Themes Across Cultures
Focus and Motivate
from
RL 3 Analyze the impact of the
author’s choices regarding how
to develop and relate elements
of a story. RL 10 Read and
comprehend literature, including
stories.
RL 3 Analyze the impact of the author’s choices
regarding how to develop and relate elements of
a story. RL 6 Analyze a case in which grasping a
point of view requires distinguishing what is directly
stated in a text from what is really meant.
RL 10 Read and comprehend literature, including
stories. L 4a Use context as a clue to the meaning
of a word. L 6 Acquire and use accurately general
academic words.
After students have read about Voltaire’s life,
have them discuss what Voltaire liked about
England and disliked about France. Explain
that a blasphemer is “someone who speaks
disrespectfully of a faith,” and ask students
to discuss how Voltaire could be regarded as
both a literary genius and a blasphemer at the
same time.
Fiction by Voltaire
Meet the Author
Voltaire
did you know?
Voltaire . . .
• reportedly drank dozens
of cups of coffee a day.
about the author
Candide
• spent 11 months in
Bastille prison for
writing poetry that
offended the royal
family.
• is sometimes credited
with having written the
first work of science
fiction.
notable quote
1694–1778
Voltaire (vIl-târP), like his English
counterparts Pope and Swift, used satire
to rail against the oppression, prejudice,
corruption, and religious intolerance he
saw in France. During his lifetime, he
was praised as a literary genius as well as
condemned as a blasphemer. Today, he is
acknowledged as one of the leading writers
of his era and a champion of human rights.
A Very Enlightening Exile In 1726, Voltaire
was forced to leave France after a feud with
a young nobleman resulted in Voltaire’s
arrest. For nearly three years Voltaire lived
in England, where he met fellow satirists
Alexander Pope and Jonathan Swift.
He came to look upon England as an
enlightened society, with great tolerance for
individual thought and expression.
Literature Trumps Law Voltaire, whose
real name was François-Marie Arouet
(är-wDP), was born into a middle-class
Parisian family. At age 10, he began studies
at the Jesuit Collège Louis-le-Grand,
located in the heart of Paris, where he
learned Latin and developed a love for
classical literature, as well as a strong
skepticism concerning established religions.
Upon his graduation in 1711, his father
expected him to pursue a law career,
but Arouet rejected this plan. He
wanted to become
becom a writer.
After Voltaire returned to Paris in 1729,
he wrote Letters Concerning the English
Nation, a book that praised English
traditions, institutions, and scholarship.
The book was perceived as a criticism of
the French government, and copies of it
were ordered to be burned. Voltaire fled
Paris once again. He made his home in
the Lorraine region of France, where he
produced copious political pamphlets
on issues of the day and a series of contes
philosophiques, or philosophical tales, the
most famous of which is Candide.
Arouet had his first literary
success at the age of 24 with
the play Oedipe,
which was
Oe
produced in 1718. The
tragedy was an enormous
hit and prompted
Arouet
Arou to choose the
pen name Voltaire.
Many
M theatrical
successes
followed.
s
A Warm Welcome in Paris Voltaire
enjoyed worldwide fame. He returned to
Paris for the last time early in February
1778 to oversee a production of his play
Irène. On opening night, an actor stepped
up to Voltaire’s seat and placed a crown
on the author’s head as the audience
applauded wildly. Soon after, the 83-yearold Voltaire’s health failed, and he died in
Paris on May 30, 1778.
“Optimism . . . is a mania for maintaining
that all is well when things are going badly.”
–Voltaire
Ask students what this quote suggests about
Voltaire’s attitude, his view of humanity, and
his character. Possible answer: Voltaire was not
an optimist; instead, he believed that people
who believed that all was well simply believed
that because they needed to.
Author Online
Go to thinkcentral.com. KEYWORD: HML12-660
660
Selection Resources
NA_L12PE-u03s24-brCand.indd
660
12/16/10
See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 3
BEST PRACTICES TOOLKIT
Plan and Teach, pp. 125–132
Summary, pp. 133–134†‡*
Text Analysis and Reading
Skill, pp. 135–138†*
Vocabulary, pp. 139–141*
Definition Mapping, p. E6
Character Traits and Textual
Evidence, p. D6
Analysis Frame: Theme,
pp. D21, D32, D33
7:29:22
NA_L12PE-u03
AM
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
ExamView Test Generator
on the Teacher One Stop
DIAGNOSTIC AND SELECTION
TESTS
Selection Tests, pp. 189–192
* Resources for Differentiation
NA_L12TE-u03s10-candide.indd
660
† Also in Spanish
‡ In Haitian Creole and Vietnamese
1/21/11
2:44:28 PM
16/10
Teach
text analysis: humor
Voltaire conveys his satirical messages through humor. There
are three basic types of humor.
• Humor of situation involves exaggerated plot structures or
situational irony.
• Humor of character often involves exaggerated personality
traits or characters who cannot recognize their own failings.
• Humor of language may involve devices such as verbal irony,
puns, hyperbole, or absurd logic.
As you read, look for examples of these types of humor.
reading skill: draw conclusions about characters
When you draw conclusions about a character in a literary work,
you form opinions about his or her personality. You should
base your conclusions on the character’s words, thoughts, and
behaviors as he or she faces various dilemmas, challenges, and
obstacles. As you read, use a chart like the one below to record
information about what each character says and does to better
understand the meaning of Voltaire’s satire.
Character
Speech
Actions
Candide
Descriptions
a most sweet
disposition
vocabulary in context
Knowing the following boldfaced words will help you understand
this selection from Candide. To see how many words you know,
substitute another word or phrase with the same meaning.
