1. Tuesday, October 23, 2018 Get a Collections book and open to page 151.
Please pass in any Vocab 5 work.
Not here yesterday? Vocab 5 list is in folder in the back.
Please take out paper for notes – title “Notes: Revolutionary Literature”.

2. October 24, 2018
Any late Vocab 5 work needs to go in my assignment box with a note explaining why it’s late.
Please pick up your classwork from the bookcase up front.
Please take out your “Notes: Revolutionary Literature” from yesterday.

3. American Literary Movements

4. Puritan/Colonial ( ) Revolutionary/Age of Reason ( ) Romanticism ( ) American Renaissance/ Transcendentalism ( ) Realism ( ) The Moderns ( ) Harlem Renaissance (1920s) Post-Modernism (1950 to present) Contemporary (1970s-Present)

5. American Enlightenment 1750-1800
Also known as Rationalism/Classicism and The Age of Reason
Best known for political and philosophical writings focusing on reason and common sense
These writings contributed, in part, to the American Revolution
Authors of this period include Benjamin Franklin, Thomas Jefferson, Thomas Paine, Patrick Henry and Phillis Wheatly

6. The American Revolution (1750-1800)
Genre/Style: Political Pamphlets, Travel Writing, and highly ornate persuasive writing.
Effect/Aspects: Patriotism and pride grows, creates unity about issues, and creates American character.
The American Revolution ( )
Historical Context: Encouraged Revolutionary War support.

7. Phillis Wheatley (1753-1784) Her Achievements
1. The first African-American to publish a book of imaginative writing.
2. She started the African-American literary tradition.
3. She started the African-American women's literary tradition.
4. Her use of meter and rhyme- scheme is precise and correct.
5. She combined the influences of religion and neo-classicism in her poems.

8. “To the Right and Honorable William, Earl of Dartmouth”
Wheatley, a slave, had met William Legge, the earl of Dartmouth, when she was in England for the publication of her collected poems.
Wheatley’s hopes were that the earl would share these abolitionist sensibilities. Putting her faith in this hope, she makes a frank personal appeal to him in this poem.
Because the earl had opposed the Stamp Act, he was considered a friend of the colonists, and the poem opens with a picture of New England’s joy at his new political appointment. The reins of authority will be, in his hands, “silken,” suggesting relief from the tyranny colonists had experienced at the hands of England’s monarch. Wheatley expresses her—and America’s—confidence that past wrongs will be made right.

9. “To the Right and Honorable William, Earl of Dartmouth”
The second stanza moves from the perspective of all New England to a personal one. The poet suggests that Dartmouth may wonder about the source of her love of freedom. Her answer is uncharacteristically outspoken.
She refers to the “cruel fate” of being kidnapped from her African homeland and of the anguish this would have caused her parents in losing their “babe belov’d.”
As a slave, she truly knows the value of liberty. Having suffered so much, she wants to spare others the pain she has known in her loss of freedom; thus her hopes are that New England will be spared further tyranny. The emotional restraint of most neoclassical poetry is set aside in this poem, and Wheatley speaks from the heart.
The decision to express her feelings about her bondage was a risky one.

10. “On Being Brought to America”
'Twas mercy brought me from my Pagan land, Taught my benighted soul to understand That there's a God, that there's a Saviour too: Once I redemption neither sought nor knew. Some view our sable race with scornful eye, "Their colour is a diabolic die." Remember, Christians, Negros, black as Cain, May be refin'd, and join th' angelic train.

11. Philip Freneau
Philip Morin Freneau was an American poet, nationalist, polemicist, sea captain and newspaper editor sometimes called the "Poet of the American Revolution".

12. Philip Freneau Known as the poet of the American Revolution,
He attended Princeton University, where James Madison was his roommate, and planned to become a minister.
Freneau was torn between his involvement in the social turmoil of his times and the more solitary life of writing. After graduation, he wrote a series of anti-British satires.
By 1790, Freneau had published two collections of poetry. Encouraged by James Madison and Thomas Jefferson, Freneau established a newspaper, the National Gazette, in Philadelphia, which promoted Jefferson’s principles. By the early 1800s, Freneau had retired to his farm to write essays and poetry.   As a journalist and poet, Freneau was prolific. His poetry covers a variety of subjects, including the political situation, American Indians, nature, the sea, and naval battles.
His political poems are often satiric, but his nature poetry is marked by lyricism and close observation of the details of the American landscape.

