Week 2-4

1. Week 2-4 English 3 Mrs. Barnett

2. North America 1750-2010 http://vi.sualize.us/non_native_american_nations_control_over_america_great_britain_visualization_france_spain_picture_3qXP.html

3. Collection 2 – Voyages and Visions • American Narrative Tradition p. 43 • from La Relacion – Alvar Nunez Cabeza de Vaca pp. 44-48 • from Of Plymouth Plantation – William Bradford pp. 52-59 • The Puritan Worldview p.93 • Here Follow Some Verses Upon The Burning Of Our House, July 10, 1666 - Anne Bradstreet p. 95 • Sinners in the Hands of an Angry God – Jonathan Edwards p. 105

4. “For we must consider that we shall be as a city upon a hill, the eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a byword through the world…” - John Winthrop, from a sermon delivered aboard the Arbella on the way to New England, 1630

5. Early America Stir #4 • Students will complete the Early America Stir (handout) the class activity to brainstorm questions about immigrating to a new place to live. • As a class, students will put their questions about immigrating to a new place to live on the board so that they can check to see if the questions exhaust all aspects of immigrating and settling.

6. The first detailed European observations of life on this continent were recorded in Spanish and French by explorers of the 15th and 16th centuries. • Christopher Columbus (1451-1506) and many other explorers described the Americas in a flurry of letters, journals, and books • Hoping to receive funding for further explorations, the explorers emphasized the Americas’ abundant resources, the peacefulness and hospitality of the inhabitants, and the promise of unlimited wealth from fantastic treasuries of gold. Explorers’ Writings

7. American Narrative Tradition American Narrative Tradition PP

8. “from La Relacion” • Discuss Alvar Nunez Cabeza de Vaca “from La Relacion” • Ration: n. fixed portion or share • Rouse: v. to awaken from sleep • Revive: v. to give new strength and vitality, or bring back to consciousness • Embark: v. to set out on a venture • Literary Element(s): The narrator tells what happens in a story. For nonfiction works, the narrator is also a character in the story. Keep in mind that because the narrator is a character, there can be a certain degree of bias included in the literary work. The narrator recalls what he considers important and relates the events to suit his purpose.

9. “from La Relacion” • Because La Relación is non-fiction and written by someone who experienced the events shown, it is considered a primary source. Examples of primary sources include: narratives (such as La Relación), letters, diaries, speeches, autobiographies and photographs. • La Relación is just one of many historical, non-fiction works you will be reading this semester. Sometimes you will notice statements that seem unusual or offensive. Often these statements are a reflection of the ideas and details from the author’s time that influenced the writing. This refers to the historical context. • Why did Cabeza de Vaca write this travel journal? • How did the Spaniards and the Indians communicate? #5

10. William Bradford • Son of a prosperous farmer in Yorkshire, England. • Sailed with the pilgrims to Holland in 1608 and then to American in 1620. • Landed with the group at Plymouth, Massachusetts. • Helped create the Mayflower Compact, an agreement governing how they would live and work cooperatively in the new colony • In 1621, he was elected the second governor of the colony, a post he would be elected to 30 times.

11. Begun in 1630, Of Plymouth Plantation is the annual account of the Plymouth settlement written by William Bradford. • This document was written in “plain style.” • Plain Style is a style of writing which reflects the Puritan preference for plainness in all things. • The chief characteristics of plain style are: • simple sentences • everyday language • direct statements • This style stood in contrast to the “high style” popular in England at the time which employed classical allusions, Latin quotations, and elaborate figures of speech.

12. from Of Plymouth Plantation #6 • Discuss and process/read the selection p. 51-60, students will complete the following questions: • What is unusual about the style of writing in this selection? • What problems did they encounter while settling this land? • What are two key sentences that show the main idea of the selection? Explain why these are the best two sentences. • To frame your reading, write a three-sentence detailed overview of this reading selection, beginning with the words: • “As chronicled in Of Plymouth Plantation, William Bradford with other Puritan settlers in 1620 ...”

13. The Puritan Worldview Puritan Worldview PP Puritan belief calvinist in their theology, puritans believed in the absolute sovereignty of god—the idea that god is in complete control of events and ultimately works all things out for a believer’s good.

14. The Puritans Settle in New England • The Puritans wanted to “purify” the church and their own lives. • Argued that the Church of England was still too close to the Catholic church. • Left for America in order to find greater freedom to practice their religious beliefs.

15. The Puritan Legacy • The writings of the Puritans of New England have been central to the development of the American literary traditions. • Puritan is a term referring to a number of Protestant groups that sought to “purify” the Church of England, which had been virtually inseparable from the country’s government since the time of Henry VIII (who reigned from 1509-1547). • English Puritans wished to return to a simpler form of worship.

16. The Puritan Ethic • The Puritans believed in: • thrift • hard work • self-sufficiency • Also, they believed that wealth was a sign of God’s favor. • Spiritual matters influenced the Puritan government. • a theocracy* The Puritan, Augustus Saint-Gaudens, Brookgreen Gardens.

