Presentation on theme: "THE NEW WORLD Unit 1. Day 1 Warm Up 1. “Columbus did not discover a new world; he established contact between two worlds, both already old.” - JH Perry."— Presentation transcript:
THE NEW WORLD Unit 1
Day 1 Warm Up 1. “Columbus did not discover a new world; he established contact between two worlds, both already old.” - JH Perry 2. “Europeans did not find a wilderness here; rather, however involuntarily, they made one.” - Jennings In your words, what is Perry trying to say about the coming of Europeans to the U.S.? At least 2 commentary sentences. In your words, what is Jennings trying to say about the coming of Europeans to the U.S.? At least 2 commentary sentences.
Unit 1 Objectives Identify emerging themes in early American literature, such as a “new Eden,” “salvation,” and “cooperation and conflict.” Compare and contrast the experiences of America’s earliest settlers, as conveyed through primary source documents and literature of the Colonial period. Identify and explain elements of Puritan literature. Explain “preaching” as a type of formal speech and explain its role in the “First Great Awakening.” Explain the role of religion in early American life.
Unit 1 Standards RL : Determining the meaning of words and phrases as they are used in the text, including figurative language and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. RL : Demonstrate knowledge of 18 th -century foundational works of American literature, including how two or more tests from the same period treat similar themes or topics. RI : Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. W : Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. L : Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Unit 1 Primary Texts “The Sun Still Rises in the Same Sky” pg. 22 “The Sky Tree”, “The Earth Only” and “Coyote Finishes his Work” pg. 24 “Of Plymouth Plantation” excerpt pg. 119 “Narrative of the Captivity” excerpt pg 36 “To My Dear and Loving Husband” pg. 150 “Upon the Burning of Our House” pg. 28 “Sinners in the Hands of an Angry God” excerpt pg. 45 “On Being Brought to America” Handout “The Interesting Narrative of the Life of Ouladah Equiano” excerpt pg. 53
Unit 1 Assessments Introduction Quiz Literary Term Quiz (CFA and final assessment) Puritan Background Quiz (CFA) Comparison Paragraph (CFA) “Upon the Burning of Our House” Quiz (CFA) Argument writing based on Bradstreet and Edwards. (CFA) Final Assessment Essay in Computer Lab and submitted to Turnitin.com
Unit 1 Literary Terms Look up the following terms. (D#) = Look in the dictionary for the definition that corresponds with the #. Other terms are found Between pgs Allegory Apostrophe (D2) Conceit (D2) Covenant of grace: (in Reformation theology) The covenant between God and humanity which was established by Christ at the Atonement. (Salvation is not earned or merited) Didactic poetry: Didactic Poetry is instructional poetry. The Great Awakening: a series of religious revivals among Protestants in the American colonies, from c Idealism (D1) Inversion Lyric poetry Oxymoron Parallelism Plain Style Pragmatism (D1) Sermon: discourse for the purpose of religious instruction or exhortation, especially one based on a text of Scripture and delivered by a member of the clergy as part of a religious service.
Unit 1 Purpose Setting In this unit, we will be hearing the voices of early America, but we need to carefully listen if we are to understand their beliefs about the destiny of America: the American dream that has entranced so many. These beliefs are now taken for granted as virtues of today’s culture. But where did they come from? The purpose of this unit is to gain a better understanding of why our culture is the way it is and why we respond to personal, societal and environmental crisis the way we do.
Purpose Setting Question How did the attitudes and beliefs of early American settlers not only help them endure hardships but also shape their interactions with the native inhabitants? You will need to be able to answer this question by the end of the unit based on the literature and videos presented during unit 1.
Unit 1 Day 1 What do you think of when you hear the term, “The American Dream”? Which groups of people were not part of the early American dream? (there are 2-3 groups) You will be taking a 5 question quiz based on a brief video we are going to watch. We will look at the questions to you before we watch the video, feel free to jot notes down about the questions and during the video.
