HONORS AMERICAN L ITERATURE Colonial...

H O N O R S A M E R I C A N L I T E R A T U R E

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Mrs. N. Fitzgerald Unit 1 - Fall 2013

At the end of this unit, the student will be able to:1. Read, comprehend, interpret, and respond to myths and legends, narrative accounts, and

poetry(academically prepared)2. Relate literature to its historical and cultural context (globally concerned)3. Relate literature to personal experiences and relevant 21st century issues (globally concerned)4. Paraphrase as a key to understanding (academically prepared)5. Identify characteristics of origin myths (globally concerned)6. Recognize characteristics of Puritan Plain Style (academically prepared)7. Build vocabulary in context (academically prepared)8. Compare and contrast Native American, Puritan and Catholic beliefs (spiritually oriented)9. Improve creative and formal writing skills (academically prepared)

This unit addresses the following Language Arts Standards of the Archdiocese of Agana:

RLA.O.11.1.0 - research, analyze, and evaluate the historical, cultural, political and biographical influences on literary works.RLA.O.11.1.08 - analyze and evaluate a variety of texts according to content, structure, purpose, organization of text, and tone.RLA.O.11.1.10- use knowledge of the history, cultural diversity, politics, and effects of language to comprehend and elaborate on the meaning of texts, to expand vocabulary, and to draw connections to self and to the real world.RLA.O.11.2.06 - develop personal style and voice in writing, and create a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

21st Century Skills

•Respect and utilize creative contributions of others

•Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts

•Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

“We shall be as a City upon a Hill, . . .”

- John Winthrop, Governor of the Massachusetts Bay

Colony

and The Puritan Influence

Colonial America

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Activity'1.1'*'Before'You'Read• Print'or'download'the'Native'American'Literature'Introduction'outline'from'the'class'website:'www.<itzlit.weebly.com

• Students'who'regularly'use'a'laptop'in'class'for'noteBtaking'may'download'the'<ile'and'save'it'to'their'computers'or'tablets'(but'not'to'phones).''This'must'be'done'before'the'class'period.'Students'may'then'digitally'annotate'and'highlight'the'outline.'Students'who'do'not'use'these'devices'for'class'purposes'will'not'be'allowed'to'use'them'for'future'class'activities.

• Be'prepared'for'a'quiz'on'notes'for'this'activity.

Activity'1.2'*'A'Sampling'of'Native'American'Myths• Read'“The'Earth'on'Turtle’s'Back”'from'the'Onondaga'on'pp.'22B23.• Research'the'selected'Cherokee'Legends'and'The'Navajo'Creation'Story'and'complete'the'corresponding'worksheets.'

• Participate'in'the'GRADED'class'discussion'and'be'prepared'for'a'quiz'on'all'selections.

Quiz'Date:

Activity'1.3'*'Original'Origin'Myth(p.31)'Write'an'original'myth'that'explains'the'origin'of'a'local'natural'landmark,'such'as'a'river,'mountain,'cliff,'rock'formation,'etc.'or'the'origin'of'a'local'animal.'Your'myth'must're<lect'some'aspect'of'local'culture.'You'must'also'include'a'supernatural'or'Immortal'being.'Your'myth'must'be'at'least'one'page'long,'typed'and'doubleBspaced.'Use'at'least'3'Summer'Reading'vocabulary'words.'Underline'the'words'you'use.'*If$you$are$unfamiliar$with$local$geography$or$culture,$feel$free$to$do$some$research.$If$you$are$still$having$dif:iculty$with$this$assignment,$please$see$Mrs.$Fitzgerald.You'may'be'asked'to'participate'in'a'class'storytelling'presentation.'Include'a'photo'of'the'landmark'that'is'the'inspiration'for'your'myth.'Your'work'must'be'original.'Plagiarism$will$not$be$tolerated.Due'Date:

Project'1'*'Exploration'and'ColonizationRead'the'accounts'of'Hernan'Cortes,'Miguel'LeonBPortilla,'and'the'excerpts'from'A"Complete"History"of"Guam.'Participate'in'the'class'discussion.'You'will'choose'a'country'that'has'experienced'colonization'at'some'point'in'its'history'(in'some'cases,'several'times).'Create'6'B10'PowerPoint'slides'which'analyze'the'country’s'history'of'colonization.'Your'slides'must'include:'the'name'and'general'location'of'the'country;'the'colonizing'country'(if'more'than'one,'choose'the'most'signi<icant)'and'years'of'colonization;'at'least'5'effects'of'colonization;'details'of'that'country’s'independence'(if'applicable);'any'major'con<licts'or'important'events;'at'least'three'relevant'pictures;'a'relevant'quote'or'passage'from'an'historical'account'or'literary'work'relating'to'the'nation’s'colonization;'and'one'source'slide.'Use'scholarly'sources.'Use'the'default'PPT'theme'(plain'white'background).'Each'slide'should'have'no'more'than'six'bullet'points;'each'bullet'point'should'have'no'more'than'10'words.'Slides'are'due'in'DropBox'by'8:00'a.m.'on'the'due'date.'Your'<ile'name'must'consist'of'your'full'name'and'country'name.'All'students'will'present.'Be"prepared"for"student"questions"and"evaluations.DropBox'Due'Date/Presentation'Date:

MYTHS AND LEGENDS

The Onondaga

The Chamorro

The Navajo Nation

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Test'1.1:'Be'prepared'for'a'test'on'the'information'from'Activity'1.1'B'Project'1.Test'Date:

Activity'1.4'*'Colonial'LifeParticipate'in'the'group'discussion'regarding'the'early'settlers.'Read'the'selection'by'Captain'John'Smith'and'answer'the'handout'questions.Due'Date:Activity'1.5'*'Puritan'Poetry• Complete'the'Puritan'Mind'group'activity

• Print'or'download'the'introductory'notes'from'the'class'website.'Notes'will'be'counted'as'an'assignment'grade.