13. “On Emigration to America and Peopling the Western Country”
“Palemon” is a new comer to America
Freneau argues that the new country will be esteemed by all, will be an intelligent member of the world community, will be effective for generations, and will have the best government that humankind has created.

14. What do all three poems have in common?
All three expressed the authors’ opinions about what they envisioned America to look like.

15. Classwork:
During this time period lots of people were getting the opportunity to shape our democracy through multiple modes of media. Over the next couple of weeks we’ll be looking at some writings that shaped our country. For now let’s see what you know already.
Please turn to page in your book. Read through those pages, and pay attention to the timeline on the bottom of the page.
After reading those pages, please fill out the KWL chart, and answer the questions on the back.

16. October 25, 2018 Grab a Collections book from the back of the room.
Please take out your KWL chart from yesterday – make sure it’s completed you will be turning this in at the end of the period.
Today, we’ll have a discussion abut the founding beliefs of America. There are some rules you’ll need to follow:
Only one person may speak at a time.
You will be raising your hands to speak – and I will be calling on you.
I will be asking you some questions about what you know about the Declaration of Independence and the Constitution.
Then I will ask each of you one at a time to share your answers on the back page. You will present your opinion to the class, and we can ask you follow up questions if we need further clarification.

17. Welcome to our Town Hall Meeting
Welcome to our Town Hall Meeting! Has founding citizens of the United States – what do you want your country to look like?

18. The Declaration of Independence
Today we’ll be learning about the Declaration of Independence, please get out a sheet of paper label “Notes: Declaration of Independence”

20. Background
January 1776 – Common Sense is distributed throughout colonies
June 7, Richard Henry Lee offers a resolution to Congress that “these United Colonies…ought to be free and independent”
June 11, 1776 – Congress appoints a committee to write a Declaration of Independence: Benjamin Franklin, Roger Sherman, John Adams, Robert Livingston and Thomas Jefferson

21. More Background
July 4, 1776 – Declaration of Independence is adopted by Congress, John Hancock was the first person to sign it
August 2, 1776 – Declaration of Independence is signed by 50 present members of Congress, Franklin remarks “We must all hang together or we shall hang separately.”

22. Main Author – Thomas Jefferson
Although there were 5 men appointed to write the Declaration of Independence, Jefferson was the main author
Congress only accepted the Declaration of Independence after they cut a large portion that attacked slavery

23. Thomas Jefferson ( )
Born in Virginia April 13, 1743, graduated from the College of William and Mary, and became a lawyer Married Martha Wayles Skelton in 1772 and began political and literary career Finalized version of The Declaration of Independence July 4, 1776 (original draft abolished slavery) Elected Governor of Virginia wrote Act for Religious Freedom which establishes the idea of separation church and state Congress , takes Franklin’s job as the United States Minister of France In France has an affair with slave, Sally Hemings Secretary of State for Washington’s cabinet in 1789 Vice President for John Adams in President of United States (after a tie that the House of Representatives would break) Died July 4, 1826 (fifty years after signing of Declaration

24. Enlightenment Jefferson used the Enlightenment ideas of JOHN LOCKE
People are born with certain natural rights: life, liberty and property
People form governments to protect these rights
If governments interfere with these rights, the people have the right to OVERTHROW them

25. Purpose
To show why the colonies were revolting against Britain and Declaring their Independence

26. Intended Audience
The audience were those wanting independence from England.
International audience

27. Jefferson’s Viewpoint on the Major Issues of His Time
He believed in the separation of church and state.
He believed that the colonies had the right to overthrow a tyrannical government.

28. 4 Parts of the Declaration of Independence
Preamble
Declaration of Natural Rights
List of Grievances
Resolution of Independence

29. PREAMBLE First part of the Declaration of Independence Introduction
Explains why the Continental Congress wrote the Declaration of Independence

30. Preamble
“When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another…a decent respect to the opinions of mankind requires that they should declare the causes which impel them to separate.”
When it is necessary for people to separate from their government, these people need to tell others the reasons why they are separating.

