CHY4U
West & the World
The Salon was
not much different than the modern day coffee shop. It was a place where men and women came
together to exchange their views on politics, literature, art and a wide range
of other subjects.
You are invited
to Marie- Therese Geoffrin (1699-1777) Salon, to
express your thoughts, opinions, contributions and ideas on issues that are
important to the intellectual, political, social and cultural climate of
Each student will choose ONE thinker or historical
figure from unit two: An Age of Enlightenment and Revolution (see below). Students can chose
to work in pairs to research their individual.
Please note: If you chose to work in pairs you will only need to
hand in one set of research notes and one symbol /slogan. However, you will individually be responsible
for your role in the Salon.
The host of the salon (the teacher- a.k.a.- Marie- Therese Geoffrin) will
provide students with time and material to research their historical thinker/
figure in the library. On the day of
the seminar, students will dress and behave appropriately according to the time
period and the character chosen.
I. Thinkers/Historical Figures (Choose ONE):
Francois-
Marie Arouet De Voltaire
Cesare Beccaria
John Locke
Thomas Hobbes
Denis Diderot
Adam Smith
Jean- Jacque
Rousseau
Catherine the
Great
Baron de
Montesquieu
Marquis de Condorcet
Daniel Defoe
Marie
Antoinette
Maximilien de Robespierre
Louis XVI
Jacques-Louis
David
Ludwig von
Beethoven
Mirabeau
Madame Roland
Walt Whitman Rostow
Jonathan
Swift
II.
Requirements and Due Dates:
III.
Evaluation:
·
See
below
·
See
below
·
Self
Assessment/ Teacher Evaluation
·
See
below
Total
Assignment: (30 Marks)
Students must
design a symbol and slogan that best represent the main ideas, points or
contributions made by the individual.
The student must also explain in approximately 100 words how their
symbol and slogan communicate the main ideas, points or contributions made by
their historical figure.
LEVEL 4
|
LEVEL
3
|
LEVEL
2 |
LEVEL
1 |
|
- The
symbol and slogan communicate the ideas and contributions made by their
individual with a high degree of clarity and accuracy. - By looking at the slogan and symbol there is no
confusion over who their historical figure is; and there is a strong
connection between their main ideas, points or contributions and the symbol
and slogan. |
- The
symbol and slogan communicate the ideas and contributions made by their
individual with considerable clarity and accuracy - By
looking at the slogan and symbol there is little confusion over who their
historical figure is; and there is a good connection made between their main
ideas, points or contributions and the symbol and slogan. |
- The
symbol and slogan communicate the ideas and contributions made by their
individual with some clarity and accuracy - The
connection between their historical figures’ main ideas, points or
contributions and the symbol and slogan are weak causing the viewer
difficulty in making the connection. |
- The symbol and slogan communicate the ideas
and contribution made by their individual with limited clarity and accuracy - The slogan and symbol poorly represent the
main ideas, points or contributions made by their historical figure; there is
considerable confusion by looking at the slogan and symbol and who the person
is |
Students must
hand in their research notes and bibliography.
Research notes and the bibliography MUST be typed. You must have at least THREE sources of
information. They must include: a
biography, secondary sources and at least ONE primary source.
Rationale: to help you organize your primary and
secondary sources effectively in order for you to be successful in the
seminar. The bibliography will be
helpful practice for when you write your main paper later on in the term.
Directions: read the questions below Carefully.
Using your primary and secondary sources, complete the questions below with
your partner. This will be submitted as part of your research notes.
Read over the
materials you have collected about your character and answer the following
questions.
1. How has the personal
life of the chosen character shaped their views and thinking? Examine his/her
biography in relation to their views and perspectives on issues. Note key
dates, events, and people.
2. What is the
significance of this individual?
a) How did they
impact the climate (eg- could be political, social,
cultural or intellectual climate) of their time?
b) How did
their thoughts or contributions impact society?
|
Criteria |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
|
A.
Research |
- Exceptional research that includes more than three
resources of information. Research
material includes a biography, secondary sources (textbooks, journals etc)
and primary sources (documents, quotes etc) |
- Research includes three sources of
information. Research material
includes a biography, secondary sources (textbooks, journals etc) and primary
sources (documents, quotes etc). |
- Simple sources of information were used. Research material includes a biography,
secondary sources (textbooks, journals etc) and primary sources (documents,
quotes etc). |
- Research lacks depth. Did not include the three
sources of information that were required.
Did not extend past a cursory level of research. |
|
KNOWLEDGE/UNDERSTANDING #1 Analyses the impact of a minimum of 10 key
dates/events/ people and offers sophisticated insight on how these shaped
views and perspectives #2a Provides
significant evidence which demonstrates the impact they had on specific philosophes #2b Provides significant evidence which
demonstrates the impact they had on specific segments of society |
#1 Analyses the impact of a minimum of 10 key
dates/events/ people and offers insight on how these shaped views and
perspectives #2a Provides evidence which demonstrates the
impact they had on specific philosophes #2b Provides evidence which demonstrates the
impact they had on specific segments society |
#1 Analyses the impact of a minimum of 10 key
dates/events/ people and suggests how these shaped views and perspectives #2a Provides evidence which demonstrates the
impact they had on philosophes #2b Provides evidence which demonstrates the
impact they had on society |
#1 Analyses the impact of a minimum of 10 key
dates/events/ people and links to views and perspectives #2a/b
Provides evidence which demonstrates their impact |
|
THINKING/INQUIRY #3 Demonstrates critical reading skills in
identification of 4 to 5 key points and uses quotes to show their root causes |
#3 Demonstrates
critical reading skills in identification of any 4 points and uses quotes to
show their root causes |
#3 Demonstrates critical reading skills in
identification of 3 points and explains their root causes |
#3 Demonstrates
critical reading skills in identification of a minimum 2 points and shows
their root causes |
On the day of the seminar, students
will dress and behave appropriately according to the time period and the
character chosen.
Topic of Discussion for
Seminar:
“How is Progress defined? How does one improve society?”
The
evaluation will be 50% self-evaluation and 50% teacher evaluation. The rubric below will help students know what
is expected of them.
SALON RUBRIC : Performance
|
LEVEL 4 |
LEVEL 3 |
LEVEL 2 |
LEVEL 1 |
|
COMMUNICATION *highly effective communication: volume, fluency, enunciation and
physical expression using sophisticated language *extremely convincing: so good it does not appear to be a role,
excellent choice of attire |
*good communication: volume, fluency, physical expression using
mostly sophisticated language *very convincing: stays in role, good choice of attire |
*communication effective in some ways: volume, fluency, physical
expression using some sophisticated language *sometimes/somewhat convincing, attire appropriate to some degree |
*communication effective in limited ways: volume, fluency,
physical expression attempting sophisticated language *convincing in a limited way, attire a little appropriate |
|
APPLICATION *participates meaningfully in response to others 4 times *utilizes knowledge of theory in the conversations skillfully |
*participates 4 times attempting meaningful participation *utilizes knowledge of theory in the conversations |
*participates 3 times attempting meaningful participation *attempts to utilize knowledge of theory in the conversations |
*participates 3 times *knowledge of theory is rarely evident in |
Sources
Cited:
Ms.
C. Mobilos Seminar Assignment “The Salon”