• Be'prepared'for'a'quiz'on'the'notes'in'this'activity

Due'Date/Quiz'Date:

Activity'1.6'*'The'Tenth'Muse• Read'and'Discuss'“Prologue,”'“Upon'the'Burning'of'our'House”'(supplements)'and'“To'My'Dear'and'Loving'Husband”'on'pg.'91,'all'by'Anne'Bradstreet.'

• Complete'the'poetry'analysis'and'be'prepared'for'a'discussion'and'a'content'and'vocabulary'quiz.

Due'Date/Quiz'Date:

Activity'1.7'*'To'My'(Adjective)'and'(Adjective)'(Loved'One)Anne'Bradstreet'expressed'her'personal'devotion'to'her'husband'in'her'poetry,'which'was'uncharacteristic'of'Puritan'Plain'Style.'Write'a'poem'wherein'you'describe'your'devotion'to'someone'in'your'life.'Your'poem'must'be'exactly'12'lines'written'in'rhyming'couplets.'Use'one'vocabulary'word'from'this'current'list'and'one'from'the'previous'list.The'title'of'your'poem'should're<lect'Bradstreet’s.'For'example,'if'I'were'writing'about'my'dog'Blanca,'my'poem'would'be'titled,'“To'My'Sweet'and'Loyal'Pup.”'(TYPED)Due'Date:

Activity'1.8'*'Good'Housekeeping• Read'the'poem'“Huswifery”'by'Edward'Taylor'on'pg.'93.

• Complete'the'analysis'and'be'prepared'for'a'discussion.'

Due'Date:

Activity'1.9'*'Poetry'ProcessCreate'a'modern'version'of'“Huswifery,”'replacing'the'spinning'wheel'with'a'contemporary'process'that'is'equally'appropriate'to'the'theme'of'your'personal'relationship'with'God.'Describe'your'relationship'with'God'in'the'form'of'a'conceit,'or'extended'comparison.'Italicize"all'words'that'are'directly'related'to'your'conceit.'Your'poem'must'be'exactly'18'lines'long'and'follow'the'same'rhyme'scheme'as'Taylor’s'poem'(ababcc)'Use'one'vocabulary'word'from'this'current'list'and'one'from'the'previous'list.(TYPED).'Due'Date:

Activity'1.10'*'The'Wrath'of'GodPrint'or'download'the'notes'on'Jonathan'Edwards'and'Persuasion.'Read'and'listen'to'excerpts'from'Jonathan'Edwards’s'sermon'titled,'“Sinners'in'the'Hands'of'an'Angry'God”'from'pgs.'98B101.'Discuss'the'sermon'and'complete'the'chart'illustrating'the'images'that'relate'to'Edwards’s'message.'Due'Date:

Activity'1.11'*'Witch'HuntWatch'the'video'on'the'Salem'Witch'Trials'and'complete'the'worksheet.Due'Date:

Test'1.2:'Be'prepared'for'a'test'on'the'selections'from'Activities'1.4B1.11.'Vocabulary'and'background'information'will'be'included.Test'Date:

ANNE BRADSTREET

“Anne Bradstreet (1612-1672) is one of the most important figures in the history of American Literature. She is considered by many to be the first American poet. . . Mrs. Bradstreet's work also serves as a document of the struggles of a Puritan wife against the hardships of New England colonial life, and in some way is a testament to plight of the women of the age. Anne's life was a constant struggle, from her difficult adaptation to the rigors of the new land, to her constant battle with illness.” www.annebradstreet.com

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Activity'1.12'*'Slave'Narrative•Print'or'download'the'introductory'notes'from'the'class'website.'Notes'will'be'counted'as'an'assignment'grade.'Be'prepared'for'a'quiz'on'the'notes'in'this'activity.•Complete'Presidents'Speak'About'Slavery'and'Phyllis'Wheatley,'American'Poet'worksheets•Read'the'selection'from'The"Interesting"Narrative"of"the"Life"of"Olaudah"Equiano"on'pp.'44B47.'Participate'in'the'GRADED'discussion'and'activities,'and'be'prepared'for'a'content'and'vocabulary'quiz'on'the'selection.•Complete'the'worksheetDue'Date/Quiz'Date:

Activity'1.13'*'Found'PoetryIn'a'found'poem,'words'and'phrases'from'prose'become'vivid'poetry.'Using'only'the'text'from'Olaudah'Equiano’s'slave'narrative,'write'a'found'poem'focusing'on'any'of'the'topics'discussed'in'this'section'(slavery,'The'Middle'Passage,'cruelty,'labor,'etc.)'Your'poem'must'be'at'least'24'lines'long.'Number'every'<ive'lines.'Type,'title,'and'print'your'poem.Due'Date:Olaudah"Equiano"

Activity'1.14'*'Putting'Experience'into'Words(SEE'SUPPLEMENTAL'WORKSHEET'PACKET'FOR'MORE'INFORMATION)'Use'2'vocabulary'words'from'this'current'unit'and'2'from'the'previous'list.Due'Date:

Test'1.3:'Be'prepared'for'a'test'on'the'slave'narrative.'Vocabulary'and'background'information'will'be'included.Test'Date:


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Option'#1'*'Guest'Speaker'(limited'to'2'speakers'who'will'present'on'2'different'class'days;'scheduled'on'a'birst'come,'birst'served'basis)Coordinate*a*guest*visit*from*an*experienced*or*well6known*local*expert*on*Chamorro*legends,*chants,*storytelling,*and*art;*colonization*on*Guam,*Magellan,*etc.*Invite*him*or*her*to*speak*to*your*block.*You*must:• Research*the*speaker’s*background*and*credentials• Invite*him*or*her*formally*• Coordinate*with*instructor*and*administrator*to*arrange*date,*time,*location,*etc.*

• Communicate*with*the*speaker*regarding*topic,*materials,*format,*etc.*and*be*responsible*for*making*sure*that*all*his*or*her*needs*are*met

• Prepare*students*for*visit*and*coordinate*their*participation.*

• Formally*welcome*and*escort*speaker• Prepare*and*present*introduction*of*speaker• Facilitate*Q*&A• Write*a*one6page*reMlection*paper*using*at*least*2*unit*vocabulary*words*from*this*unit*and*one*from*the*Summer*Reading*unit.*Underline*the*words*you*use.

• Prepare*to*have*your*speaker’s*presentation*evaluated*by*your*classmates

Option'#2'*'Original'PaintingCreate*an*original*painting*of*the*account*given*by*Olaudah*Equiano.*Your*artwork*must*reMlect*the*mood*and*atmosphere*of*the*narrative.**Use*a*standard*22”x28”*poster*board.*Fill*the*entire*space*and*background.*Give*your*artwork*an*original*title.*Type*a*one6page*paper*explaining*your*art*and*its*connection*to*the*narrative.*Use*at*least*2*unit*vocabulary*words*correctly.*Underline*the*words*you*use.*Paste*your*

paper*to*the*back*of*your*poster.*All*artwork*must*be*original*and*executed*by*the*American*Literature*student.*Plagiarism'will'not'be'tolerated.

Option'#3*'Original'SermonWrite*and*perform*an*original*sermon*that*relates*in*some*way**to*the*excerpt*from*“Sinners*in*the*Hands*of*an*Angry*God”.*• Incorporate*at*least*one*direct*quote*from*the*selection*in*your*sermon.*

• You*must*also*directly*or*indirectly*relate*your*sermon*to*some*aspect*of*your*life.*Include*at*least*one*personal*anecdote*or*experience*in*your*sermon.*

• Your*topic*must*apply,*either*directly*or*indirectly,*to*your*audience.*You*will*have*to*use*the*rhetorical*techniques*we*discussed*in*class*to*appeal*to*your*audience.*

• Your*topic*must*be*grounded*in*some*real*social*problem,*however*big*or*small.*You*will*have*to*include*evidence*that*illustrates*the*negative*impact*of*your*topic*on*society*today*(ex:*current*events,*statistics,*etc.).*

• Your*sermon*must*make*at*least*one*scriptural*reference.

• Your*sermon*must*be*466*minutes*in*length.*• Your*sermon’s*text*must*be*typed*and*double*spaced.*• Your*sermon*MUST*contain*the*following*rhetorical*devices:*simile,*metaphor,*personiMication,*and*imagery.

• You*must*correctly*use*at*least*3*vocabulary*words*from*this*unit*and*one*from*the*Summer*Reading*unit.

PROJECT'DUE'DATE:

Unit 1 Project 2 Options

American Literature 1 © COPYRIGHT, The Center for Learning. Used with permission. Not for resale.

Name:

Selected Cherokee LegendsDirections: Use the Internet to !nd the following Cherokee legends. Read them carefully, and answer the questions.

“!e Cherokee Creation Story”

1. What does the myth a"empt to do?

2. Do you see any parallels with the creation story in the Book of Genesis?

3. How does the legend re#ect the traditional Cherokee habitat?

4. What values does the legend express?

“Two Wolves”

1. What are the wolves?

2. What is the purpose of the story?

3. What philosophy of life does the legend convey?

Lesson 2 Handout 3 (page 1)


Name:

The Navajo WayDirections: Use the Internet to research the Navajo creation story and various tribal customs. !en answer the following questions.

1. What are the Navajo underworlds?

2. Who are the Holy Ones?

3. Who is Grandmother Spider?

4. In what direction do hogan doors face? Why?

5. What are the traditional Navajo funeral practices? What do they suggest about the culture?

6. A Navajo prayer from the blessing way does not mention God but begins with the phrase “In beauty I walk” and stresses the importance of surrounding oneself in beauty. Use the Internet to read and re"ect on the prayer. What does it show about the people?