31. Declaration of Natural Rights
Second part of the Declaration of Independence
Lists the rights of the citizens
Explains that in a republic, the government is there to protect the rights of the people
Jefferson calls these rights UNALIENABLE rights, which means they can never be taken away

33. Declaration of Natural Rights
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.”
Only men are mentioned in the Declaration
These ideas are taken from the Enlightenment thinker, John Locke who said people have natural rights like life, liberty and property.

34. Declaration of Natural Rights
“That to secure these rights, Governments are instituted among Men, deriving their powers from the consent of the governed…”
Only Men mentioned
Government’s job is to protect the rights of the people
Governments should get their power from the people they govern

35. Declaration of Natural Rights
“ That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…it is their right, it is their duty, to throw off such Government and provide new Guards for their future security.”
If a government is not protecting the people’s rights the people have the right AND obligation to overthrow that government and start a new one.

36. List of Grievances Third part of the Declaration of Independence
List of the colonists’ complaints with England
They specifically blame King George III
There are 28 grievances, or complaints, that are listed in this section of the Declaration of Independence

37. List of Grievances Here are some of the complaints: STAMP ACT
NAVIGATION ACTS
Here are some of the complaints:
British soldiers in colonies without permission
Quartering British troops in the colonies
Not punishing these troops when they harm colonists
Cutting off the colonists’ trade with the rest of the world
Taxing the colonists without their permission
STAMP ACT
QUARTERING ACT
TEA ACT
INTOLERABLE ACTS

38. Resolution of Independence
Final part of the Declaration of Independence
Declares that the colonies are “Free and Independent States”
Includes the signatures of the signers of the Declaration of Independence

39. Resolution of Independence
These states have the power to:
Declare war
Trade with other countries
Form alliances

40. The Signers
John Hancock was the first person to sign the Declaration of Independence. (He signed it very largely so King George could see it all the way from England.) There were 56 signers of the Declaration from all of the 13 colonies. Signing the Declaration was considered treason, punishable by death

41. A Landmark
Marks the FIRST TIME EVER that a group of revolutionaries explained in detail why they had the right to change their government
Ideas of the Declaration of Independence influenced the French Revolution and revolutions in South America.

42. Remember…
Main idea of Declaration of Independence and Constitution – governments should be based on the consent of the governed
Declaration of Independence states that people have the right to overthrow an oppressive government
The main purpose of the Declaration is to justify the colonists’ revolt against England
First man to sign Declaration – John Hancock
John Locke contributed to the Declaration

43. Take out your copy of The Declaration of Independence.
October 30, 2018
Turn in historian work from yesterday’s class, by passing it into the podium.
Take out paper title “Notes: Rhetorical Appeals and Effective Arguments”
Take out your copy of The Declaration of Independence.
In your notes, answer the following question?
What makes this ad persuasive?

46. Age of reason (enlightenment)
18th Century (1700s) – challenge the faith and “logic” of Puritans
Began in Europe with philosophers and scientists – called themselves Rationalists.
Puritans saw God as mysteriously involved in creation of universe.
Rationalists saw God as a “clockmaker” – perfect mechanism, runs like a clock.
God’s gift to humanity is “reason” – ability to think in an ordered, logical manner.
People are no longer predestined – regulate and improve his or her own life.

47. Effective Arguments
Will engage both the mind and the emotions of its readers or audience
Writer needs to show that his or her position has a firm moral basis.
Examples:
Two wrongs do not make a right. Why then would people advocate for the death penalty? If a society is trying to show that murdering others is wrong, then murdering one that commits a crime sets a lousy example.
What is the moral basis in the above argument?

48. Effective Arguments Clearly states the issue and a position
Gives an opinion and supports it with facts and reasons
Takes opposing views into account
Uses sound logic and effective language
Concludes by summing up reasons or calling for action

49. Rhetorical Appeals
To the audience

50. ARISTOTLE’S THREE WAYS TO PERSUADE
Logos
Ethos
Pathos

51. Who is Aristotle?
Aristotle ( BCE) is the most notable product of the educational program devised by Plato.
Aristotle wrote on an amazing range of subjects, from logic, philosophy, and ethics to physics, biology, psychology, politics, and rhetoric.

