Content Area English
Target Course/Grade level 12
Unit Title - European Literature: Eighteenth and Early Nineteenth Century
Essential Questions: What role does nature play in eighteenth and early nineteenth century literature? How are the values of individuals versus those of
society explored in eighteenth and early nineteenth century literature? How are the philosophical ideas including questions of free will, fate, human conflict and
loss addressed by the authors in this unit?
Unit Overview
Observing themes related to nature as well as “natural” forms and language, students consider whether nature appears as a force of good or
a menace. Observing narrative digressions, idiosyncrasies, exaggerations, and biases, they consider human, unpredictable, idiosyncratic aspects of storytelling.
Students will also evaluate the values of the individual versus those of society. They have the opportunity to practice some of these narrative techniques in their
own fiction and nonfiction writing. Students also explore some of the philosophical ideas in the literary texts—questions of free will, fate, human conflict, and
loss. In seminar discussion, students consider a philosophical question in relation to a particular text. Students write short essays and also develop an essay or
topic from an earlier unit, refining the thesis and consulting additional sources. These essays can be used to inform and inspire longer research papers at the end
of the unit that answer the essential question. By the end of this unit, students will have an appreciation for some of the tendencies of early Romanticism and
Realism and will recognize that these eras, like all others, are filled with exceptions, contradictions, and subtleties.
Standards/
CPI’s
RL.11-12.2
Unit Learning Targets
As a result of this segment of learning, students
will…

RL.11-12.3
RI.11-12.5
W.11-12.3 (ae

W.11-12.7
W.11-12.8
L.11-12.2 (a-b




Read fiction, drama, poetry,
biography, and autobiography from
the eighteenth and early nineteenth
century.
Consider the relationship between art
and nature and societal values versus
individual in these works.
Observe narrative digressions,
idiosyncrasies, exaggerations, and
biases.
Consider the dual role of the narrator
as a character and as a storyteller.
Consider the role of the supernatural
in the literary works read in this unit.
Write a story in which they practice
some of the narrative devices they
Lessons and Activities
The learning experiences that will
facilitate engagement and achievement
Suggested Activities:
Evidence of
Learning
Formative and
Summative
measures
Graded class
participation
Reading poetry, Oral Presentation:
Recite one of the poems in this unit
from memory. Include an
introduction that discusses how the
poem relates to the natural world.
(SL.11-12.6)
Art, Music and Media
Examine and discuss the artworks
listed. How did artists of this
period frame the relationship
between man and nature? Where
does man belong in these
images—or does he even belong?
Resources
Books, articles, text, etc.
Glencoe Textbook
Suggested literary selections
Graded class
discussion
Peer and Teacher
critique of
argumentative,
informational/exp
ository and
narrative writing
assignments
Novels
Gulliver’s Travels by Swift
Jane Eyre by Bronte
Emma by Jane Austen
The Sufferings of Young Werther by
Wolfgang Von Goethe
Plays
Peer editing
Cooperative and
individual
research projects
The Power of Darkness by Tolstoy
Stories




have observed in this unit.
What do you see in these images?
Explore and analyze some of the
philosophical ideas in the literary
texts—questions of free will, fate,
human conflict, and loss.
Which painting do you believe
would be more “typical” of the
period? Which looks more
romantic in style to you, and
Consider the difference between
natural and forced language.
Consider both the common tendencies
of works of this period and the
contradictions, exceptions, and
outliers.
Participate in a seminar discussion in
which a philosophical question is
explored in relation to a specific text.
why? Do you believe these images
were painted for “art’s sake,” or
for a larger social purpose?
(SL.11-12.1, SL.11-12.2, SL.11-
and oral
presentations
Benchmarks
Tests
Poems
Announced and
unannounced
quizzes
12.3, SL.11-12.4, SL.11-12.5)
Three formal
analyses
Reading Literature, Argumentative
Writing
Based on Tolstoy’s The Bet, can a
reader claim whether Tolstoy agrees
or disagrees with the morality of the
death penalty? Use evidence from the
text to support all claims and
counterclaims. (W.11-12.2)
Reading Literature, Informative
Writing
Compare and contrast the themes
found in The Diary of Samuel Pepys
and The Life of Samuel Johnson. Do
the texts share similar messages? Do
they reflect elements of realism in the
same way? Why or why not? Use
evidence from both texts and organize
in a comparative essay. Include an
original, concise thesis statement.
(RL.11-12.1, RL.11-12.3, RL.11-12.6,
W.11-12.2, SL.11-12.1, SL.11-12.6)
“How Much Land does a Man Need?” by
Tolstoy
“The Bet” by Chekhov
“War” by Pirandello
Two narrative
writing
assignments
Two
informational/exp
ository writing
assignments
Four perspectives
in response to art
and literature
“The Lorelei” by Heine
“Russia 1812” from The Expiation by Hugo
“The Panther” by Rilke
Auguries of Innocence” “Songs of
Innocence and of Experience” (selected
poems) (William Blake)
“Ode to Indolence” “Ode on a Grecian Urn”
(excerpts) (John Keats)
In Memoriam A. H. H. (Alfred Lord
Tennyson)
The Deserted Village” (Oliver Goldsmith)
“Tintern Abbey” “London, 1802” “The
World is too Much with Us” “Ode to
Intimations to Immortality” (excerpts)
(William Wordsworth)
Nonfiction
Recitation of
poetry
“Two Memories of Sido: from Earthly
Paradise by Colette
Informational Texts
The Diary of Samuel Pepys (Samuel Pepys)
The Life of Samuel Johnson (James
Boswell)
Preface to Lyrical Ballads (William
Wordsworth)
Research Paper:
Art
Using specific evidence from
various sources studied in this
unit, write a research paper that
The Siren by Landelle (1879)
Napoleon’s Retreat From Moscow Germany
North Arlington Public Schools
answers one of the essential
questions. Include an original,
concise thesis statement to
answer this essential question.
(RL.11-12.1, RL.11-12.2, RI.1112.7, W.11-12.7, W.11-12.8)
(1828)
The Remains of the Grande Armee on the
Retreat from Russia (1890)
The Kitchen by Grant 1902
At Dinner by Serebryakova (1914)
Self-Portrait with Female Mask by Munch
(1892)
Blue Interior by Backer (1883)
Head of a Woman by Klimt (1862)
Media
Film adaptation A Doll’s House
Film adaptation Jane Eyre
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