Lesson 3 Handout 4

In#1519#Hernan#Cortés#sailed#from#Cuba,#landed#in#Mexico#and#made#his#way#to#the#Aztec#capital.#Miguel#LeonDPortilla,#a#Mexican#anthropologist,#gathered#accounts#by#the#Aztecs,#some#of#which#were#written#shortly#after#the#conquest.##!Speeches'of'Motecuhzoma'and'Cortés'When!Motecuhzoma![Montezuma]!had!given!necklaces!to!each!one,!Cortés!asked!him:!"Are!you!Motecuhzoma?!Are!you!the!king?!Is!it!true!that!you!are!the!king!Motecuhzoma?"!!And!the!king!said:!"Yes,!I!am!Motecuhzoma."!Then!he!stood!up!to!welcome!Cortés;!he!came!forward,!bowed!his!head!low!and!addressed!him!in!these!words:!"Our!lord,!you!are!weary.!The!journey!has!tired!you,!but!now!you!have!arrived!on!the!earth.!You!have!come!to!your!city,!Mexico.!You!have!come!here!to!sit!on!your!throne,!to!sit!under!its!canopy.!!"The!kings!who!have!gone!before,!your!representatives,!guarded!it!and!preserved!it!for!your!coming.!The!kings!Itzcoatl,!Motecuhzoma!the!Elder,!Axayacatl,!Tizoc!and!Ahuitzol!ruled!for!you!in!the!City!of!Mexico.!The!people!were!protected!by!their!swords!and!sheltered!by!their!shields.!!"Do!the!kings!know!the!destiny!of!those!they!left!behind,!their!posterity?!If!only!they!are!watching!!If!only!they!can!see!what!I!see!!!"No,!it!is!not!a!dream.!I!am!not!walking!in!my!sleep.!I!am!not!seeing!you!in!my!dreams....!I!have!seen!you!at!last!!I!have!met!you!face!to!face!!I!was!in!agony!for!five!days,!for!ten!days,!with!my!eyes!fixed!on!the!Region!of!the!Mystery.!And!now!you!have!come!out!of!the!clouds!and!mists!to!sit!on!your!throne!again.!!!"This!was!foretold!by!the!kings!who!governed!your!city,!and!now!it!has!taken!place.!You!have!come!back!to!us;!you!have!come!down!from!the!sky.!Rest!now,!and!take!possession!of!your!royal!houses.!Welcome!to!your!land,!my!lords!!"!!When!Motecuhzoma!had!finished,!La!Malinche!translated!his!address!into!Spanish!so!that!the!Captain!could!understand!it.!Cortés!replied!in!his!strange!and!savage!tongue,!speaking!first!to!La!Malinche:!"Tell!Motecuhzoma!that!we!are!his!friends.!There!is!nothing!to!fear.!We!have!wanted!to!see!him!for!a!long!time,!and!now!we!have!seen!his!face!and!heard!his!words.!Tell!him!that!we!love!him!well!and!that!our!hearts!are!contented."!!Then!he!said!to!Motecuhzoma:!"We!have!come!to!your!house!in!Mexico!as!friends.!There!is!nothing!to!fear."!!La!Malinche!translated!this!speech!and!the!Spaniards!grasped!Motecuhzoma's!hands!and!patted!his!back!to!show!their!affection!for!him....!!!'

Massacre'in'the'Main'Temple'During!this!time,!the!people!asked!Motecuhzoma!how!they!should!celebrate!their!god's!fiesta.!He!said:!"Dress!him!in!all!his!finery,!in!all!his!sacred!ornaments."!!During!this!same!time,!The!Sun1!commanded!that!Motecuhzoma!and!Itzcohuatzin,!the!military!chief!of!Tlatelolco,!be!made!prisoners.!The!Spaniards!hanged!a!chief!from!Acolhuacan!named!Nezahualquentzin.!They!also!murdered!the!king!of!Nauhtla,!Cohualpopocatzin,!by!wounding!him!with!arrows!and!then!burning!him!alive.!!For!this!reason,!our!warriors!were!on!guard!at!the!Eagle!Gate.!The!sentries!from!Tenochtitlan!stood!at!one!side!of!the!gate,!and!the!sentries!from!Tlatelolco!at!the!other.!But!messengers!came!to!tell!them!to!dress!the!figure!of!Huitzilopochtli2.!They!left!their!posts!and!went!to!dress!him!in!his!sacred!finery:!his!ornaments!and!his!paper!clothing.!!When!this!had!been!done,!the!celebrants!began!to!sing!their!songs.!That!is!how!they!celebrated!the!first!day!of!the!fiesta.!On!the!second!day!they!began!to!sing!again,!but!without!warning!they!were!all!put!to!death.!The!dancers!and!singers!were!completely!unarmed.!They!brought!only!their!embroidered!cloaks,!their!turquoises,!their!lip!plugs,!their!necklaces,!their!clusters!of!heron!feathers,!their!trinkets!made!of!deer!hooves.!Those!who!played!the!drums,!the!old!men,!had!brought!their!gourds!of!snuff!and!their!timbrels.!!!The!Spaniards!attacked!the!musicians!first,!slashing!at!their!hands!and!faces!until!they!had!killed!all!of!them.!The!singers[and!even!the!spectators[!were!also!killed.!This!slaughter!in!the!Sacred!Patio!went!on!for!three!hours.!Then!the!Spaniards!burst!into!the!rooms!of!the!temple!to!kill!the!others:!those!who!were!carrying!water,!or!bringing!fodder!for!the!horses,!or!grinding!meal,!or!sweeping,!or!standing!watch!over!this!work.!!The!king!Motecuhzoma,!who!was!accompanied!by!Itzcohuatzin!and!by!those!who!had!brought!food!for!the!Spaniards,!protested:!"Our!lords,!that!is!enough!!What!are!you!doing?!These!people!are!not!carrying!shields!or!macanas3.!Our!lords,!they!are!completely!unarmed!"!!!The!Sun!had!treacherously!murdered!our!people!on!the!twentieth!day!after!the!captain4!left!for!the!coast.!We!allowed!the!Captain!to!return!to!the!city!in!peace.!But!on!the!following!day!we!attacked!him!with!all!our!might,!and!that!was!the!beginning!of!the!war.!!From!Miguel!Leon[Portilla,!ed.,!The#Broken#Spears:#The#Aztec#Account#of#the#Conquest#of#Mexico!(Boston:!Beacon!Press,!1962),!pp.!64[66,!129[131.!This!text!is!part!of!the!Internet!Modern!History!Sourcebook.(c)[email protected]!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1!Conquistador!Pedro!de!Alvarado!2!Aztec!god;!patron!of!Tenochtitlan!3!wooden!weapons!4!Hernan!Cortes!

