Prefatory Statement:

This unit on 18th century British literature examines various styles and purposes of writing.
The authors of this time period use many different styles to examine issues in 18th century
England. In satirical works by Jonathan Swift and Alexander Pope, the authors scrutinize
treatment of the Irish, advances in technology, and overreaction of wealthy families to an
insignificant event. Joseph Addison and Richard Steele produce the first popular
magazines. Literary works by Mary Astell, Anne Finch, and Mary Wollstonecraft give birth
to a movement for the equal treatment of women. Throughout the duration of this unit,
students will work on a satirical essay, a plea for social reform, or a commentary about an
issue in today's society. This project covers Minnesota Grad Standard Learning Area Two:
Write and Speak. As outlined in the Assessment Task, their presentation may be in the
form of a speech, a newspaper/magazine article, a web page, or a letter. Students will be
required to interview a member of the community, who will serve as a primary resource for
this project.

Throughout this unit, students will be asked to keep a journal. They will reflect on questions
about the material studied, their research process, and quotations made by the authors in
the unit. The use of a journal requires students to stop and assess their own learning.
Through metacognition students learn about their own thinking strategies, enabling them to
ask self-questions and evaluate their learning processes.

Students need to become active participants within their society. This unit gives students the
opportunity to communicate their opinions to the rest of their community. I believe that
students who feel as though they are an important part of the world will be more likely to
become active, responsible adults. Students will have the opportunity to speak out against
ills in society. Understanding the intentions of authors will also help students become more
critical of information they read or hear. The media and the Internet have an abundance of
fictitious articles, so it is important for students to be able to distinguish what is reliable
information and what is not.

Class Specification:

I believe the material studied in this unit is appropriate for grades 11 and 12. Because the
material studied in this unit is very flexible, teachers can easily adapt it to suit students of
diverse backgrounds. Classrooms that consist of a high minority population can focus the
project on prejudice and discrimination in America. Teachers in an area with very few
resources could arrange for members of the community to come into the classroom, instead
of asking students to search for their own interviewee.

Significant Assumptions:

•Literature from this period is often assumed to be boring.

•Satire will be the hardest concept for the students to grasp.

•Students will feel strongly about some issues in the world.

•Unit can be adapted easily for any classroom.

•Students will be more motivatied if they are able find real audience and real purpose.

•Students need to see a connection between "dead" literature and today's culture to be
interested.

•Students are familiar with and have worked with writing groups.

•Students learn best when they find relevance in the material studied.

•Students need to be active learners.

•Metacognition is very important in learning.

•Students will have skills to use the Internet.

•Students will have access to newspapers and magazines.

Desired Outcomes/Standards: By the end of this unit students will have learned to:

•Recognize of elements of satire in literature and the media

•Work cooperatively in writing groups

•Describe the use and purpose of satire in media

•Identify the purposes and styles of writing used in 18th century British Literature

•Relate literary texts studied to present

•Construct a definition of satire

•Identify gender issues in literature and society as portrayed by Mary Astell, Mary

Wollstonecraft, and Anne Finch

•Describe gender issues in literature and society today

•Indicate the role of newspapers and critical essays

*Minnesota Grad Standard: Learning Area Two: Write and Speak

Content Standard: Academic writing

A student shall demonstrate the ability to write using grammar, language mechanics, and
other conventions of standard written English for a variety of academic purposes and
situations by writing original compositions that:

A. describe, narrate, or explain observations of human events or situations;

C. construct support for a position, argument, plan, or idea

D. evaluate an idea, topic, or theme based on expressed criteria.

*The Assessment Task included in this unit does not focus on Subpart B.

Possible Whole-Class Activities:

•Read texts aloud.

•Compile a list of words that have changed in meaning and/or spelling from the

works assigned.

•Collect political cartoons depicting satire.

•Participate in interviews with members of the community.

•Compile possible targets for satirical essayists in the 20th century.

•Discuss elements of satire used by Swift and Pope. View clips from Saturday

Night Live or The Simpsons. Create a definition of satire.

•Discuss how the roles of women are/are not changing.

•Develop a list of issues in society for projects.

•Create a paper like The Spectator or The Tatler.

Possible Small-Group Activities:

•Discuss the elements of satire used in the video clips and political cartoons. How

can you compare them to works by Swift and Pope?

•Critique and revise drafts written by members of the students' writing groups.