Are you an
optimist
or a
pessimist?
It has been said that an optimist sees a
doughnut and a pessimist sees the hole.
This saying humorously captures the
difference between the sunny attitude
of the optimist and the bleak outlook of
the pessimist. Believing that the world
was filled with evils over which neither
God nor humanity had any control,
Voltaire wrote Candide in order to
puncture the philosophy of optimism
with his sharp satirical pen.
Are you an OPTIMIST or a
PESSIMIST?
Read the question aloud, and ask students to
read the paragraph. Have students complete
the ROLE-PLAY activity, and invite volunteers
to share their conversations. Then have students discuss whether it is easier to have an
optimistic or pessimistic attitude.
T E X T A N A LY S I S
RL 10
Model the Skill: humor
To model how to analyze humor, explain
to students that a writer uses hyperbole to
exaggerate a person or idea humorously,
usually making an important point. A pun
is the humorous use of a word that either
suggests two or more of its meanings or
the meaning of another word that sounds
similar.
ROLE-PLAY With a partner, improvise a
conversation between a pessimist and
an optimist who are standing at a bus
stop when it starts to rain. The optimist
should try to persuade the pessimist
that the rain is a good thing, while the
pessimist should insist that it is bad.
GUIDED PRACTICE Have students write
a few sentences that humorously describe
a character for a story.
1. The oracle wisely predicted what would happen.
2. He believed her implicitly and asked no questions.
3. The teacher’s doctrine included several new theories.
4. She was a creature of delicate sensibility.
READING SKILL
5. The hurricane forecast brought great consternation to
the community.
RL 10
Model the Skill: draw
6. Was the monster a terrestrial creature, or did it come
from outer space?
conclusions about
characters
7. Behave with civility, not rudeness.
8. She tried in vain to remonstrate with the children.
To help students draw conclusions about a
character, read this passage aloud:
Complete the activities in your Reader/Writer Notebook.
candide
7:29:22
NA_L12PE-u03s24-brCand.indd
AM
V O C A B661U L A R Y S K I L L
vocabulary in context
Have all students complete Vocabulary in
Context.
civility (sG-vGlPG-tC) n. good manners; decent
behavior
consternation (kJnQstEr-nAPshEn) n. fear or
shock that makes one feel bewildered or
upset
doctrine (dJkPtrGn) n. teachings; theories
implicitly (Gm-plGsPGt-lC) adv. without the need
to hear spoken; without doubt or question
Oliver was small and quiet. He didn’t
think he was really good at anything.
When James asked him to join his
basketball team, Oliver declined.
He said he already had plans.
661
11/24/10
L4
oracle (ôrPE-kEl) n. a wise person who
foresees the future
remonstrate (rG-mJnPstrAtQ) v. to say or plead in
protest or complaint
sensibility (sDnQsE-bGlPG-tC) n. the ability to be
affected emotionally; sensitivity
terrestrial (tE-rDsPtrC-El) adj. of the earth;
earthly
12:59:33 PM
Ask students to draw some conclusions
about Oliver’s character. Point out that
Oliver is shy and insecure. He is a pessimist
who feels inferior to everyone. He lies to
protect himself.
As students fill out their charts, encourage them to be as specific as possible in
drawing conclusions about the characters
in this selection.
RESOURCE MANAGER—Copy Master
RESOURCE MANAGER—Copy Master
Vocabulary Study p. 139
Draw Conclusions About Characters
p. 137
candide
NA_L12TE-u03s10-candide.indd
661
661
1/3/11
11:01:25 AM
Themes Across Cultures
Practice and Apply
summary
This novel excerpt introduces Candide, an
honest and naive young man who is raised
in a baron’s magnificent castle. Candide’s
teacher Pangloss espouses a philosophy based
on the best of all possible worlds. Candide
tries to believe in this theory, but his experiences seem to prove the theory wrong. He
is expelled from the castle for kissing the
baron’s daughter, and is forced into the
Bulgarian army.
d
a
c n ide
Voltaire
background Voltaire wrote Candide partly in response to German philosopher
Gottfried Leibniz, a proponent of the philosophy of optimism. According to Leibniz,
God had created the “best of all possible worlds,” and therefore people should accept
evil because it is part of God’s plan. Voltaire found such a philosophy both insufficient
and appalling. In Candide, Voltaire exposes his innocent main character to a world of
horrors and folly.
read with a purpose
Help students set a purpose for reading. Tell
them to read this selection from Candide to
find out what happens to a young man who
is raised with royalty only to suddenly find
himself forced into the military.
chapter i
How Candide was brought up in a magnificent
castle, and how he was driven from thence
READING SKILL
a
Model the Skill:
RL 10
draw conclusions
To model how to draw conclusions based
on an author’s descriptions, write on the
board a list of the phrases used to describe
Candide. Then ask students to reword each
phrase in everyday language.
Possible answer: Candide has a “sweet
disposition” (line 2). He is also unpretentious
and innocent, as evident by his name, which
means “without guile.”
10
In the country of Westphalia, in the castle of the most noble Baron of Thunder-tentronckh, lived a youth whom nature had endowed with a most sweet disposition.