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Name:

The Early Puritan Settlers, in Their Own WordsDirections: Carefully read the following documents, and indicate what they reveal about the Mas-sachuse!s Bay Colony and the "rst se!lers.

Document 1

#e May!ower did not reach the New World until late November$not the best time to land in Massachuse!s and have no homes to provide warmth and shelter. #is is what Governor William Bradford wrote about those "rst months in his History of Plymouth Plantation.

But that which was most sadd and lamentable was that, in 2. or 3. moneths time halfe of their com-pany dyed, espetialy in Jan: and February, being the depth of winter and wanting houses and other comforts, being infected with the scurvie and other diseases, which this long vioage and their inacomodate condition had brought upon them; so, as ther dyed some times 2. or 3. of a day, in the foresaid time; that of 100. and odd persons, scarce 50. remained. And of these in time of most distres, there was but 6. or 7. sound persons, who, to their great comendations be it spoken, spared no pains, night nor day, but with abundance of toyle and hazard of their owne health, fetched them woode, made them "res, drest them meat, made their beads, washed their lothsome cloathes, cloathed and uncloathed them; in a word, did all the homly and necessarie o%ces for them which dainty and queasie stomacks cannot endure to hear named. . . .

Document 2

Governor Bradford also wrote in his History of Plymouth Plantation about the Pilgrims’ contact with Native Americans.

All this while the Indians came skulking about them, and would some times show them selves aloofe of, but when any approached near them, they would rune away; and once they stoale away their tools wher they had been at worke, and were gone to diner. But about the 16. of March a cer-taine Indian came bouldly amongst them, and spoke to them in broken English, which they could well understand, but marvelled at it. At length they understood by discourse with him, that he was not of these parts, but belonged to the easterne parts, wher some English-ships came to &ish, with whom he was aquainted, and could name sundrie of them by their names, amongst whom he had go! his language. He became pro'able to them in aquainting them with many things concerning the state of the cuntry in the east-parts wher he lived, which was a'erwards pro"table unto them; as also of the people hear, of their names, number, and strength; of their situation and distance from this place, and who was cheefe amongst them. His name was Samaset; he tould them also of another Indian whos name was Squanto, a native of this place, who had been in England and could speake be!er English than him selfe.



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Document 3

Edward Winslow arrived in Plymouth on the May!ower and wrote this description of the !rst "anksgiving.

Our harvest being go#en in, our Governour sent foure men on fowling, that so we might a$er a more speciall manner rejoyce together, a$er we had gathered the fruit of our labours; they foure in one day killed as much fowle, as with a li#le helpe beside, served the Company almost a weeke, at which time amongst other Recreations, we exercised our Armes, many of the Indians coming amongst us, and amongst the rest their greatest King Massasoyt, with some ninetie men, whom for three dayes we entertained and feasted, and they went out and killed !ve Deere, which they brought to the Plantation and bestowed on our Governour, and upon the Captaine, and others. And although it be not alwayes so plentifull, as it was at this time with us, yet by the goodnesse of God, we are so farre from want, that we o$en wish you partakers of our plentie.

Document 4

William Hilton arrived in Plymouth in 1621 and wrote the following in a le#er home to his family.

At our arrival at New Plymouth, in New England, we found all our friends and planters in good health, though they were le$ sick and weak, with very small means; the Indians round about us peaceable and friendly; the country very pleasant and temperate, yielding naturally, of itself, great store of fruits, as vines of divers sorts, in great abundance. "ere is likewise walnuts, chestnuts, small nuts and plums, with much variety of %owers, roots and herbs, no less pleasant than whole-some and pro!table. No place hath more gooseberries and strawberries, nor be#er. Timer of all sorts you have in England doth cover the land, that a&ords beasts of divers sorts, and great %ocks of turkeys, quails, pigeons and partridges; many great lakes abounding with !sh, fowl, beavers, and o#ers. "e sea a&ords us great plenty of all excellent sorts of sea-!sh, as the rivers and isles doth variety of wild fowl of most useful sorts. Mines we !nd, to our thinking; but neither the goodness nor quality we know. Be#er grain cannot be than the Indian corn, if we will plant it upon as good ground as a man need desire. We are all freeholders; the rent-day doth not trouble us; and all those good blessings we have, of which and what we list in their seasons for taking. Our company are, for the most part, very religious, honest people; the word of God sincerely taught us ever Sabbath. . . .



Name:

The Life of Captain John SmithDirections: Review the description of major events during the life of Captain John Smith, the !rst magistrate of the Colony of Virginia. "en write a description of the kind of person he seems to have been.

