Length
1.5 to 2 hours
Curriculum Standards
- CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
- CCSS.ELA-LITERACY.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
- A worksheet created using the quiz from the associated video lesson, one for each student
- Several examples of hard-bound encyclopedias
- Access to an online encyclopedia
Instructions
- Begin by asking the class to list several tools that are useful in conducting research.
- Have the students take turns sharing their ideas with the class as you list the tools they discuss on the board.
- Play the video lesson Denis Diderot and the Encyclopedia for the class, pausing it at 0:36.
- Is the encyclopedia on our list?
- Can we really learn everything from encyclopedias?
- Play the video lesson again. Pause it this time at 2:13.
- How did Denis Diderot's belief in the Enlightenment contribute to his work with encyclopedias?
- Play the remainder of the video lesson.
- Documenting all human knowledge is a lofty goal. Why do you think Denis Diderot was compelled to take on this task?
- Why did Denis Diderot's work with the encyclopedia conflict with the ideals of church and state at that point in history?
- What were Denis Diderot's goals in creating the encyclopedia?
- How did the encyclopedia change the way people gathered information?
- How has the encyclopedia changed and evolved from its origins?
- Review key points from the video lesson with the class before continuing.
- Pass out the worksheet and instruct the students to work independently to complete.
- When all students have finished the worksheet, review each question and answer with the class as students follow along, checking their answers.
Activity
- Divide students into small groups.
- Have each group select one specific topic that they'd like to learn more about (e.g. the Model T Ford, Africa, giraffes, or airplanes, for example).
- Instruct each group to work together to research their selected topic using the hardbound encyclopedias. Each student in the group should list on paper a minimum of three facts they found on their selected topic in the hardbound encyclopedia.
- Next, have the groups use the online encyclopedias to research their selected topic, once again having each student write a minimum of three facts they learned from this research.
- When all groups have finished utilizing both types of encyclopedias and writing key facts on their selected topic, have them take turns sharing their topics and what they learned from each resource with the class.
- When all groups have finished, respond to the following questions in a summative discussion:
- Which type of encyclopedia was easier to use?
- Which version of the encyclopedia provided the most information on the selected topics?
- How might Denis Diderot describe the two different types of encyclopedias?
Extensions
- Ask students to research and report on the life of Denis Diderot in written form.
- Have students research the full history of the encyclopedia, creating timelines to document key dates.