Video Quiz Questions Write out each question and the correct answer (not the letter) to each question based on the video. 1. America has often been compared to the biblical: a. Gethsemane b. Garden of Eden c. Bethlehem d. Jericho 2. Of utmost importance, according to the American dream, is the: a. Land b. economy c. truth d. individual 3. The early settler John Smith helped keep the American dream alive by: a. Sending reports to Europe b. printing travel brochures c. Making friends with American Indians d. visiting all the colonies 4. The Puritan dream in the Americas did NOT include: a. Promoting Transcendentalism b. creating a model city c. Escaping political persecution d. practicing religion in peace 5. Major contradictions concerning the American dream include the treatment of American Indians and: a. European Romanticism in the Americas b. zealous proponents of democracy c. The institution of slavery d. the belief in history as progress
Video Answers 1. America has often been compared to the biblical: Garden of Eden 2. Of utmost importance, according to the American dream, is the: individual 3. The early settler John Smith helped keep the American dream alive by: sending reports to Europe 4. The Puritan dream in the Americas did NOT include: promoting Transcendentalism 5. Major contradictions concerning the American dream include the treatment of American Indians and: the institution of slavery
Unit 1 Day 2 Warm Up Read the quote from John Winthrop (pg 1). Rewrite the quote in today’s language. How does this quote relate to the American Dream.
Unit 1 Day 2 Assignment 11/18 Power Notes (Outlining) Purpose: Organizing important background information. Organization is key to memory and comprehension. 1 is the main idea/title 2’s are ideas that support the #1 (s) 3’s are ideas/details that support #2’s 4’s are ideas/details that support #3’s
Unit 1 Day 2 Assignment Read Clash of Cultures on page 4. We are going to create Power Notes for this section 1 Political and Social Milestones to Clash of Cultures ’s European Exploration of Americas 3 Numerous groups of Native Americans (NA) already there 4 Many diverse societies w/ long histories 4 Most groups only a few thousand people 5 Aztecs largest group w/ over 1 million people in 1400’s
Unit 1 day 2 Cont. Now do Puritan Dominance and Rise of Rationalism on your own. It should look something like this: 2 Puritan Dominance 3 Puritans shaped modern moral, ethical and religious convictions Puritans land in Cape Cod more Puritans arrive over 20,000 Puritans in N. England 3 Puritans focused on Religion and business 4 4 4
Collection 1 Day 3 Warm Up Create a bubble map of all the information you know relating to the Puritans. Puritans
Unit 1 Day 3 Assignment 11/21 Today’s Purpose is background knowledge. The more difficult the subject, the more background knowledge you need to help you understand. Grab a copy of The Holt Reader pgs 3-6 (text book pgs 6-14)
Unit 1 Day 3 Cont. Forming New Relationships Battling New Diseases Explorer’s Writings The Puritan legacy Puritan Beliefs: Sinners All Puritan Politics: Government by Contract With a partner next to you, write a 1-2 sentence summary about what you think each of these sections is going to be about. 5 minutes.
Unit 1 Day 3 Cont. In your Row/Group, create a poster of power notes with the critical information from your section which will help understand the Native Americans, the Puritans and the difficulties they faced. You should have at least 2 visuals relating to the information on your poster. Each Group member needs a specific job! Assign artist and each person has at least one paragraph to power outline. You will be presenting your poster to the class tomorrow.
Unit 1 Warm Up Day 4 Write the correct definition on the right with the correct word on the left Allegory * a series of religious revivals among Protestants in the American colonies, from c Apostrophe (D2) *The practice of envisioning things in an ideal form. Conceit (D2) *An elaborate or extended metaphor Covenant of grace: *Instructional poetry. Didactic poetry:* The contract between God and humanity established by Christ at the Atonement. The great awakening:* A rhetorical device in which a speaker or writer addresses an absent person or an object Idealism (D1)* A story or poem in which characters, settings and/or events stand for other people or events or for abstract ideas or qualities.
Unit 1 Day 4 Audience expectations: Be a polite and attentive audience member Do not work on poster or other assignments or have electronic devices out TAKE notes on information presented. There is a graded quiz tomorrow based on this information! Present your poster to the class: All group members must be upfront Each member must cover at least one point Answer any questions the audience has about your poster.