His face was the true index of his mind. He had a solid judgment joined to the most
unaffected simplicity, and hence, I presume, he had his name of Candide.1 The old
servants of the house suspected him to have been the son of the Baron’s sister, by a
mighty good sort of a gentleman of the neighborhood, whom that young lady refused
to marry because he could produce no more than threescore and eleven quarterings
in his arms;2 the rest of the genealogical tree belonging to the family having been lost
through the injuries of time. a
The Baron was one of the most powerful lords in Westphalia, for his castle had not
only a gate but even windows, and his great hall was hung with tapestry. He used to
hunt with his mastiffs and spaniels instead of greyhounds; his groom served him for
huntsman, and the parson of the parish officiated as grand almoner.3 He was called
“My Lord” by all his people, and he never told a story but everyone laughed at it.
Analyze Visuals
Narrative painting is
art that implies a story.
Describe the story that
Fragonard conveys in The
Stolen Kiss.
a DRAW CONCLUSIONS
Based on the description
in lines 1–4, what is your
initial impression of
Candide?
1. Candide (kBn-dCdP): The name is a French word meaning “innocent” or “without guile.”
2. no more than . . . arms: in his coat of arms, no more than 71 divisions indicating connections with other
noble families. The number of quarterings is ridiculously large.
3. grand almoner (BlPmE-nEr): a person in charge of distributing charity to the poor.
662
differentiated instruction
unit 3: the restoration and the 18th century
NA_L12PE-u03s24-TACcan.indd
662
for english language learners
for advanced learners/ap
Concept Support Explain to students that
Westphalia (line 1) is actually in modern
Germany. Point out to students that he is
mocking the sound of the German language
here with the name of the baron (Thunder-tentronckh, lines 1–2) and the name of the town
Candide escapes to (Waldberghoff-trarbkdikdorff, line 60). Ask students to discuss
what they think Voltaire might be suggesting
about the German language.
Provide these independent projects to extend
the lesson:
662
The Stolen Kiss, Jean-Honoré Fragonard.
The Hermitage, St. Petersburg, Russia.
© Scala/Art Resource, New York.
11/24/10
12:56:41
NA_L12PE-u03
PM
For further details on these projects, see
RESOURCE MANAGER—Copy Masters
Ideas for Extension pp. 130–131
• Create a cartoon that satirizes a political or
social issue.
• Conduct a conversation between Voltaire
and another important thinker.
• Write a satire that addresses an important
issue today.
unit 3 : the restoration and the 18th century
NA_L12TE-u03s10-candide.indd
662
1/3/11
11:01:34 AM
4/10
Themes Across Cultures
revisit the big question
Are You an OPTIMIST or a
PESSIMIST?
Discuss In lines 10–14, would you expect the
Baron of Westphalia to have an optimistic or
pessimistic attitude? Why? What does this
suggest about how one’s attitude should reflect his or her status in life? Possible answer:
The Baron of Westphalia would most likely
have an optimistic attitude because he seems
to have a good life and everyone honors him.
He was “one of the most powerful lords” (line
10), who was called “My Lord” (line 14) by his
people. Those who have experienced better
opportunities will likely have an optimistic attitude, while those who have had fewer opportunities will likely have pessimistic attitudes.
Analyze Visuals
Possible answer: In the painting, a young man
enters a room and steals a kiss from a young
woman who is waiting for him. He looks at
her passionately as she stares away from him,
fearful that someone will come along and see
them together.
About the Art This painting by Jean-Honoré
Fragonard (1732–1806) was painted in the
rococo style, which was popular in France at
that time. It captures the playfulness that was
characteristic of French art during this period.
12:56:41
NA_L12PE-u03s24-TACcan.indd
PM
663
11/24/10
for english language learners
for struggling readers
Vocabulary Support Use Definition Mapping
to teach these words: index (line 3), instructions (line 20), created (line 27), shift (line 59),
assist (line 76), ignorant (line 118).
Comprehension Support Explain that His face
was the true index of his mind (line 3) means
that his expressions give away his emotions.
Point out to students that Candide was sweet,
and so this statement means that his inner
thoughts were as sweet and kind as his face
appeared.
BEST PRACTICES TOOLKIT—Transparency
Definition Mapping p. E6
12:56:57 PM
candide
NA_L12TE-u03s10-candide.indd
663
663
1/3/11
11:01:43 AM
T E X T A N A LY S I S
b
RL 10
humor
Possible answer: Examples of absurd logic
include: “the nose is formed for spectacles”
(line 28), “legs are designed for stockings”
(line 29), “stones were made to be hewn,
and to construct castles” (line 30), and
“swine were intended to be eaten” (line 32).
20
30
VOCABULARY
own the word
L4
• oracle: Tell students that the Oracle of
Delphi was an important shrine in Greece
dating back to 1400 B.C. People came there
to ask questions about their future.
• implicitly: Remind students that the prefix
im-means “not.” Have them contrast the
difference in meaning between implicit
and explicit and then write a sentence that
shows they understand the difference.
40
• doctrine: Tell students that the Latin root
of doctrine is doctrina, “teaching.”
• sensibility: Tell students that the root of
sensibility is sense, and have them name
the five senses: taste, smell, touch, hearing,
sight. Then have them write a sentence
showing how the definition of sensibility
is related to the senses.
50
My lady Baroness weighed three hundred and fifty pounds, consequently was
a person of no small consideration; and then she did the honors of the house with
a dignity that commanded universal respect. Her daughter Cunegund was about
seventeen years of age, fresh colored, comely, plump, and desirable. The Baron’s son
seemed to be a youth in every respect worthy of his father. Pangloss the preceptor4
was the oracle of the family, and little Candide listened to his instructions with all the
simplicity natural to his age and disposition.