•Discuss responses to journal questions in writing groups.

•Brainstorm ideas for gender issue project.

•Create a political cartoon for one of the assigned texts.

•Work together to provide different perspectives of the issue your team chooses to

present.

Possible Individual Activities:

•Interview a member of the community about satire and/or gender issues in society today.

•Write your own version of the quotes.

•Read assigned texts.

•Write responses to journal questions daily.

•Pick a final project.

•Use elements of satire in a satirical essay about a modern topic.

•Revise project in response to small group critique.

•Write an article about something going on in the community.

•Write questions you would like answered about your topic.

•Write an article about how Swift might feel about 20th century technology.

Ongoing Activities:

•Write responses to journal questions.

•Work with writing group.

•Work on a satirical essay, a plea for social reform, or a commentary about an issue in
today's society. Assessment Task

•Interview a member of the community about the issue the student chooses to write about.

•Identify the purposes of various writers.

Student Resources:

•Writing journal

•British literature textbook

•Copies of the selections by women writers from that period

•Internet access

•Writing utensils

•Word processing and web page software/programs

•Folder for research material

Sample Lesson Plans

*Unit Launch: Day One

Lesson Topic: Satire

Lesson Objectives: This lesson will introduce the students to satire. The students will be
working toward Minnesota Grad Standard Learning Area Two: Write and Speak. By the
end of this lesson the students will have learned to:

• evaluate an idea based on expressed criteria

• describe narrate, or explain observations of human events or situations

Procedure

Activity 1: Describe the objectives/activities for the day. 1 minute

Activity 2: View satirical clips from The Simpsons and Saturday Night Live. 5-8 minutes

Activity 3: Break students into groups of two and have them come up with a definition of
satire. 3 minutes

Activity 4: Ask the students what ideas/elements they came up with and write these on the
board. 5 minutes

Activity 5: Give the homework assignment. 3 minutes

Activity 6: With the remaining time, the instructor will begin reading "A Modest Proposal."
Open

Homework

--Write a definition of satire and how it is used today in your journals.

--Locate and bring one political cartoon depicting satire.

--Write what the picture is satirizing on a separate sheet of paper.

--Finish reading "A Modest Proposal."

Assessment

I will know the students have met the desired objectives if they:

•describe how satire is used to today in their writing

•evaluate satire in a political cartoon based on the criteria discussed in class

*Day Two

Lesson Topic: "A Modest Proposal" and political cartoons

Lesson Objectives: Jonathan Swift's "A Modest Proposal" offers an outrageous solution to
the misery of life in Ireland. Today, we will have a short discussion on the work, and talk
about political cartoon brought in by the students. The students will be working toward
Minnesota Grad Standard Learning Area Two: Write and Speak. By the end of this lesson
the students will have learned to:

•evaluate an idea based on expressed criteria

•describe narrate, or explain observations of human events or situations

Procedure:

Activity 1: Describe the objectives/activities for the day. 1 minute

Activity 2: Have the students write a response to the following question(s) in their

journals. What elements of satire does Swift use? Do you think this kind of

approach to a problem helps or makes it worse? Do you think Swift goes too

far? 5-10 minutes

Activity 3: Ask students if they have any opinions they would like to share with the class.

Begin a large group discussion with the above questions. 10 minutes

Activity 4: Ask students to get out their political cartoon and their description of it. 2
minutes

Activity 5: Tell the students to describe their cartoon to the person next to them. Have

some extra cartoons on hand in case some students don't bring one. 5 minutes

Activity 6: Put the cartoons and their descriptions on a bulletin board, so the students can

refer back to them. 10 minutes

Homework:

--Read "The Introduction" by Anne Finch.

--Journal: What are some of the gender issues Anne Finch describes in her poem?

Assessment:

I will know the students have met the desired objectives if they:

oidentify elements of satire in "A Modest Proposal" and/or their political cartoon

•describe the use of satire in the cartoon

•evaluate the use of satire in political cartoons

*Day Three

Lesson Topic: "The Introduction" and the Assessment Task

Lesson Objective: Today, we will talk about some of the gender issues in Anne Finch's
poem. We will also go over the criteria for the project. The students will be working
toward Minnesota Grad Standard Learning Area Two: Write and Speak. By the end of
this lesson the students will have learned to:

• evaluate an idea, topic, or theme based on expressed criteria, by identifying gender issues
in 18th century England through the work of Anne Finch

Procedure:

Activity 1: Describe the objectives/activities for the day. 1 minute

Activity 2: Give the students information about Anne Finch's life. Students will be taking

notes. 5-10 minutes

Activity 3: Talk about the poem. Be sure to point out significant lines and ask the

students what the lines mean. Ask if there are any questions about the poem.