John Smith was born in 1580 in northern England. As a teenager, he le# home to travel to France, where he became involved in the e$orts to free Holland from Spanish control. A#er that, he worked on a merchant ship in the Mediterranean. "en he became involved in Austria’s war against Turkey. In 1602, he was wounded, captured, and sold as a slave. Eventually, he escaped, traveled through Europe and northern Africa, and returned to England. In England, he became interested in the idea of colonizing an area of the New World for pro!t. He and others set sail for Virginia, where they landed in 1607 and founded the !rst permanent English se%lement in what would later become the United States. He was in a leadership position from the very beginning. Later that year he was ambushed and captured by the Native Americans of the region, who were led by a powerful chief named Powhatan. Smith was held by the Indians for about four weeks; what actually happened seems a li%le unclear, but he later maintained that his life was saved by Pocahontas, a daughter of Powhatan. He le# on good terms with the Indians and returned to the colony, which he found !lled with unrest. He departed for a while to explore the Chesapeake Bay. When he returned, he was elected to be president of the local council. "e next year, in 1609, he was accidentally injured and returned to England for medical care. About !ve years later, he traveled to the New World to see Maine and Massachuse%s Bay, but he never returned to Virginia. A#er that, he was refused permission to go again to the colonies. He seems to have spent most of his time writing about his experiences. He died in 1631.

Lesson 4 Handout 6


Name:

Captain John Smith—Reading Between the LinesDirections: John Smith wrote !e Generall Historie of Virginia, New-England, and the Summer Isles, which includes all kinds of information about explorers, the land itself, the indigenous people, and the experiences of the early Jamestown colonists. Read the following excerpt, which deals with his experiences a!er being captured by Powhatan, a powerful Indian chief. "en answer the questions.

From Book 3, Chapter 2 Two dayes a!er, Powhatan having disguised himselfe in the most fearefull manner he could, caused Capt. Smith to be brought forth to a great house in the woods, and there upon a mat by the #re to be le! alone. Not long a!er from behinde a mat that divided the house, was made the most dolefullest noyse he ever heard; then Powhatan more like a devill then a man with some two hundred more as blacke as himselfe, came unto him and told him now they were friends, and presently he should goe to James towne, to send him two great gunnes, and a gryndstone, for which he would give him the Country of Capahowosick, and for ever esteeme him as his sonne Nantaquoud. So to James towne with 12 guides Powhatan sent him. "at night they quarterd in the woods, he still expecting (as he had done all this long time of his imprisonment) every houre to be put to one death or other: for all their feasting. But almightie God (by his divine providence) had molli#ed the hearts of those sterne Barbarians with compassion. "e next morning betimes they came to the Fort, where Smith having used the Salvages with what kindnesse he could, he shewed Rawhunt, Powhatans trusty servant two demi-Culverings & a millstone to carry Pow-hatan: they found them somewhat too heavie; but when they did see him discharge them, being loaded with stones, among the boughs of a great tree loaded with Isickles, the yce and branches came so tumbling downe, that the poore Salvages ran away halfe dead with feare. But at last we re-gained some conference with them, and gave them such toyes; and sent to Powhatan, his women, and children such presents, as gave them in generall full content. Now in James Towne they were all in combustion, the strongest preparing once more to run away with the Pinnace; which with the hazzard of his life, with Sakre falcon and musket shot, Smith forced now the third time to stay or sinke. Some no be$er then they should be, had plo$ed with the President, the next day to have put him to death by the Leviticall law, for the lives of Robinson and Emry, pretending the fault was his that had led them to their ends: but he quickly tooke such order with such Lawyers, that he layd them by the heeles till he sent some of them prisoners for England. Now ever once in foure or #ve dayes, Pocahontas with her a$endants, brought him so much provision, that saved many of their lives, that els for all this had starved with hunger.

1. What seems to have been John Smith’s a$itude toward Powhatan?

2. What speci#c word choices convey that a$itude?



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3. What did Powhatan want in exchange for Smith? What does this show about the chief?

4. How does Smith explain the apparent change in the Indians’ a!itude toward him?

5. How did Powhatan’s warriors contrast with the Englishmen in Jamestown?

6. Why were some of the men in Jamestown disgruntled?

7. What does Smith’s response to the trouble show about him?

8. What did Pocahontas start to do? Why?

9. De"ne the following words and phrases from context.

a. providence

b. pinnace

c. no be!er then they should be

d. layd them by the heeles

e. provision


The$Puritan$Mind$Primary$Source$material$from$Digital$History$Site:$www.gliah.uh.edu/historyonline/us4.cfm$$Reading$1:$Profane(no(Divine(ordinance.(Touch(no(state(matters.(Urge(no(healths.(Pick(no(quarrels.(Encourage(no(vice.(Repeat(no(grievances.(Reveal(no(secrets.(Maintain(no(ill(opinions.(Make(no(comparisons.(Keep(no(bad(company.(Make(no(long(meals.(Lay(no(wagers.((!"The"twelve"good"rules"of"Puritan"behavior"$Reading$2:$In(Adam's(Fall(We(Sinned(all.((Thy(Life(to(Mend(This(Book(Attend.(

The Cat doth play And after flay. A dog will bite A Thief at night. The Idle Fool Is whipt at school. - The New England Primer, 1691

Reading 3: Surely there is in all children...a stubbornness and stoutness of mind arising from natural pride, which must, in the first place be broken and beaten down; that so the foundation of their education being laid in humility and tractableness, other virtues may, in their time, be built thereon. For the beating and keeping down of this stubbornness parents must provide carefully...that the children's wills and willfulness be restrained and repressed, and that, in time; lest sooner than they imagine, the tender springs grow to that stiffness, that they will rather break than bow. - John Robinson Reading 4: God's universal law gave to man despotic power Over his female in due awe. - John Milton Reading 5: Some false principles were these: 1. That a man might sell as dear as he can, and buy as cheap as he can. 2. If a man lose by casualty of sea in some of this commodities, he may raise the price of the rest. 3. That he may sell as he bought, though he paid too dear and though the commodity be fallen. 4. That, as a man may take the advantage of his own skill and ability, so he may of another's ignorance or necessity.... - John Winthrop, 1649