Master Pangloss taught metaphysico-theologo-cosmolo-nigology.5 He could prove
admirably that there is no effect without a cause, and that, in this best of all possible
worlds, the Baron’s castle was the most magnificent of all castles and my lady the best
of all possible baronesses.
“It is demonstrable,” said he, “that things cannot be otherwise than they are; for
as all things have been created for some end, they must necessarily be created for the
best end. Observe, for instance, the nose is formed for spectacles, therefore we wear
spectacles. The legs are visibly designed for stockings, accordingly we wear stockings.
Stones were made to be hewn, and to construct castles, therefore my lord has a
magnificent castle; for the greatest baron in the province ought to be the best lodged.
Swine were intended to be eaten; therefore we eat pork all the year round. And they
who assert that everything is good do not express themselves correctly; they should
say that everything is for the best.” b
Candide listened attentively, and believed implicitly; for he thought Miss
Cunegund excessively handsome, though he never had the courage to tell her so. He
concluded that next to the happiness of being Baron of Thunder-ten-tronckh, the
next was that of being Miss Cunegund, the next that of seeing her every day, and the
last that of hearing the doctrine of Master Pangloss, the greatest philosopher of the
whole province, and consequently of the whole world.
One day, when Miss Cunegund went to take a walk in a little neighboring
wood, which was called a park, . . . she happened to meet Candide; she blushed, he
blushed also. She wished him a good morning in a faltering tone; he returned the
salute, without knowing what he said. The next day, as they were rising from dinner,
Cunegund and Candide slipped behind the screen. She dropped her handkerchief;
the young man picked it up. She innocently took hold of his hand, and he as
innocently kissed hers with a warmth, a sensibility, a grace—all very extraordinary—
their lips met, their eyes sparkled, their knees trembled, their hands strayed. The
Baron of Thunder-ten-tronckh chanced to come by; he beheld the cause and effect,
and, without hesitation, saluted Candide with some notable kicks on the breech and
drove him out of doors. Miss Cunegund fainted away, and, as soon as she came to
herself, the Baroness boxed her ears. Thus a general consternation was spread over
this most magnificent and most agreeable of all possible castles.
• consternation: Tell students that consternation comes from the Latin consternare,
dismay. Then have students name synonyms for consternation. Possible answers:
fear, alarm
oracle (ôrPE-kEl) n. a wise
person who foresees the
future
b HUMOR
What examples of
absurd logic can you
find in lines 26–34?
implicitly (Gm-plGsPGt-lC)
adv. without the need
to hear spoken; without
doubt or question
doctrine (dJkPtrGn) n.
teachings; theories
sensibility (sDnQsE-bGlPG-tC)
n. the ability to be affected
emotionally; sensitivity
consternation
(kJnQstEr-nAPshEn) n. fear
or shock that makes one
feel bewildered or upset
4. Pangloss the preceptor (prG-sDpPtEr): Pangloss the teacher. The name of this know-it-all character is from
the Greek for “all tongues” or “all languages.”
5. metaphysico-theologo-cosmolo-nigology: Voltaire is satirizing the widely accepted optimistic
philosophy of the day. In the pretentious yet nonsensical name that Voltaire gives the philosophy, the
last part, nigology, is from the French word for “foolish.”
664
unit 3: the restoration and the 18th century
NA_L12PE-u03s24-TACcan.indd
664
11/24/10
differentiated instruction
664
for struggling readers
for advanced learners/ap
Develop Reading Fluency Have students
create a list of words that they are not sure
how to pronounce. Then have them practice
saying each one aloud. Students may particularly have fun practicing the nonsense word
“metaphysico-theologo-cosmolo-nigology.”
Evaluate [small-group option] Ask students
to reread lines 26–34 and summarize Pangloss’s theories. Remind them that they
have already identified the absurd logic in his
statements. Now, have them prove why his
logic is absurd by coming up with at least five
real-life examples that disprove it. Encourage groups to share their examples and prove
Pangloss wrong by talking through exactly
how his logic is absurd.
12:57:05
NA_L12PE-u03
PM
unit 3
NA_L12TE-u03s10-candide.indd
664
1/3/11
11:01:49 AM
4/10
Themes Across Cultures
chapter ii
What befell Candide among the Bulgarians
60
70
80
revisit the big question
Candide, thus driven out of this terrestrial paradise, wandered a long time, without
knowing where he went; sometimes he raised his eyes, all bedewed with tears, toward
Heaven, and sometimes he cast a melancholy look toward the magnificent castle
where dwelt the fairest of young baronesses. He laid himself down to sleep in a
furrow, heartbroken and supperless. The snow fell in great flakes, and, in the morning
when he awoke, he was almost frozen to death; however, he made shift to crawl to the
next town, which was called Waldberghoff-trarbk-dikdorff, without a penny in his
pocket, and half dead with hunger and fatigue. He took up his stand at the door of
an inn. He had not been long there before two men dressed in blue6 fixed their eyes
steadfastly upon him.
“Faith, comrade,” said one of them to the other, “yonder is a well-made young
fellow, and of the right size.”
Thereupon they went up to Candide, and with the greatest civility and politeness
invited him to dine with them.
“Gentlemen,” replied Candide, with a most engaging modesty, “you do me much
honor, but, upon my word, I have no money.”
“Money, sir!” said one of the men in blue to him. “Young persons of your
appearance and merit never pay anything. Why, are not you five feet five inches
high?”7
“Yes, gentlemen, that is really my size,” replied he with a low bow.
“Come then, sir, sit down along with us. We will not only pay your reckoning,8
but will never suffer such a clever young fellow as you to want money. Mankind were
born to assist one another.”