Identify gender issues in the poem. 10 minutes

Activity 4: Pass out the Assessment Task and go over it with the students. 15-20 minutes

Activity 5: Begin reading about Addison and Steele with the time remaining. Open

Homework:

--Read essay Number 44 from The Spectator.

--Journal: Addison describes some things dramatists use to make their audiences feel pity
or terror. What movie/television show that have you seen recently used some of these
devices? Tell me about them.

Assessment:

I will know the students have met the desired objective if they:

• identify gender issues in 18th century England in their journal or class discussion

Organization of the Unit:

Week 1:

The first week serves as an introduction to the styles and purposes of writing found in 18th
century British literature. The instructor will explain to students the various purposes of the
writers being studied: satirize, reform (socially and politically), report, and preserve. During
the first week, the class will read "A Modest Proposal" by Jonathan Swift, one selection
from Addison and Steele, and Anne Finch's "The Introduction" (See Teacher Resources).
This is to expose the students to each style of writing. After reading the selections students
will brainstorm possible topics for their projects, while the teacher writes them on the
board. Students will consider the following questions:

1. If I could change anything about the world what would it be?

2. How are people affected by this problem/issue?

3. Is there a specific incident in the media that was blown way out of proportion?

4. What groups of people are oppressed in America/the world?

This will also provide an opportunity for small or large group discussion about questions or
comments students have about certain issues.

By the end of the week, each student will submit a proposal stating what issue s/he would
like to write about and the style s/he will be using. (i.e. Maya will be writing a satirical essay
on abortion.) Students are required to interview someone in the community, to provide
them with a primary resource. The interview must be concluded by the end of Week Two.

Throughout the duration of unit, students will write response to questions and/or quotes the
teacher will have on the board. The questions can be about the readings or about issues in
our society. The insertion of questions requires students to stop and assess their own
understanding. The responses to these questions will be kept in the students' writing
journal. (See teacher resources for quotations and possible questions.)

Week 2: Satire

After reading over the students' proposals, the instructor will organize writing groups. The
groups should consist of no more than four students. The purpose of these groups is to help
each other with the writing process, as outlined in the Assessment Task. During this second
week, students will start researching their chosen topic. One class period will be spent
locating research materials in the library. Students will discuss their findings with the
members of their writing groups and begin composing a rough draft. The instructor should
use time this week to talk about different writing strategies the authors use.

1. How do these authors grab your attention?

2. Are there gender differences in the writings?

3. What methods of organization are used?

4. Who is the audience?

5. What are their intentions?

The class will continue to read the selected texts, focusing on satire during this week. The
students will read a selection from Gulliver's Travels and "Rape of the Lock". These
selections are short and interesting, so students should not have a problem remaining
interested. Students will bring in at least one satirical work from a magazine, television
show, or newspaper. Class discussion will focus on the material being read and/or articles
brought in by the students. Some questions for the students to consider are:

1. What would Swift think about 20th century technology? What are some ways science
and technology has harmed people?

2. What makes satire an effective form of criticism?

3. What, if anything, should be free from attack of satire?

Week 3: Gender Issues

Students will continue to work on their papers. One day this week will be used for writing
groups, so the group members can edit each other's rough drafts. Each group member will
use a different colored pen, so the instructor can tell which group members are
participating. The students will continue to work on their project as outlined in the
Assessment Task.

The reading for this week will focus on the women writers from the period. The students
will read a selection from A Vindication for the Rights of Woman by Mary Wollstonecraft
and a selection from Reflection upon Marriage by Mary Astell. The teacher should remind
students of some of the comments made by Anne Finch in her poem. Based on the
readings, students can write journal reflections and participate in class discussions. Some
questions to consider are:

1. What were the roles of women in 18th century England?

2. How have/haven't gender roles changed?

3. How are women discriminated against in 20th century America?

4. What are some reasons Mary Astell gave in favor of getting married? Do

you agree with her?