52. What is rhetoric? Rhetoric is the art of persuasion.
The goal of persuasion is to change others’ point of view or to move others to take action.

53. What is logos, ethos, and pathos?
Logos = Logic Ethos = Ethics, Image Pathos = Emotions (Passion)

54. Logos = Logic
Logos is an argument based on facts, evidence and reason. Using logos means appealing to the readers’ sense of what is logical.

55. Logos Example
In the following example, note how Ian Ayres uses evidence from experience (her work environment, Delta Airlines, the University of Chicago). This evidence establishes the precedent that Ayres uses to compare to the current situation that she argues should be changed.

56. Logos Example
We don’t have single-sex toilets at home, and we don’t need them at the office. Then there’s also the small question of efficiency. I see my male colleagues waiting in line to use the men’s room, when the women’s toilet is unoccupied. Which is precisely why Delta Airlines doesn’t label those two bathrooms at the back of the plane as being solely for men and women. It just wouldn’t fly.

57. Ethos = Ethics/Image
Ethos is an argument based on character. Using ethos means the writer or speaker appeals to the audience’s sense of ethical behavior. The writer or speaker presents him or herself to the audience as credible, trustworthy, honest and ethical. “I am an ethical expert, so believe what I say.”

58. Ethos Example
In the following example, note how Nancy Mairs establishes her credibility and trustworthiness and authority to write about this subject by being honest. Mairs admits she is uncertain about her own motives and shows she understands the discomfort others’ have with this subject.

59. Ethos Examples
People—crippled or not—wince at the word “cripple,” as they do not at “handicapped” or “disabled.” Perhaps I want them to wince. I want them to see me as a tough customer, one to whom the fates/gods/viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger. —Nancy Mairs, “On Being a Cripple”

60. Pathos = Passion
Pathos = argument based on feelings Using pathos means appealing to readers’ emotions and feelings.

61. Pathos Example
In the following example from a speech by Winston Churchill, note the use of anaphora (repetition of a word or group of words at the beginning of items in a series). This repetition emphasizes the point and expresses passion and emotion. Moreover, the repetition affects the audience emotionally.

62. Pathos Example
We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender. —Winston Churchill, speech to the House of Commons, June 4, 1940

63. Review
Logos = logic
Logos is an argument based on facts, evidence and reason.
Using logos means appealing to the readers’ sense of what is logical.

64. Review Ethos = Ethics / Image Ethos is an argument based on character.
The writer or speaker presents him or herself to the reader as credible, trustworthy, honest and ethical.

65. Review Pathos = argument based on feelings
Using pathos means appealing to readers’ emotions and feelings.

66. Harry Potter = Ethos, Pathos, Logos

67. Your turn:
Using your copy of The Declaration of Independence find two examples of ethos, pathos, and logos
In your document – underline/highlight/circle/bracket the examples.
On your own sheet of paper make the following chart and write down your examples (to be handed in)
Ethos
Pathos
Logos 1. 2.

68. Rhetorical Techniques
Use of language

69. What is rhetoric?
“the art of effective expression (speaking & writing) and the persuasive use of language”
We study rhetoric because:
it helps us to better appreciate appeals to our ethos, pathos, & logos (more on this to come)
it helps us to become more effective persuasive speakers and writers

70. Analogy
Comparison between two things that are alike in certain respects.
Ex: Similes and Metaphors
Used in persuasion to demonstrate the logic of one idea by showing how it is similar to an accepted idea.

71. Examples of Analogies
“Pupils are more like oysters than sausages. The job of teaching is not to stuff them and then seal them up, but to help them reveal the riches within.” – Sydney Harris
Downtown is like the beating heart of the city.

72. Allusion
Short, informal reference to a famous person, event, or story. Relies on reader/listener to be familiar with the reference and hidden meaning.
Used to stimulate ideas, association, and add extra information.

