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Unit 2: An Emerging Nation Rationalism, The Age of Reason or The Age of Enlightenment eras.

Texts The First Great Awakening Jonathan Edwards Bio “Sinners in the Hand of an Angry God” George Whitefield Bio and here Benjamin Franklin Bio and Shmoop Autobiography of Benjamin Franklin The Constitution The Bill of Rights The Declaration of Independence quotes Patrick Henry Bio Shmoop “Speech to the Virginia Convention” and here The First Continental Congress Thomas Paine

EQ Reading: How does word choice affect meaning? EQ Literature: What are the positive and negative effects of both chaos and order? EQ: How do ideas evolve and change? EQ: Why was the founding of America unique? Rationale: Building on the themes explored in Unit One (‘new eden,” “salvation,” and “cooperation and conflict”), students trace the movement toward revolution and the colonists’ desire to establish a new government, noting the differences in opinions between federalists and anti-federalists and how their arguments were made. Students compare the radical purpose and tone of the Declaration of Independence to the measured and logical tone of the Preamble to the Constitution and the Bill of Rights . They analyze the expressions of conflict and/or cooperation between colonists and the British government, between colonists and Native Americans, and between colonists and slaves. They begin to recognize the emerging theme in American literature of “American exceptionalism.” Works of visual art from the period will be examined for their treatment of similar themes. CCSS: RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative 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. (Include Shakespeare as well as other authors.) RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and

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“The Crisis” Common Sense Phyllis Wheatley “On Being Brought From Africa to America” Philip Freneau “Wild Honeysuckle”

arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Objectives: · Identify defining themes in American literature, such as “American exceptionalism.” · Identify and explain the historic and literary significance of America’s founding documents. · Analyze how tone is established in persuasive writing. · Analyze the use of literary elements in persuasive writing. · Compare and contrast points of view in arguments presented on related issues. · Analyze the qualities of an effective argument (i.e., examine the truthfulness and validity of the argument, as well as its rhetorical devices). · Apply knowledge of effective arguments when writing one of your own.

Lesson 1 The Great Awakening

What was The Great Awakening? What are the prominent features of The Great Awakening? Who were the prominent figureheads of The Great Awakening?

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Jonathan Edwards “Sinners in the Hands of an Angry God” George Whitfield

How did The Great Awakening change Protestantism in America? Introduction and practice with Cornell Notes Read and annotate excerpts of “Sinners in the Hands of An Angry God.” What is the central idea? How is this different than Puritanism/Calvinism? What is Edwards’ tone? What textual evidence proves this? How is this sermon different from Bradford’s sermon? Journal: How do you think people responded to this new type of sermon? What persuasion techniques did he use? What is an extended metaphor? Use an extended metaphor to describe your life. Read and annotate bio on George Whitefield? Who is he? What did he do? Why did he do it? What prominent figure did he influence (Franklin)?

Lesson 2 Rationalism Benjamin Franklin F Bio and Shmoop Autobiography of Benjamin Franklin

What is Rationalism? How did it influence prominent figures of the time? Philosophical movement that stressed that actions should be based upon reason and knowledge rather than religious belief or emotional response. They had less interest in religion and more interest in science and logic. Three pillars: reason, progress, and liberty in order to reform society and advance knowledge. Founding fathers tried to put the philosophy, the idea, to actual use. Questioned everything instead of accepting that this is how it’s always been done, so it has to be good. Let’s look at Benjamin Franklin, one of our “rational” founding fathers. Federalists Wanted a strong central government; weaker state governments Who is Benjamin Franklin? Why is he so important to American history and American literature?

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Watch Shmoop clip; auditory Cornell Notes Read and annotate bio. How do certain excerpts prove that Benjamin Franklin was a part of the Rationalist movement? Summary (Shmoop) What are the 13 Virtues he aspired for?

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.

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 extremes; forbear resenting injuries so much as you think they

deserve.