Collection 1 Day 5 Warm Up Purpose: Review yesterday’s lesson on Puritans Where in today’s society do you still see the effects of Puritanism? What do you understand or how do you relate to the Puritan culture? Be sure to explain in what way. Write at least 2 new things you learned about the Puritans
Unit 1 Day 5 Assignment Get Out Encounters, Religions and Philosophies Chart Watch Puritan video. Take notes on how the Puritan belief system still affects us and any new information you can add to Puritan religion or belief chart. Finish Completing as much of the chart for the Puritans as you can based on your notes from the introduction.
Day 6 warm Up Inversion*A figure of speech that combines opposite or contradictory terms in a brief phrase. Lyric poetry: * d iscourse for the purpose of religious instruction or exhortation, especially one based on a text of Scripture and delivered by a member of the clergy as part of a religious service. Oxymoron: *A practical matter-of-fact way of approaching or assessing a situation or solving problems Parallelism:*A way of writing that stresses simplicity and clarity of expression Plain Style:*The repetition of words or phrases that have similar grammatical structures. Pragmatism (D1:) *The reversal of normal word order in a sentence or a phrase. Sermon: *Poetry that does not tell a story but expresses the personal feelings or thoughts of a speaker
Unit 1 Day 6 Assignment Purpose: Organizing Key Background Knowledge Get Out Encounters, Religions and Philosophies Chart Finish Completing as much of the chart for the Puritans as you can based on your notes from the introduction and video. We will now add the Native American perspective. Create a power outline of the first column on pg. 22
Day 6 Cont. 1 Native American (NA) Literature 2 NA misrepresented through years 2 Recent authentic literary voices of NA getting attention 3 oral tradition 3 similar to oral tradition of West. Lit 4 Odyssey 4 Beowulf 3 NA traditions not recognized until 1800 by scholars 2 Problem in recognizing NA lit 3 translation from 100’s of NA languages 3 NA scholars translating 2 Generalizations about NA Oral Traditions (Paragraph 3)
Day 7 Warm Up Match the correct definition on the right with the correct word on the left. 1. Allegory a. a series of religious revivals among Protestants in the American colonies, from c Apostrophe (D2) b. The practice of envisioning things in an ideal form. 3. Conceit (D2) c. A way of writing that stresses simplicity and clarity of expression 4. Covenant of grace: d. Instructional poetry. 5. Didactic poetry:e. The contract between God and humanity established by Christ at the Atonement. 6. The Great Awakening:f. A rhetorical device in which a speaker or writer addresses an absent person or an object 7. Idealism (D1)g. Poetry that does not tell a story but expresses the personal feelings or thoughts of a speaker 8. Inversionh. A figure of speech that combines opposite or contradictory terms in a brief phrase. 9. Lyric poetry: i. d iscourse for the purpose of religious instructionor exhortation, especially one based on a text of Scripture and delivered by a member of the clergy as part of a religious service. 10. Oxymoron: j. A practical matter-of-fact way of approaching or assessing a situation or solving problems 11. Parallelism:k. An elaborate or extended metaphor 12. Plain Style:l. The repetition of words or phrases that have similar grammatical structures. 13. Pragmatism (D1:) m. The reversal of normal word order in a sentence or a phrase. 14. Sermon: n. A story or poem in which characters, settings and/or events stand for other people or events or for abstract ideas or qualities.
Day 7 Assignment Heroes Brave Villains evil fight Archetypes beautifulpointy hats Princesses Witches What do you think an Archetype is?warts
Unit 1 Day 7 Assignments Complete Native American portion of ERP Chart based on power notes from yesterday. Purpose: Understanding and recognizing Archetypes in literature. Literary term on test. Group Concept map on common Archetype examples in multiple cultures. Read “The Sky Tree”, “The Earth Only” and “Coyote Finishes his Work” aloud. 1. Identify the archetypes in each story 2. Write 5 things that reflect the beliefs of Native Americans. Answer the Questions on page 26 Add information to ERP chart based on today’s reading
DAY 8 Matching Vocabulary Quiz 15 minutes. Puritan Introduction and Video Quiz
Day 8 Assignment Cont. Purpose: Practicing using context clues to understand new vocabulary 3 types of Context Clues (pg 66) Definition or restatement Synonym Contrast Practice: 1. Write the meaning of the underlined word on scratch paper and 2. type of context clue. 1. Separated from his sister, Equiano was left in a state of distraction, too grief stricken and upset to eat.
