THE WEST AND THE WORLD (CHY4U)
Biography and “Salon” – In Role presentation
You are invited to the Salons of to express your thoughts, opinions and ideas on issues
important to the climate of Europe and the outside world. The Salon will feature
intellectual, artistic and political figures from a variety of particular time periods.
In understanding the developments in intellectual thought in Europe, the role of the salon
was primary among the many venues promoting change. Although it was most prevalent
during the Enlightenment period discussion has been a key intellectual tool throughout
the process of Western civilization.
Students will:
1. Research a particular figure and create a 1 page biography of their figure which
illustrates all the important events in their life, as well as their various ideas etc.
2. Students will then assess the legacy of their figure in approximately 2 pages.
Why were they important at the time, and what is their significance to the process
of Western civilization?
3. Students will lead an in role discussion of their ideas for approximately 20
minutes, first introducing themselves, their basic ideas and actions, as well as
their contribution to the evolution of history using evidence.
4. Students will be required to plant at least 4 discussion questions in the audience
that will help them illustrate their ideas.
5. 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 one paragraph how their symbol and slogan communicate the main
ideas, points or contributions made by their historical figure.
6. A bibliography
FOCUS QUESTIONS
1. How is “progress” defined? What is our purpose? How do we improve society?
2. 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.
3. What is the significance of this individual?
How did they impact the intellectual climate of their time? How did their
thought impact society?
4. identify five main points of concern according to the chosen character.
Create a chart that outlines the five concerns, their root causes, and the possible
solutions proposed by the character. Hint: ‘Concerns’ may include class structure,
crime and punishment, race relations, economy, government, etc.
SALON RUBRIC
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
*excellent use of
grammar and spelling
*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
barely appropriate
*effective use of
proper grammar and
spelling
few errors evident
*satisfactory use of
grammar and spelling
some errors evident
* poor use of spelling
and grammar
* attempts
meaningful
participation
* some meaningful
participation
*little participation
APPLICATION
*participates
meaningfully
*utilizes knowledge of
theory in the
conversations
skillfully
* The symbol and slogan
communicate the ideas
and contributions made
by their individual with a
high degree of clarity and
accuracy.
.
*utilizes knowledge
of theory in the
conversations
* The symbol and
slogan communicate
the ideas and
contributions made
by their individual
with considerable
clarity and accuracy
*attempts to utilize
knowledge of theory
in the conversations
*knowledge of
theory is rarely
evident in the
conversations
* The symbol and
slogan communicate
the ideas and
contributions made by
their individual with
some clarity and
accuracy
* The symbol and
slogan communicate
the ideas and
contribution made by
their individual with
limited clarity and
accuracy
THINKING/INQUIRY
* 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).
* Demonstrates excellent critical
reading skills in identification of
thinkers significance
*Demonstrates
good critical
reading skills in
identification of
significance
KNOWLEDGE/
UNDERSTANDING
* Clearly shows displays a
thorough understanding of the
main ideas and incidents related to
the life of their individual.
Transfers knowledge to
presentation extremely well
*Generally
shows a clear
understanding
of the main
ideas related to
their individual
* 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.
*Demonstrates
some critical
reading skills in
identification of
*Demonstrates
few critical
reading skills in
identifying
significance
*Is only aware of
some of the
important ideas
and incidents in
the figures life
and does not fully
understand the
relationships
between them
* Little
understanding or
knowledge of the
figures important
ideas or their life
GREAT INDIVIDUALS LIST
Approximately 1450-1715 (Renaissance, Reformation, Exploration, Scientific Revolution)
Martin Luther
John Calvin
Tyco Brae
William Shakespeare
Cervantes
Marry Tudor
Desiderius Erasmus
Fedinand & Isabella
Ulrich Zwingli
Isaac Newton
Rene Descartes
Francisco Pizarro
Peter the Great
Henry VIII
Thomas More
Gustavus Adolphus
Charles V
Johan Guttenberg
Francis Bacon
Hernan Cortes
Ignatius Loyola
Elizabeth I
Cardinal Wolsey
Henry Navarre
Johan Kepler
Nicholas Copernicus
Galileo Galilee
Christopher Columbus
Catherine de Medici
Niccolo Machiavelli
Vasco de Gama
Bartolome de las Casas
Approximately 1715-1815 (Absolutism vs Constitutionalism, Enlightenment, French Revolution)
Thomas Hobbes
Voltaire
Joseph II
David Hume
Blaise Pascal
Edmund Burke
Amadeus Mozart
Marie Antoinette
Napoleon Bonaparte
John Locke
Immanuel Kant
Frederick the Great
Baron D’Holbach
Cesar Becaria
Charles I
Cardinal Richelieu
Abbes Sieyes
Duke of Wellington
Duke of Saint Simon
Louis XIV
Baron de Montesquieu
Adam Smith
Catherine the Great
Denis Diderot
Jean Jacques Rousseau
Condorcet
Thomas Malthus
Thomas Paine
William of Orange
Oliver Cromwell
Ludwig von Beethoven
Louis XVI
Mary Woolstonecraft
William of Orange
Maximilian Robespierre
Danton
1815-1914
Castlereagh
Karl Marx
Saint Simon
William Gladstone
Emile Zola
John Stuart Mill
Wilhelm II
Giuseppe Garibaldi
James Joyce
Charles Dickens
Talleyrand
Klemens von Metternich Theodore Gericault
Joseph Proudhon
Mikael Bakunin
Charles Fourier
Robert Owen
Louis Napoleon
Louis Phillipe
Benjamin Disreali
Charles Darwin
Sigmund Freud
Auguste Comte
Max Weber
Jeremy Bentham
Herbert Spencer
Friedrich Nietzsche
Queen Victoria
Otto von Bismarck Camillo Cavour
Giuseppe Mazzini
Simon Bolivar
Touissant L’Ouverture
Lord Byron
Virginia Woolf
Richard Wagner
Rudyard Kipling
Goethe
Alexis de Tocqueville
Pope Pius IX
1915-
Vladimir Lenin
Mahatma Gandhi
Benito Mussolini
Charlie Chaplin
Leon Trotsky
Adolph Hitler
Nicholas II
Mao Zedong
TO BE CONTINUED
Josef Stalin
Woodrow Wilson
Winston Churchill
Franklin D. Roosevelt
John Maynard Keynes Nicholas II
Harry S. Truman
Francesco Franco