Week 4: 18th Century Reporting

This week students will continue to revise, edit, and conference with group members or the
instructor. The final draft, as outlined in the Assessment Task, is due at the end of this
week. Teachers can set aside one day this week to work on presentations. This
presentation may be in the form of a speech, a newspaper/magazine article, a web page, or
a letter. If the students are unfamiliar with some computer programs, the instructor may
want to spend a day in the lab to introduce web page and/or PowerPoint software.

The reading for this week will focus on the works of Joseph Addison and Richard Steele.
Teachers with Internet access should show actual copies of The Spectator and other
newspapers from the 18th century.** The instructor will spend the last day of this week to
help the students review for the test.

Week 5: Presentation

During this week, students will take the unit essay exam, work on their presentation, and
deliver their presentation. The exam should be administered at the beginning of the week,
so there is time allowed for the students to work on their presentations.

Student Handout

Assessment:

The assessment for this unit is divided into four parts. You will be evaluated on their paper
and presentation by the criteria outlined in the Assessment task.

Project&emdash;40 pts.

Presentation&emdash;20 pts.

Journal Entries&emdash;20 pts.

Unit Essay Exam&emdash;20 pts.

91-100% A

81-90% B

71-80% C

As a class, we will decide what will happen to those students who miss 30 or more points.
(i.e., Students who miss 30 pts. or more will be required to give a book talk on a piece of
literature from this century to earn a "C".)

Journal Entries

4+ journal entries per week - 20 pts.

3 journal entries per week - 15 pts.

2 journal entries per week - 10 pts.

Less than 2 - 0 pts.

Unit Essay Exam

Answer two of the following questions. Remember to use examples and please be
specific.

Suppose you are either one of the poor Irish men or women discussed in "A Modest
Proposal." Write a response to Swift being one or the other. Will you applaud his efforts,
or take another point of view?

Write down five gender issues the writers in this unit talked about. Would the authors be
happy with the roles of women today. Why or why not?

Name the elements of satire. Give one example of how each is used in a work by Pope,
Swift, or Addison.

Teacher Resources:

•List of possible people in the community to interview

•Satirical clips from SNL (Saturday Night Live), Seinfeld, or The Simpsons

•Copy of the performance package

•Copies of Anne Finch's "Introduction", Mary Wollstonecraft's Vindication of the Rights of
Women, and Mary Astell's Reflection on Marriage

•Colored pens

•Quotes to use for journal reflections:

To let friendship die away by negligence and silence is certainly not wise. It is
voluntarily to throw away one of the greatest comforts of the weary
pilgrimage. -Samuel Johnson

Independence I have long considered as the grand blessing of life, the basis of
every virtue; and independence I will ever secure by contracting my wants,
though I were to live on a barren heath. &endash;Mary Wollstonecraft

If all men are born free, why is it that all women are born slaves?
&endash;Mary Astell

Let me tell you I am better acquainted with you for a long absence, as men
are with themselves for a long affliction: absence does but hold off a friend, to
make one see him the truer. &endash; Alexander Pope

To err is human, to forgive is divine. &endash;Alexander Pope

What we hope ever to do with ease, we must learn first to do with diligence.
-Samuel Johnson

I never wonder to see men wicked, but I often wonder to see them not
ashamed. -Jonathan Swift

Questions for discussion or journal entries:

How are the roles of women changing?

What is the purpose of "A Modest Proposal?"

Why are the Lilliputians small?

Does the "The Rape of the Lock" apply to any aspects of contemporary life?

What would the women authors think of 20th century roles of women?

Abrams, M. H., et al, eds. The Norton Anthology of English Literature. vol I. New York:
W. W. Norton & Company, Inc., 1993.

Astell, Mary. From Some Reflections upon Marriage. Abrams 1972-1975.

Elements of Literature. Texas: Holt, Rinehart and Winston, Inc., 1989. 505-557.

English and Western Literature. New York: Macmillan, 1984. 251-296.

Finch, Anne. "The Introduction." Abrams 1991-1993.

Gere, Anne Ruggles, et al. Language and Reflection: An Integrated Approach to Teaching
English. New Jersey: Prentice-Hall, Inc. 1992.

Wollstonecraft, Mary. "From A Vindication of the Rights of Woman." The Norton
Anthology of Literature by Women. eds. Sandra M.Gilbert and Susan Gubar. New York:
W. W. Norton Company, Inc., 1996. 255-275.

Internet Resources:

Anne Finch. 10 Nov 1999. http://www.mnsi.net/~white62/subpag20.htm

[Bookmarks to Anne Finch sites.]