10. Cleanliness. Tolerate no uncleanliness in body, [clothes], 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 dullness, weakness, or

the injury of your own or another's peace or reputation.

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13. Humility. Imitate Jesus and Socrates.

Franklin believed that hard work and self control won’t always helps us in reaching “perfectionism” as the Puritans believed. Exceptionalism- extraordinary in some way (Puritanical view “city upon a hill” and God’s chosen people) Argued to seek improvement in one’s self not simply for your own benefit, but for the benefit of others. Common Motifs: Literature and Writing Memory and the Past Principles Education Visions of America Ambition Wealth Religion Activity and Discussion (Level 2 Questions)

Abigail Adams Letter March 31, 1776

Background information and graphic organizer

Lesson 3 The Age of Reason / Enlightenment The Founding of America

What continued to manifest from the Rationalism? How did the philosophy influence Paine, Henry, and Jefferson (and the other Founding Fathers)? Federalists vs. Antifederalists

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Thomas Paine Shmoop Overview Activity Thomas Jefferson AF Shmoop Overview John Locke Influence Patrick Henry AF Video Great Patriot Quotes antifederalist Activity

Who is Thomas Paine? What was Common Sense What is the significance and meaning behind “These are the times that try men’s souls”? Text analysis questions Who is Thomas Jefferson Who influenced Jefferson and why? What was Jefferson’s contributions to the US? Who is Patrick Henry? What were his contributions to the Revolutionary War? How has legacy been preserved? Collage depiction of Patrick Henry Activity: Collage of famous quotes and how they have contributed to the original American Dream (“city upon a hill”) How did the idea of “city upon a hill” evolve and change into the Revolutionary idea of freedom and new government?

Lesson 5 The Preamble The Declaration of Independence

What are the main parts of the Constitution? The Declaration of Independence? The Bill of Rights? What do they say implicitly and explicitly? Examine tone, purpose, word choice, and syntax. Compare and Contrast TDOFI and the Preamble

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- Tone words and definitions - What is the tone of each? - Using evidence, how do you know the tone is different for each?

ChromeBooks - Open two tabs. - Go to Visual Thesaurus (the bigger the word, the more it is used) - Find a copy of the Preamble. Copy and paste the Preamble into one of visual

thesaurus boxes (first tab) - Find a copy of the Declaration of Independence. Copy and paste the first two

paragraphs into the other tab of visual thesaurus. - Click “Grab Vocabulary” and study the word web for each document / tab. - What words are used the most (the “big words”)? - What other words could they have used besides the “big words”? - Change the “big words” to a synonym you find in the web. Explain the

difference in “feeling” (connotation) it has. For example, what is the difference between using “right” and “justly”?

- What does this tell you about the word choice? - What is the tone of each? How do you know? - How could tone be changed? - After studying these webs, what can you tell us about the importance of

diction (word choice) and the effect connotations have on tone? https://app.box.com/s/awfcrj8f0oauss986l22/1/1250050320/11192292162/1

Lesson 4 Poetry Battle of Trenton by Anonymous “The Divine Source of Liberty” by Samuel Adams

How does poetry reflect the time period? Enlightenment (TAOR) -> Romanticism -> Transcendentalism How is Wheatley’s poem different from Freneau’s poem? TP-CASTT

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Phyllis Wheatley “On Being Brought From America” Philip Freneau “Wild Honeysuckle”

We see a transition from Enlightenment / The Age of Reason into Romanticism. Tired of war. Tired of ugly. Tired of literal. Moving into emphasis placed on emotion and feeling. Poetry Analysis: Contrast “Wild Honeysuckle” to “The Divine Source of Liberty.” Your essay should first discuss each poem’s structure and meaning. What is the rhyming scheme of both? Is there a common theme? If so, what is it? Use textual evidence to support your claim. How are the poetic structures the same? How do the poems differ in both structure and themes?

Unit 3: Romanticism (Shmoop) and Transcendentalism (pre-Civil War) EQ: What is American individualism?