73. Examples of Allusion
If I want to persuade you to wash your hands, I may say “thou shalt wash thy hands.” I am trusting that you respect the commandments and, hence, my statement.
Can you think of any modern-day songs, movies, or other works that allude to Romeo and Juliet?

74. Antithesis
The placing of a sentence or one of its parts against another to which it is opposed in form.
A balanced contrast of ideas, the direct opposite.
Think about

75. Examples of Antithesis
“To err is human, to forgive, divine.”
“One small step for man- one giant leap for mankind.” – Neil Armstrong
“Our government should work for us, not against us. It should help us, not hurt us.” – Barack Obama

76. More Examples of Antithesis
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way.” - Charles Dickens, A Tale of Two Cities

77. Elevated Language
Formal words and phrases can lend a serious tone to a discussion.
Example:
“The powerful empire of nature is no longer surrounded by prejudice, fanaticism, superstition, and lies. The flame of truth has dispersed all the clouds of folly and usurpation.” – Olympe de Gouges from “Declaration of the Rights of Woman”

78. Rhetorical Questions These are questions that do not require answers.
Writers pose rhetorical questions to show that their arguments make the answers obvious.
Example:
“Is life so dear, or peace so sweet, to be purchased at the price of chains and slavery?” – Patrick Henry

79. Repetition
Repeating a point or word that tells the audience that it is especially important.
Parallelism is another form of repetition. Rhythm of writing.
Example of parallelism:
“We hold these truths to be self-evident: --That all men are created equal; that they are endowed by their creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.” – Thomas Jefferson from “Declaration of Independence

80. Evaluate

81. Standards of Reasoning
Are there enough reasons to make a convincing argument?
Is the evidence correct or accurate?
Are the reasons clear? Is the meaning understandable by anyone who reads this? Are the reasons explained well, or is more information needed?
Are specific reasons or examples included rather than vague generalizations?
Are the arguments and reasons strong and important? Or do they seem to be included just to have something to say?
Is the thinking logical? Do the sentences seem to go together and to be in the right order?

82. Discussion Continued…
Does the evidence provided justify Jefferson’s claim that King George III was a tyrant, unfit to be the ruler of a free people? Explain.
Who was the intended audience for the Declaration of Independence? How do you know? How might different audiences have reacted to it?
What consequences or implications might this document have had for its authors?
How was Thomas Jefferson a change agent in colonial America? How was this document and important catalyst for change?

83. Persuasive Writing
How could the Declaration of Independence be seen as an example of persuasive writing?
Strong reasons alone are not enough to make an argument convincing; the reasons have to expressed effectively as well.
Consider these:
Word choice, figurative language, sentence patterns, imitative language patterns, concrete and abstract images. (see handout 9C)

84. Persuasive techniques:
Word choice:
Jefferson uses the words “dissolve the political bands” to describe the efforts toward separation from Great Britain. What efforts were actually taking place to dissolve those bands? Why are the words “rebellion” and “revolution” not used?
Find several adjectives used to describe the people of the colonies and adjectives used to describe the British. How do the word choices influence the reader’s understanding of events?

85. Persuasive techniques:
2. Figurative language: Find examples of figurative language in the Declaration. Why does Jefferson use the phrase “swarms of Officers” and compare the actions of the “foreign Mercenaries” to those of “the most barbarous ages”?

86. Persuasive techniques:
Sentence Patterns
Look at the series of sentences in which Jefferson outlines the actions of the King. How does each sentence begin? What is the effect of the repetition?
Some of the most well-known words of this document are near the beginning – “Life, Liberty and the pursuit of Happiness”- and at the very end “our Lives, our Fortunes, and our sacred Honor.” What do you notice about the structure of these two phrases? Why do you think they are memorable? Why did Jefferson not include four or five items, or only one or two in each case? Try to find other examples in the document of phrases which reflect numerical patterns.

87. Persuasive techniques:
4. Imitative language patterns Why does Jefferson continually refer to Laws throughout the document?

88. Persuasive techniques:
5. Concrete and abstract images Find the instances of the words “tyrant” and “tyranny” in the document. What are the implications of the words? Does Jefferson ever call the King a tyrant directly? Why or why not? Why does Jefferson not refer to any specific dates, events, or colonies in the document? How does he make the words generalizable across thirteen colonies?