17. Anne Bradstreet • Anne Bradstreet focused primarily on the realities of her life—her husband, her eight children and her house. In 1650, her brother had some of her poetry published without her knowledge. This book of poetry, The Tenth Muse Lately Sprung Up in America, was the first book of poetry ever published by an American colonist.

18. Anne Bradstreet “Here Follow Some Verses Upon The Burning Of Our House, July 10, 1666” poem “To My Dear and Loving Husband” poem Bradstreet reveals that belief by interpreting her personal subject matter through a religious lens.

19. Anne Bradstreet literary devices • A metaphor is a figure of speech that compares two things by saying that one thing is another. Sometimes a writer will use an extended metaphor, which develops a metaphor beyond a single line. • Both “To My Dear and Loving Husband” and “Upon the Burning of Our House” are written in couplets, or pairs of lines whose final syllables rhyme. To maintain this rhyme scheme, Bradstreet occasionally inverts the word order of her lines. • A paradox is a situation or statement that seems to be impossible or contradictory but is nevertheless true, literally or figuratively. •  A hyperbole is a figure of speech that uses exaggeration to express strong emotion, to make a point, or to evoke humor.

20. Here Follow Some Verses Upon The Burning Of Our House, July 10, 1666 #7 • Questions to consider as you read her poem p. 95-97: • What made Anne Bradstreet’s poetry unusual compared to traditional verse of her day? • Paraphrase lines 1-6 in “Upon the Burning of Our House, July 10th 1666. How does Bradstreet use contrast to convey a sense of fear? • Bradstreet creates an extended metaphor in “Upon the Burning of Our House”. Re-read lines 43-50. Summarize in your own words what you think the speaker is describing in this extended metaphor.

21. The Puritan Legacy cont. They did not believe that they clergy or government should act as an intermediary between the individual and God. Many Puritans suffered persecution in England. Some were put in jail and whipped, their noses slit and their ears chopped off.

22. Puritan Beliefs: Sinners All? • At the center of Puritan theology was an uneasy mixture of certainty and doubt. • The certainty was that because of Adam’s and Eve’s disobedience, most of humanity would be damned for all eternity. • However, Puritans were also certain that God in his mercy had sent his son Jesus Christ to earth to save particular people. • People hoping to be among the saved examined their inner lives closely for signs of grace and tried to live lives that were free of sin– self-reliance, industriousness, temperance, and simplicity.

23. Jonathan Edwards • Jonathan Edwards’s sermons helped trigger the Great Awakening, a religious revival that swept through New England from 1734 to 1750. The movement grew out of a sense among some Puritan ministers that their congregations had grown too self-satisfied. •  As a Calvinist, Jonathan Edwards believed that some people were favored by God and others were not. This belief was interpreted by some to mean that worldly success was a sign of God’s favor. Many believed that one way God rewarded people for their repentance and pious behavior was with earthly goods. coffeeteabooksandme.blogspot.com

24. “Sinners in the Hands of an Angry God” • Abhor: v. to regard with disgust • Prudence: n. an exercise of good and cautious judgment • Appease: v. to bring to a state of peace or quiet; sooth • Wrath: n. extreme anger; vengeful punishment • Emotional appeals are messages designed to persuade an audience by creating strong feelings rather than by providing facts and evidence. Examples of emotional appeals include: • Appeal to fear: taps into people’s fear of losing their safety or security • Appeal to pity: takes advantage of people’s sympathy and compassion for others • Appeal to vanity: relies on people’s desire to feel good about themselves • Imagery is the collection of mental pictures, or images, in a literary work. Visual imagery is the most common but an author can also use other sensory details that appeal to the reader’s sense of sound, taste, smell and touch.

25. “Sinners in the Hands of an Angry God” • Take notes on Jonathan Edwards p. 104-105 and to help answer the question: “How is Jonathan Edwards an important Puritan?” . • As students watch/listen to a recording of Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God,” write down five expressions that are used to describe unsaved people used the sermon. • Example: hateful • http://www.cleanvideosearch.com/media/action/yt/watch?v=hXOOPsgvC94

26. “Sinners in the Hands of an Angry God” #8 • Turn to page 111. Read the 1st column, 1st paragraph silently. Write in notes (answer individually) this question – “In paragraph 1 on page 111, what comparison does Edwards make between those who have accepted Christ’s love and those who have not?” • Students will discuss the content of Jonathan Edwards’ sermon by writing down their insights. (handout) • Draw pictures of the images created in this sermon before submitting their work on Edwards

27. Write Like a Puritan Students will synthesize the Puritan literature by writing a creative piece of writing called “Write Like a Puritan.” See the handout for details. #9 http://ed101.bu.edu/StudentDoc/current/ED101fa10/rajensen/Content_2.html

28. Problems With A Theocracy* • Political views were often uncompromising and harsh. • Example: Salem, Massachusetts, 1692. • Around 150 people were accused of witchcraft. • Officials feared that the community’s moral foundation was in danger and felt that they needed to take extreme action to save political unity. • 20 people were executed. • The girls who started the accusations later recanted, admitting they had lied. Witch Hill, Thomas Slatterwhite Noble, 1869.

29. TEST #1 September 14/17 Covering: Unit 1 – Native American Literature Unit 2 – Puritan Worldview Literature