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Texts Romanticism and Transcendentalism file:///C:/Users/jessica.cornell/Downloads/Romanticism_edited.pdf

EQ: What were the values of the Romantics and how did these values affect the American imagination? EQ: Who were the Transcendentalists and how do their beliefs still influence American life? Rationale: RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. Vocabulary Alliteration Anaphora Assonance Consonance Individualism Lyric poetry Manifest destiny Metonymy Noble savage Paradox Romanticism Synecdoche Transcendentalism Verbal irony

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Lesson 1 Romanticism 1765-1892 (Shmoop) Transcendentalism 1832-1861 (Shmoop)

What are the main characteristics of Romanticism and Transcendentalism? How did Romanticism evolve from Rationalism and then into Transcendentalism? (Similarities and differences) Group Project: Using a Chromebook, make a timeline for Romanticism and Transcendentalism and marking significant occurrences in American History such as the Revolutionary War. The Romantics used: 1765-1892

- The Novel - Formal Experimentation - Symbolism - Nature - Individualism - Emotion - Imagination - The American Revolution 1776-1781 - Democracy and Freedom - The Frontier (Manifest Destiny)

Timeline The Transcendentalists used: 1832-1861

- Essay - Poetry - Intuition - Correspondence - individualism - Nature - Unitarian Church - Social Reform - The Dial - The Transcendental Club

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Timeline We see the waxing and waning: TGA great emotion; Rationalism logic; Romanticism emotion; Transcendentalism a mixture/hybrid of all 3

Lesson 2 Romanticism Prose The Legend of Sleepy Hollow by Washington Irving Nathaniel

What are the main characteristics of Romantic literature? What are the common themes? Myth, symbols, the “fantastic,” veneration of nature, celebration of “self,” and “isolationism” Manifest Destiny EQ: What is American individualism? Led up to the Civil War Timeline Bio of Washington Irving Read The Legend of Sleepy Hollow and Rip Van Winkle (literature circles) Activities “The Legend of Sleepy Hollow”

- Read aloud and annotate in class - Imagery, symbolism, character, unknown vocabulary; excerpts that emote (Romanticism)

- Read and annotate - Reading quizzes - Discussion / group work questions - Group Work:

- With a partner, translate assigned excerpt into modern day language - What happens to the imagery? The symbolism? The language?

Short stories for this time period weren’t so short. Bio of Nathaniel Hawthorne Story “Rappiccini’s Daughter”

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Hawthorne 1804-1864 “Rappaccini’s Daughter” lesson

- Review elements of American Romanticism - Read aloud and annotate in class

- Characterization, allusion, symbolism (archetypes), setting, mood, tone, paradox, and theme; unknown vocabulary

- Read and annotate as homework - Mini-Lesson: Foreshadow and Suspense - Use this foreshadowing and suspense lesson plan to help students identify a common literary device employed by Hawthorne. - Mini-Lesson: Method and Meaning (allegory, archetype, allusion) - Many critics consider "Rappacini's Daughter" an allegory, a work in which everything is a symbol for something else. Teach allegory in "Rappaccini's Daughter" by creating a chart with objects in column 1, symbolic meaning of objects in column 2, evidence of meaning in column 3, and what the symbol adds to the overall meaning of the story in column 4. For example: write Rappaccini in column 1; The Devil in column 2; His devious nature and black attire in column 3; His presence adds a supernatural and evil nature to the story in column 4. - Mini-Lesson: Characterization - Character ambiguity in "Rappaccini's Daughter" frustrates and delights. Adapt thisinterviewing characters in Romeo and Juliet lesson plan. You may also want to do a character/psychological analysis of Giovanni, Rappaccini, and Pietro. Vocabulary pages 1-2 immortal reminiscence potent commend opulent ascendent vicissitude resplendent assiduous emaciated sallow wreak