Anne Bradstreet “Prologue”

To sing of wars, of captains, and of kings, 25 I am obnoxious3 to each carping tongue Of cities founded, commonwealths begun, Who says my hand a needle better fits, For my mean pen are too superior things: A poet’s pen all scorn I should thus wrong, Or how they all or each their dates have run, For such despite they cast on female wits: 5 Let poets and historians set these forth, If what I do prove well, it won’t advance, My obscure lines shall not dim their worth. 30 They’ll say it’s stolen, or else it was by chance. But when my wandering eyes and envious heart But sure the antique Greeks were far more mild, Great Bartas’

1 sugared lines to but read o’er, Fool I Else of our sex why feigned they those nine, Do grudge the Muses did not part And poesy made Calliope’s

4 own child? 10 ‘Twixt him and me that overfluent store So, ‘mongst the rest they placed the arts divine. A Bartas can do what a Bartas will, 35 But this weak knot they will soon full untie - But simple I according to my skill. The Greeks did naught but play the fool and lie. From schoolboys’ tongues no rhet’rick we expect Let Greeks be Greeks, and women what they are, Nor yet a sweet consort from broken strings, Men have precedence and still excel. 15 Nor perfect beauty where’s a main defect: It is but vain unjustly to wage war, My foolish, broken, blemished Muse so sings 40 Men can do best, and women know it well. And this to mend, alas, no art is able, Preeminence in all and each is yours - ‘Cause nature made it so irreparable. Yet grant some small acknowledgment of ours. Nor can I, like that fluent sweet-tongued Greek And oh ye high-flown quills that soar the skies, 20 Who lisped at first, in future times speak plain; And ever with your prey still catch your praise, By art he gladly found what he did seek - 45 If e’er you deign these lowly lines your eyes, A full requital of his striving pain.2 Give thyme or parsley wreath, I ask no bays.5 Art can do much, but this maxim’s more sure: This mean and unrefined ore of mine A weak or wounded brain admits no cure. Will make your glistering gold but more to shine.

1 Guilliaume de Bartas, French poet who greatly inspired Bradstreet. 2 Supposedly,the Greek orator Demosthenes overcame a speech impediment to become a prolific speaker. 3 Vulnerable. 4 Muse of heroic poetry. 5 Bay wreaths were given to great poets. Bay is also referred to as Laurel.

Here Follow Some Verses upon the Burning of Our House, July 10, 1666 15

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Upon the Burning of Our House by Anne Bradstreet

LITERARY FOCUS: THE PLAIN STYLEThe Puritans favored “plainness” in all things: in dress, in the architectureand design of their churches, in their forms of worship, and in language.Unlike the ornate “high style” popular in England at the time, the Puritanplain style used simple sentences and common words from everyday speech.The plain style contained few or no classical allusions, Latin quotations, orelaborate figures of speech. The plain style, Puritans felt, was much moreeffective in revealing God’s truth than the ornate style. Despite the fact thatthe style used by Puritan writers now seems hard to read, it was consideredsimple and direct in the 1600s.

Although Anne Bradstreet’s “Upon the Burning of Our House” containssome figurative language, it is a good example of the plain style.

Make It Plain In the left column of the chart below are two descriptionsof everyday objects written in an ornate style. Rewrite each description inplain style_as a Puritan might have.

Literary SkillsUnderstand thecharacteristics ofplain style.

ReadingSkillsUnderstand theuse of inversion.

Review SkillsUnderstandrhyme andmeter.

As you read “Upon theBurning of OurHouse,” notice the waythe following literarydevices are used.

RHYME The repetition ofvowel sounds inaccented syllables andall syllables following.

METERA pattern of stressedand unstressedsyllables.

REVIEW SKILLSREVIEW SKILLS

Ornate Style Plain Style

Shabby but beloved, myshoes house my feet as theycarry me from place to place.

The pen spills ink-blood as itbrings words to life.

READING SKILLS: ANALYZING TEXT STRUCTURES“Upon the Burning of Our House” is filled with inversions. In an inversion,sentences are not written in normal word order. For example, Bradstreetwrites “I wakened was with thund’ring noise” instead of “I was wakenedwith thund’ring noise.” Inversion is often used to make a poem’s rhymescheme work out or to maintain a fixed meter.

Use the Skill As you read Anne Bradstreet’s poem, underline the placesyou find inversion.

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In silent night when rest I took

For sorrow near I did not look

I wakened was with thund’ring noise

And piteous shrieks of dreadful voice.

That fearful sound of “Fire!” and “Fire!”

Let no man know is my desire.

I, starting up, the light did spy,

And to my God my heart did cry

To strengthen me in my distress

And not to leave me succorless.1

Then, coming out, beheld a space

The flame consume my dwelling place.

And when I could no longer look,

I blest His name that gave and took,2

That laid my goods now in the dust.

Yea, so it was, and so ’twas just.

It was His own, it was not mine,

Far be it that I should repine;

He might of all justly bereft

But yet sufficient for us left.

When by the ruins oft I past

My sorrowing eyes aside did cast,

And here and there the places spy

Where oft I sat and long did lie:

5

10

15

20

Anne Bradstreet

1. succorless (suk!¥r · lis) adj.: without aid or assistance; helpless.2. that gave and took: allusion to Job 1:21, “The Lord gave, and the

Lord hath taken away; blessed be the name of the Lord.”

Circle the inversions you findin lines 1-4.