89. American Revolution (1750-1800)
Writing was meant for a public audience
Consisted of letters, pamphlets, declarations, speeches, and essays
Abigail Adams’ letters were an early campaign for women’s rights
Hector St. Jean de Crevecoeur’s Letters helped establish national identity and coined the term “melting pot”
Ben Franklin became symbol for success gained by hard work and common sense – known for his autobiography and Poor Richard’s Almanac
Thomas Jefferson considered finest writer of the era
Thomas Paine’s The Crisis helped propel us into war

90. 1. Faith in natural goodness - a human is born without taint or sin; the concept of tabula rasa or blank slate.
2. Perfectibility of a human being - it is possible to improve situations of birth, economy, society, and religion.
3. The sovereignty of reason - echoes of Rene Descartes' cogito ergo sum or I think, therefore, I am (as the first certitude in resolving universal doubt.)
4. Universal benevolence - the attitude of helping everyone.
5. Outdated social institutions cause unsociable behavior - religious, social, economic, and political institutions, which have not modernized, force individuals into unacceptable behavior.
Common Beliefs

91. Functions of the Writers of this Period
1. A searching inquiry in all aspects of the world around.
2. Interest in the classics as well as in the Bible.
3. Interest in nature - the "absentee landlord" phenomenon.
4. Interest in science and scientific experiments.
5. Optimism - experiments in utopian communities
6. Sense of a person's duty to succeed.
7. Constant search of the self - emphasis on individualism in: a. personal religion. b. study of the Bible for personal interpretation.
Functions of the Writers of this Period

92. Persuasive Techniques & Rhetorical Devices

93. Position - Call to Action
Words that urge the listener to take immediate action
“We must fight!”

94. Loaded (emotive) Language
Words that evoke strong emotion –
freedom, treason, liberty, slavery

95. “Many are called, but few are chosen.”
Antithesis
A contrast within parallel phrases
“Many are called, but few are chosen.”

96. “And what have we to oppose them? Shall we try argument?”
Rhetorical Questions
Questions not intended to be answered, used for emotional effect
“And what have we to oppose them? Shall we try argument?”

97. “We will not! We shall not! We cannot!”
Parallelism
Using the same sentence structure for effect
“We will not! We shall not! We cannot!”

98. Logical Appeal
The use of facts to convince someone of something.
“Shall we try argument? Sir, we have been trying that for the last ten years.”

99. Emotional Appeal
Using emotional statements to convince someone of something.
“They tell us, sir, that we are weak – unable to cope with so formidable an adversary.”

100. Ethical Appeal
Using statements that appeal to the values and morals of the audience.
“Sir, we are not weak, if we make a proper use of the means which the God of nature hath placed in our power.”

101. Metaphor Strong Imagery
Making a comparison or using descriptive imagery for emphasis.
“I have but one lamp by which my feet are guided; and that is the lamp of experience.”

102. Counter Argument
Counter the opposing position by providing contrasting evidence, mistakes, or inconsistencies in the logic of the opposing argument.
“Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne.”

103. Characteristics of the 18th Century
Dawn of liberalism: freedom from restraint; age of revolutions in America and in France (1789); experimentation in science; economic concept of laissez- faire; the presence of the frontier; the development of rational religion known as deism; scientific curiosity; growth in nationalism; growth in materialism; the age of the gifted amateur; and belief in progressivism.

104. Deism and Traditional Religions (like Christianity, Hinduism, Judaism, or Islam)
1. One cannot access God through any organized religion, set of belief, ritual, sacrament or other practice.

2. God has not selected a chosen people (e.g. Jews or Christians) to be the recipients of any special revelation or gifts.

3. Deists deny the existence of the Trinity as conceived by Christians.

4. They may view Jesus as a philosopher, teacher and healer, but not as the Son of God.

5. They believe that miracles do not happen.

6. The "world operates by natural and self-sustaining laws of the creator."

7. A practical morality can be derived from reason without the need to appeal to religious revelation and church dogma.

8. Deists pray, but only to express their appreciation to God for his works. They generally do not ask for special privileges, or try to assess the will of God through prayer.