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pages 3-4 malice delectable array sedulously consigned exaltation rectify gild eminent repute jovial genial cordiality imbibe pages 5-6 virtues deleterious latter zeal quaffed kindred mortal analogy draught minute (adjective) pages 7-8 verdue alight mirthful fain recompense idle proximity vagary ardent

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imbue baneful lurid endeavored assuage sagacity earnest feebly pages 9-10 speculative pursuance imperturbable pertinacity impertinence circuitous ebullition vacuity surmise irrevocably delusory equanimity pages 11-12 deprave ominous privity alluding deign haughty evanescent rill anon pages 13-14 musings imbue sophistry

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transmuted throng semblance unwonted reverberate tarry desolate requisite sage pages 15-16 evinced quell deference alembic estranged invaluable virulent innocuous guileless ostensible efficacy blight pages 17-21 vivacity insinuate stupor benign torpid enticed fiendish pestilence spurn efficacy statuary avail ascend

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Ralph Waldo Emerson 1803-1882 “Self Reliance” “Society and Solitude”

Bio of Emerson See bottom of unit for excerpts and questions from Self Reliance Discussion: (Journal) What does it mean to be “self reliant”? Lessons Day 1: Prompt - What does the word individualism mean to you?

- Notecard - 5 descriptions

This is who we, as Americans, owe our idea of individualism to HW: Excerpt “Self Reliance” with Discussion Questions Pass out vocabulary Vocabulary

● admonition: gentle, friendly criticism

● latent: hidden

● naught: ignored

● lustre: brightness

● firmament: sky

● bards: poets

● sages: wise men and women

● alienated: made unfamiliar by being separated from us

● else: otherwise

● sinew: connective tissues

● timorous: shy

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● desponding: discouraging

● renovate: change

● miscarry: fail

● modes: styles

● speculative: theoretical

Day 2: Discuss questions

Emerson poetry

Lesson 3 Romanticism Poetry Walt Whitman 1819-1892 “When Last in the Dooryard Bloom’d” “I Hear America Singing” Edgar Allen Poe 1809-1849 “Annabel Lee” “The Raven”

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Lesson 4 Transcendentalism Poetry and Prose Emily Dickinson 1830-1886 “Because I could not stop for death” “This is my letter to the world” Henry David Thoreau 1817-1862 “Civil Disobedience” http://www.biography.com/people/henry-david-thoreau-9506784 Print for students http://www.victorianweb.org/courses/nonfiction/thoreau/brantley7.html http://www.webenglishteacher.com/civil-disobedience-lesson-plans.html

What are the main characteristics of Romantic literature? What are the common themes? Myth, symbols, the “fantastic,” veneration of nature, celebration of “self,” and “isolationism” Manifest Destiny EQ: What is American individualism? Led up to the Civil War Timeline Day 1: Prompt - What does it mean to be a nonconformist? What are the pros and cons?

- Note cards - 5 descriptions

Discussion Thoreau Notes (slides) chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html HW: Excerpt Paragraph 1 with questions Day 2: HW check Discussion HW: favorite song and lyrics Thoreau poetry

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Notes Frederick Douglass Frederick Douglass Bio "What to the Slave Is the Fourth Of July? An Address Delivered in Rochester, New York, on 5 July 1852"

Slave narratives notes and slides Day 1 - 2: Favorite song with lyrics share Notes Swing Low, Sweet Chariot Quilt patterns Frederick Douglass Harriet Jacobs Harriet Tubman Nat Turner

Lesson 6: Collages on What I Believe Is True

Introduction to Collage style 80% pictures/photos 20% quotes/words Construction Paper (8x11)

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Unit 4: The Civil War

Texts EQ: EQ:

Civil War Lincoln’s Second Inaugural Address Gettysburg Address Harriet Jacobs Slave Spirituals The Thirteenth Amendment

What was the civil war? In the address, what is the central idea? What are the three main points? What rhetorical appeals are being used, and how are they being used? What is the central idea? What rhetorical devices are being used and what is their effect?