“You are perfectly right, gentlemen,” said Candide; “that is precisely the doctrine
of Master Pangloss; and I am convinced that everything is for the best.” c
His generous companions next entreated him to accept a few crowns, which he
readily complied with, at the same time offering them his note for the payment,
which they refused, and sat down to table.
“Have you not a great affection for—”
“Oh, yes!” he replied. “I have a great affection for the lovely Miss Cunegund.”
“Maybe so,” replied one of the men, “but that is not the question! We are asking
you whether you have not a great affection for the King of the Bulgarians?”
“For the King of the Bulgarians?” said Candide. “Not at all. Why, I never saw him
in my life.”
“Is it possible! Oh, he is a most charming king! Come, we must drink his health.”
“With all my heart, gentlemen,” Candide said, and he tossed off 9 his glass.
terrestrial (tE-rDsPtrC-El)
adj. of the earth; earthly
Are You an OPTIMIST or a
PESSIMIST?
Discuss What type of attitude would you
expect Candide to have in lines 54–63? Why?
Possible answer: Readers would expect Candide
to have a pessimistic attitude at this point because he has been thrown out of the castle and
is completely destitute.
civility (sG-vGlPG-tC) n. good
manners; decent behavior
READING SKILL
c
IF STUDENTS NEED HELP . . . Have them
record information about Candide in their
prereading charts from page 661.
c
Speech
“You are
perfectly
right,
gentlemen
. . .” (lines
77–78)
DRAW CONCLUSIONS
What does Candide’s
reaction to the recruiting
officers’ kindness suggest
about his character?
candide
• civility: Have students reread the sentence containing the word civility and
identify the context clue that can help
determine its meaning. Possible answer:
politeness
665
11/24/10
• What does Candide say about the King of
the Bulgarians?
Suggest that students fill out a Character
Traits and Textual Evidence chart for both
Candide and the recruiters as they continue
to read. Then have them discuss how Candide
differs from the recruiters. Which character(s)
seem to disprove Pangloss’s theory? Why?
• What do the recruiters say about the king?
BEST PRACTICES TOOLKIT—Transparency
• What is Candide willing to do for the king?
Character Traits and Textual Evidence
p. D6
• What does Candide’s action suggest
about him?
L4
• terrestrial: Tell students that the Latin root
of terrestrial is terra, “earth.”
9. tossed off: drank down.
Analyze Character (lines 83–89) Ask students
these questions to help them understand
Candide’s true character:
Descriptions
trusting,
naive,
optimistic
own the word
7. five feet five inches high: Voltaire is poking fun at the Prussian king’s height requirement for his soldiers.
for struggling readers
Actions
He respected,
honored, and
trusted the
recruiters.
VOCABULARY
8. reckoning: bill.
665
12:57:06 PM
for english language learners
Concept Support Explain to students that
crowns (line 79) are silver British coins. The
recruiters gave Candide some money, and
Candide offered “his note for the payment”
(line 80), meaning that he intended to pay
them back. After they finish reading the excerpt, ask students to discuss why they think
the recruiters gave Candide money and didn’t
expect repayment.
candide
NA_L12TE-u03s10-candide.indd
665
RL 10
Possible answer: Candide’s reaction
suggests that he is trusting and optimistic.
6. dressed in blue: Voltaire speaks of Bulgarians, but he is really satirizing the Prussian king Frederick the
Great (1712–1786), whose recruiting officers wore blue uniforms.
12:57:05
NA_L12PE-u03s24-TACcan.indd
PM
draw conclusions
665
1/3/11
11:01:52 AM
90
T E X T A N A LY S I S
d
RL 10
humor
Possible answer: Voltaire develops situational irony by having Candide expect
that the recruiters are toasting him for his
courage and being a hero (lines 90–91).
Instead, he is put in iron chains and physically abused while training for battle
(lines 92–94).
100
T E X T A N A LY S I S
e
Model the Skill: humor
RL 10
Help students identify situational irony by
reading aloud lines 104–114. Point out the
irony in Candide’s reward for being saved
from execution.
Possible answer: Voltaire uses absurd logic
because Candide bases his decision on free
will after it has been taken from him (lines
106–109). He uses hyperbole because his
penalty is impossibly severe (lines 109–112).
Voltaire uses situational irony because after
being bludgeoned by the soldiers, Candide
then requests the bullet in the head (lines
113–114), and instead he gets healed and pardoned, only to have to fight (lines 118–123).
110
120
“Bravo!” cried the blues. “You are now the support, the defender, the hero of the
Bulgarians; your fortune is made; you are on the high road to glory.”
So saying, they put him in irons and carried him away to the regiment. There he
was made to wheel about to the right, to the left, to draw his ramrod,10 to return his
ramrod, to present, to fire, to march, and they gave him thirty blows with a cane.
The next day he performed his exercise a little better, and they gave him but twenty.
The day following he came off with ten and was looked upon as a young fellow of
surprising genius by all his comrades. d
Candide was struck with amazement and could not for the soul of him conceive
how he came to be a hero. One fine spring morning, he took it into his head to take
a walk, and he marched straight forward, conceiving it to be a privilege of the human
species, as well as of the brute creation, to make use of their legs how and when they
pleased. He had not gone above two leagues11 when he was overtaken by four other
heroes, six feet high, who bound him neck and heels, and carried him to a dungeon.