Children, Families, and Learn MECR. Minnesota Department of Children, Families, and

Learning.2 Nov 1999.
http://mecr.state.mn.us/csview?CS_ID=20401&GYEAR=2002&EDLVL_ID=4

Discovery Channel School. Discovery Communications, Inc. Microsoft Corporation. 23

Oct. 1999. http://school.discovery.com/lessonplans/programs/gulliver

Jaffe, Lee. Jonathan Swift &endash; Gulliver's Travels &endash; Home Page. 27 Oct
1999.

http://www.jaffebros.com/lee/gulliver/index.html

Mitchell, Sara. "A Modest Proposal." 16 Nov 1999.

http://www.glue.umd.edu/~saram/prose/two/modestprop.html

[Here's an example of a work satirizing gun use in this country. It's a great

example for your students!]

RE: Jonathan Swift's "A Modest Proposal". Nantucket Campfire. 10 Nov 1999.

http://federalistnavy.com/poetry/JONATHANSWIFT1667-1745hall/messages/13.html

[This site is a reader's discussion. The students could post comments/questions here.]

Selected Poetry and Prose of Alexander Pope. Representative Poetry On-Line.

University Of Toronto Library. 15 Nov 1999.

http://library.utoronto.ca/www/utel/rp/authors/pope.html

**British Literature and Anglo-file Resources. Christopher D. Ball. 15 Nov 1999.

http://www.britishliterature.com/top.html

[This site contains actual articles from The Spectator and other 18th century

newspapers.]

THE INTRODUCTION

Did I my lines intend for public view,

How many censors would their faults pursue.

Some would, because such words they do affect,

Cry they're insipid, empty, uncorrect:

And many have attained, dull and untaught,

The name of wit only by finding fault.

True judges might condemn their want of wit,

And all might say, they're by a woman writ.

Alas! a woman that attempts the pen,

Such an intruder on the rights of men, 10

Such a presumptuous creature, is esteemed,

The fault can by no virtue be redeemed.

They tell us, we mistake our sex and way:

Good breeding, fashion, dancing, dressing, play

Are the accomplishments we should desire;

To write, or read, or think or to inquire

Would cloud our beauty and exhaust our prime;

Whilst the dull manage of a servile house

Is held by some, our utmost art, and use. 20

Sure, 'twas not ever thus, nor are we told

Fables of women that excelled of old

To whom, by the diffusive hand of Heaven,

Some share of wit and poetry was given.

On that glad day on which the Ark returned,

The holy pledge for which the land had mourned,

The joyful tribes attend it on the way

The Levites do the sacred charge convey,

Whilst various instruments before it play;

Here, holy virgins in the concert join 30

The softer notes to soften and refine

And with alternate verse complete the hymn divine.

Lo! the young poet, after God's own heart,

By him inspired and taught the Muses' art,

Returned from conquest, a bright chorus meets,

That sing his slain ten thousand in the streets.

In such loud numbers they his acts declare,

Proclaim the wonders of his early war,

That Saul upon the vast applause does frown

And feels its mighty thunder shake the crown. 40

What can the threatened judgment now prolong?

Half of the kingdom is already gone;

The fairest half, whose influence guides the rest,

Have David's empire o'er their hearts confessed.

A woman here leads fainting Israel on:

She fights, she wins, she triumphs with a song,

Devout, majestic, for the subject fit,

And far above her arms exalts her wit,

Then, to the peaceful, shady palm withdraws

And rules the rescued nation with her laws. 50

How are we fallen, fallen by mistaken rules!

And education's more than nature's fools,

Debarred from all improvements of the mind

And to be dull expected and designed;

And if someone would soar above the rest

With warmer fancy and ambition pressed,

So strong th' opposing faction still appears,

The hopes to thrive can ne'er outweigh the fears.

Be cautioned, then, my Muse and still retired;

Nor be despised, aiming to be admired; 60

Conscious of wants, still with contracted wing,

To some few friends and to thy sorrows sing;

For groves of laurel thou wert never meant;

Be dark enough thy shades, and be thou there content. (pub. 1713)

Notes

25-32. 1 Chronicles 15. 33-44. 1 Samuel 18.

45-50. The judge Deborah: Judges 4-5.

Source: http://www.english.upenn.edu/~mgamer/Romantic/finch