Unit 5: Realism (post-Civil War)

Anchor Text The Adventures of Huckleberry Finn

EQ: How does humility affect maturity and “coming of age”? EQ: How important is it to conform to your own standards and then those of society? OBJ: What is satire? How can you distinguish satire from informative prose?

Supplementary Text

Hyperbole Comedy

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“The Celebrated Jumping frog of Calaveras County” (Satire and Frametale) “Camp Meeting Song” “Plantation Proverbs” “The Story of an Hour” Kate Chopin”

- Making fun of individuals and groups - “Lampooning” politics - Know the times, know the audience, know the purpose

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Name: __________________________

Date:____________________

Subordinating Conjunctions Test February 5, 2016

30 points Part I: Listing (20 points) Directions: List ten subordinating conjunctions. Part II: Punctuation (10 points) Directions: Punctuate the following sentences correctly using commas and/or periods. 1. After Alex attended astronomy class in Albuquerque and aggravated Professor Adama she

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attended Algebra class and aggravated Professor Antony 2. Jared begged for a chocolate chip cookie once he found out that Tanner had made a homemade batch earlier this morning 3. Grant cooked a delicious breakfast for his mother on Mother’s Day before he asked her if he could borrow the car for the day 4. If Breannah decided to travel to Florida for college she would first need to figure out which college she would like to attend 5. Because Mason is such a nice guy Rednour, Dawson, and Dunlap decided to let him be Czar for the day BONUS: Explain what subordinating conjunctions do. (5 points)

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“The Legend of Sleepy Hollow” Translation Group Project March 2, 2016

“The Legend of Sleepy Hollow” is an infamous American short story written by the American Romantic author Washington Irving. It is a motley and dynamic piece that delves into the mysterious superstitions that pervades classic American Romantic literature. However, getting to the “gist” of the story is a bit difficult for students. With its elaborate vocabulary and complex syntax, students tend to get lost and confused while trying to comprehend the story before them. In this confusion, they become frustrated and bored. If students slow down and play “detective,” deciphering Irving’s work, they can immerse themselves not only in the story, but in the language of the 19th century as well. After this activity, students will be able to read, understand, and analyze the subtle nuances of language (specifically connotation and denotation), and language’s contributions to historical and modern-day writing. Directions: You and your partner will be assigned a section from “The Legend of Sleepy Hollow.” It will be your job to interpret and decipher that section into modern-day language. Do this on a separate sheet of paper. You may need to use two pieces. Then, once you have finished your interpretations, you will need to answer the questions that follow using complete sentences and thorough analysis.

1. What happens when a text is translated from one language to another? 2. What do you notice when this story was translated from 19th century-like language to 21st century-like language?

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3. What was lost from the translation? 4. What was gained from the translation? 5. What contributions have you, as a generation, made to our language?

Example: I remember my first squirrel hunt in the woods when I was just a young man. It was around noon, when the woods seem to very quiet, that I shot my rifle and it startled me. In doing so, the woods came alive as the squirrels and birds screamed because I was there. That was a glorious day. If I should ever want to find such a peaceful place again, where I can find peace, it will be somewhere like that.

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Names: __________________ and _________________

“The Legend of Sleepy Hollow” Group Translation Project Rubric March 3-7

SKILL 1 3 5 10

Grasp of information

Student’s comprehension shows little or no evidence of being level appropriate

Student’s comprehension level is not quite appropriate and it is therefore difficult to understand