A court-martial sat upon him,12 and he was asked which he liked best, either to run
the gauntlet13 six and thirty times through the whole regiment, or to have his brains
blown out with a dozen musket balls. In vain did he remonstrate to them that the
human will is free, and that he chose neither. They obliged him to make a choice,
and he determined, in virtue of that divine gift called free will, to run the gauntlet six
and thirty times. He had gone through his discipline twice, and the regiment being
composed of two thousand men, they composed for him exactly four thousand
strokes, which laid bare all his muscles and nerves, from the nape of his neck to his
rump. As they were preparing to make him set out the third time, our young hero,
unable to support it any longer, begged as a favor they would be so obliging as to
shoot him through the head. The favor being granted, a bandage was tied over his
eyes, and he was made to kneel down. At that very instant, his Bulgarian Majesty,
happening to pass by, inquired into the delinquent’s crime, and being a prince of
great penetration, he found, from what he heard of Candide, that he was a young
metaphysician,14 entirely ignorant of the world. And, therefore, out of his great
clemency,15 he condescended to pardon him, for which his name will be celebrated
in every journal, and in every age. A skillful surgeon made a cure of Candide in three
weeks by means of emollient unguents prescribed by Dioscorides.16 His sores were
now skinned over, and he was able to march when the King of the Bulgarians gave
battle to the King of the Abares. e
Translated by Tobias Smollett
d HUMOR
What situational irony
does Voltaire develop in
lines 90–97?
remonstrate
(rG-mJnPstrAtQ) v. to say
or plead in protest or
complaint
e
HUMOR
In lines 104–114, which
types of humor does
Voltaire employ?
10. ramrod: a rod used to ram gunpowder and bullets into a musket.
11. two leagues: about five or six miles.
12. A court-martial . . . him: He was put on trial at a military tribunal.
13. run the gauntlet (gôntPlGt): submit to a form of military punishment in which the person being punished
ran between two rows of soldiers, who struck him with clubs or other weapons.
VOCABULARY
own the word
L4
remonstrate: Have students create a semantic map for remonstrate. In the center circle,
write the definition “to say or plead in protest
or complaint.” Have students add synonyms
to complete the map. Possible answers: protest, object, argue, complain
14. metaphysician (mDtQE-fG-zGshPEn): someone skilled in metaphysics, the branch of philosophy that
investigates the nature of reality.
15. clemency (klDmPEn-sC): leniency or mercy toward offenders or enemies.
16. emollient unguents (G-mJlPyEnt OngPgwEnts) . . . Dioscorides (dFQE-skôrPG-dCzQ): soothing ointments
recommended by Dioscorides, a Greek physician of the first century a.d. whose influential book on the
medicinal properties of plants was quite out-of-date even in Voltaire’s day.
666
unit 3: the restoration and the 18th century
NA_L12PE-u03s24-TACcan.indd
666
11/24/10
differentiated instruction
selection wrap–up
for english language learners
for advanced learners/ap
READ WITH A PURPOSE Have students think
about Candide’s experience with the characters in the story. What might Voltaire be
suggesting about humanity? Possible answer:
Many people simply wander through life and
are led astray by the beliefs of others.
Formal Language Point out to students that
this selection provides many situations in
which the language contrasts starkly with
reality. Ask students to locate examples and
discuss them as a class.
Analyze Theme [small-group option]
Organize students into small groups and
have them work together to answer the
questions on the Analysis Frame: Theme
pages. Encourage groups to share their
findings and to discuss whether the themes
in this work are relevant today and why.
INDEPENDENT READING
Students may want to read The Master and
the Margarita by Mikhail Bulgakov.
666
Possible answer: In lines 90–91, the soldiers
glorify Candide as a hero right before dragging him off to be a soldier.
12:57:07
NA_L12PE-u03
PM
BEST PRACTICES TOOLKIT—Copy Masters
Analysis Frame: Theme pp. D21, D32, D33
unit 3
NA_L12TE-u03s10-candide.indd
666
1/3/11
11:01:56 AM
4/10
After Reading
Practice and Apply
Comprehension
1. Recall Why does the Baron throw Candide out of the castle?
2. Summarize How does Candide become a soldier in the Bulgarian regiment?
Text Analysis
3. Identify Humor Voltaire employs different types of humor in Candide.
For each basic type listed, find two examples in the selection.
• humor of language
• humor of character
RL 3 Analyze the impact of the
author’s choices regarding how
to develop and relate elements
of a story. RL 6 Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what
is really meant. RL 10 Read and
comprehend literature, including
stories.
For preliminary support of post-reading
questions, use these copy masters:
RESOURCE MANAGER—Copy Masters
Reading Check p. 142
Humor p. 135
Question Support p. 143
• humor of situation
Additional selection questions are
provided for teachers on page 129.
4. Make Inferences The Baron houses the philosopher Pangloss, who teaches
the Baron’s children and Candide. Why might the Baron appreciate Pangloss’s
philosophy? Provide support from the text for your answer.
answers
5. Draw Conclusions About Character Refer to the information you recorded
in your chart as you read. What moral dilemmas do the Baron and Candide
face? How do their actions reveal their character? Why do you think Voltaire
chose to place his characters in such situations?
1. He catches Candide kissing his
daughter.
2. He is captured by two army officers and
forced to enlist.
6. Analyze Irony Voltaire relies heavily on irony in Candide. Verbal irony occurs
when a character says one thing but means something else, and situational
irony occurs when a character expects one thing to happen but something
else actually happens. For each example listed, determine what type of irony
is employed and explain Voltaire’s humorous intention.
Possible answers:
3.
• lines 48–51 (“The Baron . . . out of doors.”)