105. Most Deists believe that God created the universe, "wound it up" and then disassociated himself from his creation. Some refer to Deists as believing in a God who acts as an absentee landlord or a blind watchmaker. A few Deists believe that God still intervenes in human affairs from time to time. They do not view God as an entity in human form.

106. Deism and Traditional Religions (like Christianity, Hinduism, Judaism, or Islam)
"We believe that God designed and created the world, and governs it through natural laws that can be discovered through reasoning, observation, and experience. We feel that God does not reveal himself to us through inspired or revealed texts or by supernatural means, but through creation itself."  Excerpt from the Peace Dale Christian Deist Fellowship's web site.
"My mind is my church." - Thomas Paine
"Members of the United Deist Community hold the belief that God is discovered through Reason -- but the task of discovery is never over. We each pursue a lifelong intellectual odyssey; harvesting from the tree of knowledge all the wisdom that we can. Members are encouraged to participate in fellowship with other members, continuing the search for Truth together. Our open minds and open hearts are changing the world with love and deeds, as no other religion can." Excerpt from the United Deist Community web site.

107. Hector St. Jean de Crevecoeur
According to Thomas Philbrick Letters was received as the most recent contribution to a growing body of works which sought (or pretended) to supply the British reading public with reliable accounts of the land and the peoples of the troublesome North American colonies.

108. Hector St. Jean de Crevecoeur
Letter I: Introduction - establishes the circumstances of James, the American Farmer's correspondence with Mr. F. B. and suggests the point of view of the succeeding letters (a systematic survey of American society in all its manifestations).
Letter II: Consists of an informal and impressionistic report "On the Situation , Feelings, and Pleasures of an American Farmer" as the narrator has experienced them on his farm in central Pennsylvania.
Letter III: "What is an American?" attempts to answer the query of its title by taking a sweeping survey of the impact of America on the European immigrant, a survey which sketches the diversity of American life but which concentrates on the rural culture of the middle colonies.
Letters IV-VIII: Describe in detail the manners and customs of the whaling villages of Nantucket and Martha's Vineyard.
Hector St. Jean de Crevecoeur
Outline of Letters

109. Hector St. Jean de Crevecoeur
Letter IX: Gives a brief account of Charleston, South Carolina.
Letters X-XI: Return the reader to the middle colonies, first for some sketches of the birds and snakes on the narrator's farm and then for the report of a Russian gentleman on his visit to John Bartram, the celebrated Pennsylvania naturalist.
Letter XII: The farmer pictures, in highly emotional colors, the disruption of his life by the outbreak of the Revolution and expresses his intention of fleeing with his family to an Indian village in the remote wilderness.
Hector St. Jean de Crevecoeur
Outline of Letters

110. Hector St. Jean de Crevecoeur
1. Provides useful information and understanding of the New World.
2. Creation of personas, or disguises - James, the American Farmer.
3. Tries to create an American identity - it is an attempt to describe an entire country, not merely regional colonies.
4. Celebrates American innocence and simplicity.
5. Describes American tolerance for religious diversity.
6. Asks the important question - what is an American?
7. He is the first writer to explore the concept of the American Dream.
Hector St. Jean de Crevecoeur
Importance of the Letters

111. Hector St. Jean de Crevecoeur
Limitations of the Letters
Features of the Utopian Frontier
1. Specific details in matters of geography, religion, history, and politics are missing.
2. He glosses over the issue of slavery.
3. American agriculture is treated generally too - absence of details.
Mild government, no church tithes or dues, no autocratic prince or lord, no "absurd ordinances," no middleman in agriculture, peaceable inhabitants, no military laws, and no conscription or draft.

112. Ladies of the Revolution: Abigail Adams, Martha Washington, Phillis Wheatley, Betsy Ross
Women in the era of the Revolution were responsible for managing the household. Connected to these activities, women worked in the Homespun Movement. Instead of wearing or purchasing clothing made of imported British materials, Patriot women continued a long tradition of weaving, and spun their own cloth to make clothing for their families.