Student’s comprehension level is appropriate and predominantly coherent

Student’s comprehension is level appropriate and comprehensible

Ease of translation

The student’s translation reads haltingly with frequent errors

The student’s translation reads haltingly with several errors

The student’s translation reads clearly with some small errors

The student’s translation reads clearly and naturally

Appropriate use of

grammar

The student guessed haphazardly at most words

The student was occasionally observant of grammar rules

The student haphazardly guessed a few times when unsure of text

The student uses knowledge of grammar to make educated decisions about

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translation

Total _____ /30

Self Reliance Vocabulary

● admonition: gentle, friendly criticism

● latent: hidden

● naught: ignored

● lustre: brightness

● firmament: sky

● bards: poets

● sages: wise men and women

● alienated: made unfamiliar by being separated from us

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● else: otherwise

● sinew: connective tissues

● timorous: shy

● desponding: discouraging

● renovate: change

● miscarry: fail

● modes: styles

● speculative: theoretical

Paragraph 1 Close Reading Questions What is important about the verses written by the painter in sentence 1?

They “were original and not conventional.”

From evidence in this paragraph, what do you think Emerson means by “original”?

He defines “original” in sentence 6 when he says that we value the work of Moses, Plato, and Milton because they said not what others have thought, but what they thought.

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In sentences 2 and 3 how does Emerson suggest we should read an “original” work?

He suggests that we should read it with our souls. We should respond more to the sentiment of the work rather than to its explicit content.

In telling us how to read an original work, what do you think Emerson is telling us about reading his work?

In sentences 2 and 3 Emerson is telling us how to read “Self-Reliance” and his work in general. We should attend more to its sentiment, its emotional impact, rather than tothe thought it may contain. The reason for this advice will become apparent as we discover that Emerson’s essays are more collections of inspirational, emotionally chargedsentences than logical arguments.

How does Emerson define genius?

He defines it as possessing the confident belief that what is true for you is true for all people.

Considering this definition of genius, what does Emerson mean when he says that “the inmost in due time becomes the outmost”?

Since the private or “inmost” truth we discover in our hearts is true for all men and women, it will eventually be “rendered back to us,” proclaimed, as an “outmost” or publictruth.

Why, according to Emerson, do we value Moses, Plato, and Milton?

We value them because they ignored the wisdom of the past (books and traditions) and spoke not what others thought but what they thought, the “inmost” truth theydiscovered in their own hearts. They are great because they transformed their “inmost” truth to “outmost” truth.

Thus far Emerson has said that we should seek truth by looking into our own hearts and that we, like such great thinkers as Moses, Plato, and Milton, shouldignore what we find in books and in the learning of the past. What implications does his advice hold for education?

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It diminishes the importance of education and suggests that formal education may actually get in the way of our search for knowledge and truth.

Why then should we bother to study “great works of art” or even “Self-Reliance” for that matter?

Because great works of art “teach us to abide by our spontaneous impressions.” And that is, of course, precisely what “Self-Reliance” is doing. Both they and this essayreassure us that our “latent convictions” are, indeed, “universal sense.” They strengthen our ability to maintain our individualism in the face of “the whole cry of voices” whooppose us “on the other side.”

Based on your reading of paragraph 1, how does Emerson define individualism? Support your answer with reference to specific sentences.

Emerson defines individualism as a profound and unshakeable trust in one’s own intuitions. Just about any sentence from 4 through 11 could be cited as support.

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Paragraph 1

[1] I read the other day some verses written by an eminent painter which were original and not conventional. [2] The soul always hears an

admonition in such lines, let the subject be what it may. [3] The sentiment they instil is of more value than any thought they may contain. [4]

To believe your own thought, to believe that what is true for you in your private heart is true for all men, — that is genius. [5] Speak your

latent conviction, and it shall be the universal sense; for the inmost in due time becomes the outmost, — and our first thought is rendered

back to us by the trumpets of the Last Judgment. [6] Familiar as the voice of the mind is to each, the highest merit we ascribe to Moses,

Plato, and Milton is, that they set at naught books and traditions, and spoke not what men but what they thought. [7] A man should learn to

detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages. [8]

Yet he dismisses without notice his thought, because it is his. In every work of genius we recognize our own rejected thoughts: they come

back to us with a certain alienated majesty. [9] Great works of art have no more affecting lesson for us than this. [10] They teach us to abide

by our spontaneous impression with good-humored inflexibility then most [especially] when the whole cry of voices is on the other side.