• lines 90–92 (“‘You are now . . . away to the regiment.”)
• lines 112–114 (“As they were preparing . . . shoot him through the head.”)
7. Compare Texts Both Voltaire in Candide and Swift in Gulliver’s Travels employ
innocent or naive main characters for their tales. In your opinion, why would
both authors have chosen this type of main character? Support your conclusion.
Text Criticism
8. Critical Interpretations Voltaire once said that he felt “satire is almost always
unjust” because it presents only one side of an issue or argument—the
author’s. Do you agree, or does this kind of one-sided expression of ideas
have any value in public discourse? Explain your opinion.
Are you an
Based on what you’ve read of Candide, do you think that the main
character’s optimism will serve him well as the story unfolds? Or do you
think Candide will become pessimistic? Explain your response.
5.
candide
12:57:07
NA_L12PE-u03s24-arCand.indd
PM
8. A satire exaggerates and depicts its subjects in a biased way. A satire points out
problems, which must sometimes be done
harshly, and so still has value in public
discourse.
common core focus Humor humor of language: ridiculously long unpronounceable words (lines 1–2, 22, 60); Pangloss’s explanation of his reasoning (lines
26–34); humor of character: the Baron does
not realize that everyone laughs at his stories because they have to (line 14); Pangloss’s
unwavering belief in optimism (lines 22–34);
humor of situation: Candide toasts the king
with the recruiting officer, not knowing he
is being drafted into the army (lines 89–91);
the choice Candide is given at his court
martial (lines 104–106).
4. The belief that “everything is for the best”
would suit a powerful man like the Baron
because the theory justifies his position.
optimist or a pessimist?
667 innocent or “everyman” char7. They use
acters with no obvious political or social
agenda to engage the readers’ sympathy
and to show how unfair life can be.
RL 3, RL 6, RL 10
667
1/8/11
Are you an OPTIMIST or a
PESSIMIST?
Possible answer: Candide’s optimism seems
to give him strength to withstand hardship.
He probably will remain optimistic whatever
happens to him.
12:41:43 PM
common core focus Draw Conclusions About Characters The Baron attempts
to protect his daughter by throwing Candide
out on the streets. Candide chooses to run
the gauntlet rather than be shot. Voltaire
may have placed his characters in such situations to show the negative aspects of life.
6. Lines 48–51: situational irony: Candide
would never expect to be kicked out for
liking Cunegund. Voltaire pokes fun at the
idea that everything is for the best. Lines
90–92: verbal irony: Candide expects to be
on the “high road to glory” instead of being
put in irons. Voltaire comments on the army’s unfair recruiting tactics. Lines 112–114:
situational irony: readers expect Candide to
ask for mercy; Candide expects to be killed,
and he is freed. Voltaire comments on the
unpredictability of life.
candide
NA_L12TE-u03s10-candide.indd
667
667
1/13/11
12:25:16 PM
Vocabulary in Context
answers
Vocabulary in Context
vocabulary practice
word list
Choose the vocabulary word that best completes each sentence.
civility
consternation
1. The professor taught his _____ of universal truths.
vocabulary practice
2. The unexpected quiz caused great _____ in the class.
doctrine
implicitly
1. doctrine
5. terrestrial
2. consternation
6. remonstrate
4. She felt no doubt but instead followed his instructions _____.
remonstrate
3. sensibility
7. oracle
5. They lived in a _____ paradise, a heaven on earth.
sensibility
6. The mother had to ___ with her noisy children, asking them to be quieter.
terrestrial
4. implicitly
3. Laughing and weeping come easily to someone of such strong _____.
8. civility
7. We asked the _____ to foretell the future.
RESOURCE MANAGER—Copy Master
8. She is never impolite but instead treats others with ____.
Vocabulary Practice p. 140
academic vocabulary in writing
academic vocabulary in writing
• affect
Suggest that students first recall the obstacles
Candide faces, and then consider his responses
to those obstacles.
vocabulary strategy:
synonyms as context clues
oracle
• challenge
• consent
• final
• respond
What do you learn about Candide based on how he responds to the obstacles
that life throws in his path? Does misfortune affect his view of the world? Use at
least one additional Academic Vocabulary word in your written response.
vocabulary strategy: synonyms as context clues
L 4a, L 6
Tell students that the synonym and the
unknown word are the same part of speech.
Possible answers:
Often you can figure out the meaning of an unfamiliar word by examining its
context, or surroundings. One type of context clue to look for is a synonym, or a
word with a similar meaning. In the example from Candide that appears below,
the context presents a synonym for the word civility, which means “politeness”
or “good manners.”
unfamiliar word
. . . they went up to Candide, and with the greatest civility and
1. personality; character
politeness invited him to dine with them.
2. pretty; attractive
synonym
3. cut; cut or shaped with hard blows
PRACTICE Study the context of each sentence, looking for a word that is a
synonym for the boldfaced word. Then explain its meaning.
4. hesitant; uncertain
L 4a Use context as a clue to the
meaning of a word. L 6 Acquire
and use accurately general
academic words.
1. Candide had a sweet disposition, but the Baron’s personality was not
as sweet.
5. ditch; trough
RESOURCE MANAGER—Copy Master
Vocabulary Strategy p. 141
2. Candide was attracted to pretty girls, and Cunegund, who was especially
comely, immediately caught his eye.
3. Stones were hewn to build the castle; trees were cut as well.
Interactive Vocabulary
4. Feeling hesitant about approaching Candide, Cunegund spoke to him
in a faltering tone.