Day 8 Cont 2. Equiano was filled with apprehensions when he was carried aboard the slave ship, and his fears increased. 3. A crew member offered him some liquor, thinking it would alleviate his terror, but instead it only made him feel worse. 4. Descriptions of the new things he sees are interspersed within the narrative, rather than collected into a single chapter. 5. In Africa the wealthy widow’s house was commodious, the most spacious dwelling Equiano had ever seen.
Day 8 Cont. 6. Three captives jumped overboard, much to the consternation of the crew, who were alarmed that others might follow. 7. Careless about their future profits, the slavers were improvident to let captives die from horrid conditions. 8. Equiano denounces the avarice of the slavers, whose greed goes against their supposed Christian values. Turn to page 154 in the text book and complete the practice alone. The goal is for students to recognize and use context clues when reading.
Day 9 Warm Up 1. The captain of a ship was telling this interesting story: "We traveled the sea far and wide. At one time, two of my sailors were standing on opposite sides of the ship. One was looking west and the other one east. And at the same time, they could see each other clearly." How can that be possible? 2. Two girls were born to the same mother, on the same day, at the same time, in the same month and year and yet they're not twins. How can this be?
Warm Up Answers 1. The marines were standing back to the edge of the ship so they were looking at each other. It does not matter where the ship is (of course it does not apply to the north and South Pole). 2. The two babies are two of a set of triplets.
Day 9 Assignment Read the “Connecting to the Focus Question” on pg We will be answering this question after we finish reading an excerpt from “Of Plymouth Plantation” Turn to page 121. Create a 2 column page. Label the left hand column “Natural Difficulties” and the right hand column “Role of N. Americans helping them” As you write your examples, be sure to put the pg. # as well. We will also be writing 1 sentence summaries after we finish each page in order to check for understanding.
Day 10 Warm Up Move one coin below to create rows of 4 in any direction
Warm Up Answer Stack the coin on the one in the middle.
Day 10 Assignment Finish reading “Of Plymouth Plantation” Continue writing your examples on the 2 column notes and the 1 sentence summaries after you read each page. Answer the “Connecting to the Focus Question” on pg Your answer should be 1 3 chunk paragraph. Be sure to cite examples from the text and give pg. numbers for your quotes, paraphrases and other examples.
Unit 1 Day 11 Warm Up John is on a raft, adrift in the ocean with several other survivors of a shipwreck. The others are too weak, so he or Mike will swim to a nearby island to look for help. It is almost certainly suicidal, due to the circling sharks, but they have little else to hope for. Mike takes the lose change from his pocket and puts two pennies in a hat. He tells John that one is a 2005 penny, and the other If John picks the newer penny he can stay on the rat, and Mike will risk his life. If John picks the older penny, he must go. John has seen that both pennies were actually dated 1975, but he doesn't want to say anything, because Mike is a big guy. How does he win, and get Mike to go, without exposing him as a fraud in front of the others?
Answer to Warm Up John reaches into the hat and takes out either penny. He lets it slip out of his hand and fall into the ocean. Apologizing, he suggests that if the remaining penny in the hat is the 1975 one, he must have drawn the 2005 penny.
Day Objectives Objectives for “A Narrative of Captivity…” Identify emerging themes in early American literature, such as a “new Eden,” “salvation,” and “cooperation and conflict.” Compare and contrast the experiences of America’s earliest settlers, as conveyed through primary source documents and literature of the Colonial period. **At the end of this selection, we will be writing a paragraph comparing William Bradford’s and Mary Rowlandson’s experiences with Native American’s
Day 11 Assignment Complete the Vocabulary Development handout to practice using context clues before reading this difficult text. Read “A Narrative of Captivity” while we listen to the audio CD of the selection as well. You will need a piece of paper to write down answers to questions that will be asked during the reading and to write the notes you will need for the assignments. Focus on Mary’s cooperation and/or conflicts with the Native Americans Look for Allusions (references to a statement, person, place or event from history, religion, mythology, etc.) to complete the backside of the handout.