[11] Else [otherwise], to-morrow a stranger will say with masterly good sense precisely what we have thought and felt all the time, and we

shall be forced to take with shame our own opinion from another.

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Paragraph 1 Close Reading Questions What is important about the verses written by the painter in sentence 1?

From evidence in this paragraph, what do you think Emerson means by “original”?

In sentences 2 and 3 how does Emerson suggest we should read an “original” work?

In telling us how to read an original work, what do you think Emerson is telling us about reading his work?

How does Emerson define genius?

Considering this definition of genius, what does Emerson mean when he says that “the inmost in due time becomes the outmost”?

Why, according to Emerson, do we value Moses, Plato, and Milton?

Thus far Emerson has said that we should seek truth by looking into our own hearts and that we, like such great thinkers as Moses, Plato, and Milton, shouldignore what we find in books and in the learning of the past. What implications does his advice hold for education?

Why then should we bother to study “great works of art” or even “Self-Reliance” for that matter?

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Based on your reading of paragraph 1, how does Emerson define individualism? Support your answer with reference to specific sentences.

Paragraph 34 Close Reading Questions

Note: Every good self-help guru offers advice on how to handle failure, and in the excerpt from paragraph 35 Dr. Ralph does that by describing his ideal of a self-reliantyoung man. Here we see Dr. Ralph at perhaps his most affirmative, telling his followers what self-reliance can do for them. Before he does that, however, he offers, inparagraph 34, his diagnosis of American society in 1841. The example of his “sturdy lad” in paragraph 35 suggests what self-reliance can do for society, a theme he picks upin paragraph 36.

What, according to Emerson, is wrong with the “social state” of America in 1841?

Americans have become weak, shy, and fearful, an indication of its true problem: it is no longer capable of producing “great and perfect persons.”

Given the political context in which he wrote “Self-Reliance,” why might Emerson think that American society was no longer capable of producing “greatand perfect persons”?

In Emerson’s view, by giving power to the “mob,” Jacksonian democracy weakened American culture and gave rise to social and personal mediocrity.

What is Emerson’s solution for America’s problem, and how does that solution illuminate what he is trying to do in “Self-Reliance”?

His solution is to create “men and women who shall renovate life and our social state,” and this is the goal of his essay.

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Paragraph 34

[1] The sinew and heart of man seem to be drawn out, and we are become timorous,desponding whimperers. [2] We are afraid of truth,

afraid of fortune, afraid of death, and afraid of each other. [3] Our age yields no great and perfect persons. [4] We want men and women

who shall renovate life and our social state, but we see that most natures are insolvent, cannot satisfy their own wants [needs], have an

ambition out of all proportion to their practical force [aim at goals they cannot achieve], and do lean and beg day and night continually….

[5] We are parlour soldiers. [6] We shun the rugged battle of fate, where strength is born.

Paragraph 34 Close Reading Questions

Note: Every good self-help guru offers advice on how to handle failure, and in the excerpt from paragraph 35 Dr. Ralph does that by describing his ideal of a self-reliant youngman. Here we see Dr. Ralph at perhaps his most affirmative, telling his followers what self-reliance can do for them. Before he does that, however, he offers, in paragraph 34, hisdiagnosis of American society in 1841. The example of his “sturdy lad” in paragraph 35 suggests what self-reliance can do for society, a theme he picks up in paragraph 36.

What, according to Emerson, is wrong with the “social state” of America in 1841?

Given the political context in which he wrote “Self-Reliance,” why might Emerson think that American society was no longer capable of producing

“great and perfect persons”?

What is Emerson’s solution for America’s problem, and how does that solution illuminate what he is trying to do in “Self-Reliance”?

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Paragraph 35 Close Reading Questions What does Emerson mean by “miscarry”? What context clues help us discover that meaning?