What is the speaker doing inlines 11-12?

In lines 16-17, why does thespeaker say that the fire was“just?”

16 Collection 1: Encounters and Foundations to 1800Part 1

Here Follow Some Verses upon theBurning of Our House,

July 10, 1666

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Here Follow Some Verses upon the Burning of Our House, July 10, 1666 17

Here stood that trunk, and there that chest,

There lay that store I counted best.

My pleasant things in ashes lie,

And them behold no more shall I.

Under thy roof no guest shall sit,

Nor at thy table eat a bit.

No pleasant tale shall e’er be told,

Nor things recounted done of old.

No candle e’er shall shine in thee,

Nor bridegroom’s voice e’er heard shall be.

In silence ever shall thou lie,

Adieu, Adieu, all’s vanity.

Then straight I ’gin my heart to chide,

And did thy wealth on earth abide?

Didst fix thy hope on mold’ring dust?

The arm of flesh didst make thy trust?

Raise up thy thoughts above the sky

That dunghill mists away may fly.

Thou hast an house on high erect,

Framed by that mighty Architect,

With glory richly furnished,

Stands permanent though this be fled.

It’s purchased and paid for too

By Him who hath enough to do.

A price so vast as is unknown

Yet by His gift is made thine own;

There’s wealth enough, I need no more,

Farewell, my pelf,3 farewell my store.

The world no longer let me love,

My hope and treasure lies above.

25

30

35

40

45

50

What is the “house on higherect” described in lines 43-46?

In line 44, who is the“mighty Architect”?

Practice reading the boxedpassage aloud. As you readthe first time, notice therhymes and strong meter.On your next readings, try tovary the rate of your readingto avoid sounding sing-song.

Bradstreet’s plain style helpsto convey a complex message.In your own words, what isthis message?

3. pelf: wealth or worldly goods (sometimes used as a term of contempt).

The poem is rhymed in cou-plets. Circle any end rhymesthat do not rhyme exactly.(Review Skill)

18 Collection 1: Encounters and Foundations to 1800Part 1

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Here Follow Some Verses upon the Burning of Our House, July 10, 1666

Reading Skills and Strategies: Analyzing Text Structures “Upon theBurning of Our House” contains many instances of inversion, in which wordsappear in an unusual order. The left-hand column of the chart below listsseveral examples of inversion from the poem. In the right-hand column, writethe inverted words or phrases in normal word order.

Example of Inversion from Poem Restatement of Inversion

“In silent night when rest I took” (line 1)

“I, starting up, the light did spy,” (line 7)

“When by the ruins oft I past” (line 21)

“My pleasant things in ashes lie,” (line 27)

“And them behold no more shall I.” (line 28)


Name:

Presidents Speak about SlaveryDirections: From the !rst, slavery in the New World was a controversial issue. Read the following information about and comments from the !rst three U.S. presidents, and answer the questions.

George Washington (1732–1799) was a Virginian and the head of a great estate, Mount Ver-non. He was raised as a slaveholder, and he owned slaves until his death, but he insisted, “I can only say that there is not a man living who wishes more sincerely than I do to see a plan adopted for the abolition of slavery.” His will provided for the eventual freedom of all of his slaves. John Adams (1735–1826) was a prominent lawyer in Massachuse"s. His wife, Abigail, was against slavery and hired free black people as servants. John Adams had this to say: “I have through-out my whole life held the practice of slavery in abhorrence.” #omas Je$erson (1743–1826) owned a large estate, Monticello, in Virginia. He came from a slaveholding family, and he owned slaves. #is is what he had to say: “No defender of slavery, I concede that is has the benevolent aspect in li%ing the Negro from savagery and helping prepare him for that eventual freedom which is surely wri"en in the Book of Fate.”

1. What was the opinion of each man on slavery?

2. Why would someone opposed to slavery actually own slaves and use slave labor?

3. If the !rst three presidents disapproved of slavery, why was the institution allowed to continue?

Lesson 9 Handout 15


Name:

Phillis Wheatley, American PoetDirections: Phillis Wheatley (1753–1784) was a house slave in Massachuse!s. Her owners recog-nized her talents so, unlike most slaves, she received an education and became a poet. Carefully read the following stanza from her poem entitled “To the Right Honorable William, Earl of Dartmouth.” "en answer the questions.

Should you, my lord, while you peruse my song,Wonder from whence my love of Freedom sprung,Whence #ow these wishes for the common good,By feeling hearts alone best understood,I, young in life, by seeming cruel fateWas snatch’d from Afric’s fancy’d happy seat:What pangs excruciating must molest,What sorrows labour in my parent’s breast?Steel’d was that soul and by no misery mov’d"at from a father seiz’d his babe belov’d:Such, such my case. And can I then but prayOthers may never feel tyrannic sway?

1. What is the speaker trying to explain?

2. What keen memory does she describe?

3. What does she emphasize about her family?

4. What can you observe about the poet’s use of rhythm and rhyme?

Lesson 9 Handout 17


Name:

Putting Experience into WordsDirections: Try to put yourself into the place of one of the following slaves. Do some Internet re-search to discover what life would have been like for the person, and imagine yourself there. !en write a creative piece from that individual’s point of view and using his or her voice.

Before you start to write, complete the following steps.

1. Acquire information about a slave’s life in the New World in the "rst half of the eighteenth century.

2. Give yourself a name and a de"nite personality.

3. Select a speci"c audience. Decide to whom you are going to write.

4. Identify your purpose. What are you trying to accomplish in this writing?

Lesson 9 Handout 18

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