Transcript Weeks 2

Week 2-4
ENGLISH 3
MRS. BARNETT
North America 1750-2010
http://vi.sualize.us/non_native_american_nations_control_over_america_great_britain_visualization_france_spain_picture_3qXP.html
Collection 2 – Voyages and Visions
 American Narrative Tradition p. 43
 from La Relacion – Alvar Nunez Cabeza de Vaca
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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
“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
Early America Stir
 Students will complete the Early America Stir
#4
(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.
 The first detailed European
Explorers’
Writings
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.
American Narrative Tradition
AMERICAN NARRATIVE TRADITION PP
“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.

“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?
#5

How did the Spaniards and the Indians communicate?
William Bradford
 Son of a prosperous farmer
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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.
 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.
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.
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 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 ...”
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 selfsatisfied.
 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
“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.
“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
“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
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
Problems With A Theocracy*
 Political views were often
uncompromising and harsh.
 Example: Salem,
Massachusetts, 1692.
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Witch Hill, Thomas Slatterwhite Noble, 1869.
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.
TEST #1 September 14/17
COVERING:
UNIT 1 – NATIVE AMERICAN LITERATURE
UNIT 2 – PURITAN WORLDVIEW LITERATURE