Day 12 Warm Up Write what you think the answer is for each rebus puzzle below.
Warm Up Answers History repeats itself Rail crossing You’re under arrest Point blank range Update
Day 12 Assignment Finish reading “A Narrative of Captivity” and taking notes. Complete the Allusion side of the handout. Start brainstorming and writing the rough draft of your comparison paragraph.
Day 13 Warm Up Write what you think the answer is for each rebus puzzle below.
Warm Up Answers Walk in the park Down 2 earth or parallel worlds Tip of the iceberg Domino Tunafish
Chronological Order of Events Captured by native Americans, her and her daughter are wounded. They travel for three days to the captors’ village. Daughter suffers for 9 days Daughter dies Captors bury Mary’s daughter. Mary is reunited with her older daughter, but not allowed to see her again b/c of her daughters reaction to seeing her mom. Reunited with her son Receives a Bible. Forced to move camp after British troops attack Cross the river to escape Cries as she thinks about her situation Starts working for food and money for Phillip Went to visit her son and got lost. Native Americans begin to help her and treat her better Another family offers to purchase her from Phillip.
Day 13 Assignment Write your rough draft of the comparison paragraph. Be sure to have your 1 st draft peer edited by a classmate. We will be typing and submitting the final drafts tomorrow in the computer lab. You will only have 1 day in the lab to type and submit your paragraph. If you need additional time, you will have to complete it at home or in the library on your own time.
Day 14 Assignment Go to the computer lab to type and submit final draft of the Bradford/Rowlandson comparison paragraph to turnitin.com
Day 15 Warm Up How would you feel if today you suddenly lost all of your possessions. How would you feel? What would you do? If you could save 2 items (not pets or people), what 2 items would you choose to save? Why? Write briefly about how you think a Puritan woman of the 1600’s would respond to losing everything in a fire. Purpose: Today’s Literary Focus is knowing and understanding 1. “Plain Style” and 2. Inversion.
Day 16 Warm Up Read pg 27 about Anne Bradstreet. How did her poetry become public? How was her poetry received by the public? What specifically is Anne remembered for?
Day 16 Assignment Objective: Compare and contrast the experiences of America’s earliest settlers, as conveyed through primary source documents and literature of the Colonial period. Identify and explain elements of Puritan literature. Specifically inversion and plain style. We will read Anne Bradstreet’s “To my Dear and Loving Husband” How is this an example of plain style? Use at least 1 specific example from the poem. Choose any 5 lines that are an example of inversion and rewrite the lines so they are in a “normal” word order, or more common sentence stucture.
Day 16 Continued To My Dear and Loving Husband BY ANNE BRADSTREETANNE BRADSTREET (1)If ever two were one, then surely we. (2)If ever man were loved by wife, then thee. (3)If ever wife was happy in a man, (4)Compare with me, ye women, if you can. (5)I prize thy love more than whole mines of gold, (6)Or all the riches that the East doth hold. (7)My love is such that rivers cannot quench, (8)Nor ought but love from thee give recompense. (9)Thy love is such I can no way repay; (10)The heavens reward thee manifold, I pray. (11)Then while we live, in love let’s so persever, (12)That when we live no more, we may live ever.
Day 17 Assignment Plain Style (pg 28): Emphasized the uncomplicated sentences and the use of everyday words from common speech. Modern equivalent: Plain text or language vs elaborate language used in college essays. Inversion: The words of a sentence or phrase are wrenched out of normal order. (Think about the way Yoda speaks in Star Wars) Example: In the silent night when rest I took.” vs “In the silent night when I took rest.” Pg 18 in Holt Reader. Look at examples of inversion and create 3 of your own.