5. Candide slept in a furrow, leaving the ditch in the morning.
Keywords direct students to a WordSharp
tutorial on thinkcentral.com or to other types
of vocabulary practice and review.
668
Interactive
Vocabulary
Go to thinkcentral.com.
KEYWORD: HML12-668
unit 3: the restoration and the 18th century
Assess and Reteach
NA_L12PE-u03s24-arCand.indd
668
1/8/11
differentiated instruction
12:41:45
NA_L12PE-u03
PM
Assess
DIAGNOSTIC AND SELECTION TESTS
Selection Test A pp. 189–190
Selection Test B/C pp. 191–192
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
Reteaching Worksheets on thinkcentral.com
Reading Lesson 9: Drawing Conclusions
Vocabulary Lessons 14, 18
668
for english language learners
for advanced learners/ap
Task Support: Vocabulary Practice Point out
that the Spanish cognate consternación is
similar to the English word consternation.
Challenge pairs to find other examples of
similar Spanish cognates and English words
in the WORD LIST. (doctrina/doctrine, implícitamente/implicitly, oráculo/oracle, sensibilidad/sensibility, terrestre/terrestrial)
Synonyms as Context Clues Challenge students to find five to ten other difficult words
in the selection and ask them to write sentences that contain both the difficult words
and synonyms as context clues. Then ask
students to exchange their sentences with a
partner and see if the partners can define the
words and their synonyms.
unit 3
NA_L12TE-u03s10-candide.indd
668
1/13/11
12:25:21 PM
4/10
Wrap-Up: Satirical Voices
Extension
The Golden Age of Satire
The rise of a literate middle class with an interest in social affairs was
one reason for the tremendous popularity of satire in 18th-century
England. Alexander Pope and Jonathan Swift are two of the most
outstanding satirists from this period. In The Rape of the Lock, Pope
elevates a minor insult—the theft of a lock of hair—to a level of epic
grandeur.
“Just then, Clarissa drew with tempting grace
A two-edged weapon from her shining case:
So ladies in romance assist their knight,
Present the spear, and arm him for the fight.”
VIEWING & REPRESENTING
The paintings and engravings of
William Hogarth offered satirical
commentary on 18th-century life
that could be every bit as cutting
and detailed as the works of
Pope or Swift. In this painting,
“The Bench,” Hogarth caricatures
a group of judges. Identify the
qualities of the judges depicted.
What satirical comment could
Hogarth be making? Give a brief
oral review, citing details from
the image.
In “A Modest Proposal,” on the other hand, Jonathan Swift makes light
of a horrible suggestion.
“A child will make two dishes at an entertainment for friends;
and when the family dines alone, the fore or hind quarter will
make a reasonable dish, and seasoned with a little pepper or
salt will be very good boiled on the fourth day, especially in
winter. . . . ”
Wrap-Up: Satirical Voices
This Wrap-Up provides students with an
opportunity to revisit the popularity of satire
in the 18th century. Encourage students to
consider ways in which the selections expressed social criticism. Remind them to
keep the two types of satire—Horatian and
Juvenalian—in mind as they read the quotes.
Writing to Evaluate
Making liberal use of verbal irony, satirists often do not write literally
about the targets of their scorn; instead, they create an imaginary
scenario as a way to make an indirect point about a real-life problem.
Writing to Evaluate
Imagine that you are a member of the 18th-century English
middle class, educated and concerned about the well-being of
society. Consider the satires you have just read. Write a brief
essay to explain which you find most compelling, and why.
RL 9 Demonstrate knowledge of foundational
works of literature. W 1 Write arguments to
support claims in an analysis of substantive topics
or texts. W 1a Introduce precise, knowledgeable
claim(s).
RL 9 Demonstrate knowledge of foundational
works of literature. W 1 Write arguments to
support claims in an analysis of substantive
topics or texts. W 1a Introduce precise,
knowledgeable claim(s).
Review with students that evaluating involves
forming opinions and judgments based on
evidence, information, and personal insight.
Analysis often precedes evaluation because
readers must understand thoroughly in order
to evaluate effectively.
To help students write their essays, break
down the process into these steps:
1. List each selection and the social issue it
targets.
Consider
• which piece you find the most clever or amusing
2. Decide which piece you find most memorable or compelling.
• how you feel about the social issues targeted by each piece
• which piece delivers the clearest social critique
3. Skim that selection for examples of its
social critique.
4. Outline and draft the essay.
Extension
wrap-up
12:59:12
NA_L12PE-u03s60-wu2.indd
PM
669
669
11/24/10
for english language learners
for struggling writers
Review Satire Remind students that irony
and exaggeration are often used in satire.
Then review these questions with them:
Remind students that when they consider
the satires they have just read, the first selection that springs to mind is likely the piece
they find most compelling. Encourage them
to imagine describing the piece to a friend
and then to jot down thoughts about the
piece or phrases they would use to describe
it. Have students consider these questions:
What aspects of the satire were funniest?
What aspects of the critique did you most
agree with?
• What is their chosen selection about?
• Is the author gently humorous or harshly
critical?
• What changes does the author suggest?
• What are the most memorable phrases?
Encourage students to ask about any phrases
or ideas from the selection that are not clear.
NA_L12TE-u03s10-candide.indd
669
• Encourage students to prepare for their
review by considering the historical context
of the painting.
• Suggest that students work with a partner,
with each student in the pair focusing on a
different aspect of the painting.
12:54:33 PM
• Encourage students to consider if the caricature is gently mocking or harshly critical.
wr ap–up
669
1/3/11
11:02:13 AM