113. Phillis Wheatley (1753-1784) Her Achievements
1. The first African-American to publish a book of imaginative writing.
2. She started the African-American literary tradition.
3. She started the African-American women's literary tradition.
4. Her use of meter and rhyme- scheme is precise and correct.
5. She combined the influences of religion and neo-classicism in her poems.

114. Abigail Adams ( )
“If we mean to have heroes, statesmen and philosophers, we should have learned women.“
Advocate for women’s rights
Believed slavery was evil
“I acknowledge myself a Unitarian – Believing that the Father alone, is the supreme God, and that Jesus Christ derived his Being, and all his powers and honors from the Father … There is not any reasoning which can convince me, contrary to my senses, that three is one, and one three.”

115. What the Founding Fathers Wrote
America's Founding Fathers include George Washington, John Adams, Thomas Jefferson, James Madison, Alexander Hamilton and, of course, Benjamin Franklin. These men, together with several other key players of their time, structured the American democracy and left a legacy that has shaped the world
What the Founding Fathers Wrote

116. njamin-franklin /videos/benjamin-franklin- mini-biography
Ben Franklin

117. Benjamin Franklin Time Hour Activity Morning
What good shall I do this day?
5-8
Rise, wash, and address Powerful Goodness! Contrive day's business, and take the resolution of the day; prosecute the present study, and breakfast.
9-11
Work
Noon
12-2
Read, or overlook my accounts, and dine
3-5
Evening
What good have I done today?
6-12
Put things in their places. Supper. Music or diversion, or conversation.
Examination of the day.
Night
1-4
Sleep
The precept of Order requiring that every part of my business should have its allotted time, one page in my little book contain'd the following scheme of employment for the twenty-four hours of a natural day:

118. Franklin’s List of Virtues
1. TEMPERANCE. Eat not to dullness; drink not to elevation.
2. SILENCE. Speak not but what may benefit others or yourself; avoid trifling conversation.
3. ORDER. Let all your things have their places; let each part of your business have its time.
4. RESOLUTION. Resolve to perform what you ought; perform without fail what you resolve.
5. FRUGALITY. Make no expense but to do good to others or yourself; i.e., waste nothing.
6. INDUSTRY. Lose no time; be always employ'd in something useful; cut off all unnecessary actions.

119. Franklin’s List of Virtues
7. SINCERITY. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.
8. JUSTICE. Wrong none by doing injuries, or omitting the benefits that are your duty.
9. MODERATION. Avoid extreams; forbear resenting injuries so much as you think they deserve.
10. CLEANLINESS. Tolerate no uncleanliness in body, cloaths, or habitation.
11. TRANQUILLITY. Be not disturbed at trifles, or at accidents common or unavoidable.
12. CHASTITY. Rarely use venery but for health or offspring, never to dulness, weakness, or the injury of your own or another's peace or reputation.
13. HUMILITY. Imitate Jesus and Socrates.

120. Franklin’s Aphorisms/Proverbs
An aphorism is a short, concise statement expressing a wise or clever observation or truth. To pack a punch and be remembered, aphorisms need to need clear and brief. Devices such as rhyme, repetition, and parallelism also help to make aphorisms memorable.
Eat to live, and not live to eat.
After three days men grow weary, of a wench, a guest, and weather rainy.
Necessity never made a good bargain.
Three may keep a secret, if two of them are dead.
Early to bed and early to rise, makes a man healthy, wealthy, and wise.
Tis easy to see, hard to foresee.
He that lieth down with Dogs, shall rise up with Fleas.
God helps them that help themselves.
To err is human, to repent divine; to persist devilish.

121. Thomas Paine
Thomas Paine was an influential 18th-century writer of essays and pamphlets. Among them were "The Age of Reason," regarding the place of religion in society; "Rights of Man," a piece defending the French Revolution; and "Common Sense," which was published during the American Revolution. "Common Sense," Paine's most influential piece, brought his ideas to a vast audience, swaying (the otherwise undecided) public opinion to the view that independence from the British was a necessity.
Born in England, moved to Philadelphia in 1774
Paine's obituary: "He had lived long, did some good and much harm." For more than a century following his death, this was the historical verdict handed down upon the legacy of Thomas Paine.