Day 17 Cont. Purpose: To recognize plain style, be able to identify inversion and to comprehend the reading selection. Read “Here Follow Some Verses Upon the Burning of our Family Home” pg. 29 Be prepared to answer 5 T/F Questions Answer Questions 1,3 and 4 from pg 30 Re read your warm up from yesterday. How are you alike or not alike to Anne Bradstreet? Answer the 5 questions on the next page true or false on your own piece of paper.
Day 17 Cont. 1. The speaker’s husband died in the fire that destroyed their house. 2. Upon seeing the fire, the speaker reacts by praying for God’s help. 3. The speaker most regrets that she will not see her children grow up in that house. 4. The speaker fights the temptation to curse God for this disaster. 5. The speaker takes comfort in thoughts of the dwelling that God has prepared for her in Heaven.
Day 17 Answers 1. F 2. T 3. F 4. F 5. T 6. (1) Speaker begins putting her material losses into spiritual perspective (stuff vs God) 7. (3) The “house” is heaven, the architect is God. It is better than the poets earthly home b/c it is furnished with spiritual glory. 8. (4) She may feel her earthly possessions/treasures have caused to minimize/forget the true treasure of eternal life.
Day 18 Assignment Purpose: Understand 3 Figures of Speech and imagery. Figures of Speech are words or phrases that compare one thing to another, unlike thing. Similemetaphor personification imagery Write the definition under each and one example.
Day 18 Cont. Purpose: Identifying figurative language and recognizing the use of fear as a persuasive technique. Be able to compare Edward’s writing and beliefs with Bradstreet’s writing and beliefs. Turn to page 46. We will be reading “Sinners in the Hands of an Angry God” Assignment 1 : Write down at least 6 figures of speech from the selection. A minimum of 1 for each figure of speech. Assignment 2: How does Edwards use fear? Do you think it is effective? Explain Assignment 3: Answer Questions 3, 5 and 6 on Pg. 51
Day 19 Assignment Write down on a note card your favorite and/or most powerful example of a figure of speech from the sermon. Write your name below quote. Based on the definitions of figurative language, decide in twos, where each of your cards (descriptive passages) belong. Write the figure of speech on the back of the card. Place your card on the poster that matches the figure of speech on the back of your card. Be sure the quote is facing out.
Day 19 Cont. Tape the quote on the poster with the matching figure of speech. Carousel in groups and place a sticky note on any quotes that you think are misplaced. Vocab review if time. Final Vocab test in 4 days. You will need to be able to match words with their definitions and you will need to label examples of the literary terms taken from Unit 1 selections.
Day 20 Assignment Phyllis Wheatley
Day 22 Phyllis Wheatley CFA based on “To the Right Honorable William, Earl of Dartmouth”
Day 20 Warm Up Create and fill in the first two parts of a KWL chart about slavery. Be prepared to share. K (what you already know) W (what you want to know more about) L (What new information did you learn)
Day 20 Assignment Purpose for reading today: 1. Information you aren’t familiar with about slavery 2. Hints that reveal the belief system of Equiano With a partner, Read and Retell alternating paragraphs in the story beginning on pg. 30 in the reader. Stop at the end of pg 35. Read and Retell strategy: One person reads the selection aloud and the other person gives a one sentence summary aloud back to the reader. If your group is not doing it verbally, you will both have to do it in written format. Answer all of the margin questions in the following categories for the entire story: Identify, Infer, Clarify, Cause and Effect, Analyze, Draw Conclusions, Predict and Interpret. (32 total)
Day 21 Warm Up Each of the sets of letters below are missing one or more of the letter “O”. Add the correct number of “O’s” in the correct places to create 10 words found in the dictionary. 1) utdr 2) bnxius 3) drus 4) nlker 5) nmatpeia 6) ppsitin 7) rthdx 8) cckat 9) prtbell 10) vd
Day 22 Assignment 12/7 Purpose for reading today: 1. Information you aren’t familiar with about slavery 2. Hints that reveal the belief system of Equiano Finish reading Equiano’s “The Interesting Narrative of the Life of Olaudah Equiano” Finish answering all of the margin questions in the following categories for the entire story: Identify, Infer, Clarify, Cause and Effect, Analyze, Draw Conclusions, Predict and Interpret. (32 total)