism (the economic policy in which countries seek to export rather than import, protect their own markets, and make profit from their colonies), global conflict, proclamation,

Lord Clive meeting with Mir Jafar after the Battle of Plassey, oil on canvas (Francis Hayman, c. 1762)

Lord Clive meeting with Mir Jafar after the Battle of Plassey, oil on canvas (by Francis Hayman, c. 1762, a British painter). How does this image show the British perspective on the battle? Does it reflect or challenge its time?

British Victory at Plassey in Bengal, June 23, 1757




The Death of General Wolfe, by Benjamin West, portrays an almost Christ-like martyr’s death, painted 1770. Interestingly, West was born in the then-British colony of Pennsylvania. However, he travelled to England in 1763 and remained there.


How does this image portray the British perspective? Does it reflect or challenge its times?

We practiced making a timeline with attitude out of the basic dates from the Seven Years War: Seven_Years_War_Timeline    using 4 different perspectives: see below for assignment


Quebec Act Cartoon


5. Timeline with Attitude (due on Wed. April 10)

CHY4U_Unit2_Timeline_with_Attitude_sem2_18-19 (assignment and rubric)

Timeline with Attitude Sample (Ms. G’s incomplete sample from unit 1 topics). Don’t forget the turning point paragraph.  

Suggested  Perspectives:

  1. Enslaved peoples
  2. Factory workers
  3. Skilled workers
  4. Factory owners
  5. Consumers
  6. Women
  7. Colonists
  8. Indigenous peoples
  9. Enlightened philosophes
  10. Catholic Church officials
  11. Rulers (law writers)
  12. Plantation owners
  13. Merchants (East India Company people)
  14. Inventors
  15. British soldiers
  16. French soldiers
  17. Spanish soldiers



6. Thurs. April 4, Fri. April 5: Absolutism and Cultural Exchanges



Mon: Louis XIV and Absolutism

Louis XIV


Minds On: As citizens who are we loyal to? Who are our leaders responsible to?

Characteristics of absolutism:

  • Centralized absolutism replaced decentralized feudalism (where nobles used to have power and the king was less powerful).
  • Decisions came from one place (palace) and from one source of power (Louis).
  • The state as an entity started to develop.
  • Referred back to the Roman Empire as an example of stability and order.
  • Established rules of behaviour and fixed standards.
  • Its goal was order and control.
  • Often relied on the theory of divine right of kings (God gives the king power to rule).

These may be found in these areas (textbook 75-78):

  • intendants (civil servants) + religion (page 75-76)
  • economy + armed forces (page 76)
  • social system (page 77-78)
  • Versailles (page 77)

Evidence of Louis XIV Absolutism (groups added their info here)

Chateau de Versailles

video: expansion of the chateau and how it reflected Louis’s vision of absolutism.


Tues: Peter the Great – Absolutism and Westernization

Peter I


Peter_the_Great_AH (Miss Hepburn’s PPT)

Peter the Great Decrees – what questions do you have? How much power did a ruler have to have to be able to make these laws? Which way did Peter want Russia to face? What is the significance of beards in Russian culture? How would nobles have felt about the Table of Ranks?

Not Done: Turquioserie and Chinoiserie worksheets to be finished after your Timeline with Attitude is handed in.


7. Mon. April 8: Review for test (timeline with attitude due on Wednesday) 

please print turning point paragraph and send electronic link. Don’t forget to bring your rubric.

8. Tues. April 9: Unit test


Part 1: knowledge – enlightened quotes – identify the author and state which enlightened characteristic each relates to. Then briefly explain how it shows that characteristic. 10 marks

Part 2: application: 2 written questions, including making thesis statements (main argument + sub-topics described) about relationships between parts of the world in unit 2, how art both reflects and challenges the times. 10 marks

Thesis Statement Format:

main argument + sub-topics described

Sample Using Chinoiserie

The relationship between China and the West was not a two-way, equal exchange in the 18th and 19th centuries; this could be seen through Europe’s appreciation of Chinese inventions and architecture while China strictly limited foreign trade within its borders.

main argument

sub-topic 1

sub-topic 2

Comments are closed

Panorama Theme by Themocracy