Here “miscarry” means “to fail.” We can see that by noting the parallel structure of the first two sentences. Emerson parallels “miscarry” and “fails” by placing them in thesame position in the first two sentences: “If our young men miscarry…” “If the young merchant fails,…”

What is the relationship between the young men who miscarry and the young merchants who fail in paragraph 35 and the “timorous, desponding whimperers” of paragraph 34?

They are the same. The young failures illustrate the point Emerson makes in the previous paragraph about the weakness of America and its citizens.

According to Emerson, how does an “un-self-reliant” person respond to failure?

He despairs and becomes weak. He loses “loses heart” and feels “ruined.” He falls into self-pity and complains for years.

Emerson structures this paragraph as a comparison between a “city doll” and a “sturdy lad.” With reference to paragraph 34 what does the “sturdy lad”represent?

He represents the kind of person Emerson wants to create, the kind of person who will “renovate” America’s “life and social state.”

What are the connotations of “city doll”?

The term suggests weakness with a hint of effeminacy.

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Compare a “city doll” with a “sturdy lad.”

City Doll: defeated by failure, urban, narrows his options by studying for a profession, learns from books, postpones life, lacks confidence and self-trust.

Sturdy Lad: resilient, rural, at least expert in rural skills, “teams it, farms it”, realizes he has many options and takes advantage of them, learns from experience, engages life,possesses confidence, trusts himself.

What point does Emerson make with this comparison?

Here Emerson is actually trying to persuade his readers to embrace his version of self-reliance. His comparison casts the “sturdy lad” in a positive light. We want to be likehim, not like a “city doll.” Emerson suggests that, through the sort of men and women exemplified by the “sturdy lad,” self-reliance will rescue American life and society fromweakness, despair, and defeat and restore its capacity for greatness.

What do you notice about the progression of the jobs Emerson assigns to his “sturdy lad”?

They ascend in wealth, prestige, and influence from plow hand to member of Congress.

We have seen that Emerson hopes to raise above the mob people who will themselves be “great and perfect persons” and restore America’s ability toproduce such people. What does the progression of jobs he assigns to the “sturdy lad” suggest about the roles these people will play in American society?

As teachers, preachers, editors, congressmen, and land owners, they will be the leaders and opinion makers of American society.

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Paragraph 35

[1] If our young men miscarry in their first enterprises, they lose all heart. If the young merchant fails, men say he is ruined. [2] If the finest

genius studies at one of our colleges, and is not installed in an office within one year afterwards in the cities or suburbs of Boston or New

York, it seems to his friends and to himself that he is right in being disheartened, and in complaining the rest of his life. [3] A sturdy lad

from New Hampshire or Vermont, who in turn tries all the professions, who teams it, farms it, peddles, keeps a school, preaches, edits a

newspaper, goes to Congress, buys a township,* and so forth, in successive years, and always, like a cat, falls on his feet, is worth a hundred

of these city dolls. [4] He walks abreast with his days, and feels no shame in not ‘studying a profession,’ for he does not postpone his life,

but lives already. He has not one chance, but a hundred chances.

*Emerson does not mean that the “sturdy lad” would buy a town. He probably means that he would buy a large piece of uninhabited land (townships in New England were six

miles square). The point here is that he would become a substantial landowner.

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Paragraph 35 Close Reading Questions What does Emerson mean by “miscarry”? What context clues help us discover that meaning?

What is the relationship between the young men who miscarry and the young merchants who fail in paragraph 35 and the “timorous, desponding

whimperers” of paragraph 34?

According to Emerson, how does an “un-self-reliant” person respond to failure?

Emerson structures this paragraph as a comparison between a “city doll” and a “sturdy lad.” With reference to paragraph 34 what does the

“sturdy lad” represent?

What are the connotations of “city doll”?

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Compare a “city doll” with a “sturdy lad.”

What point does Emerson make with this comparison?

What do you notice about the progression of the jobs Emerson assigns to his “sturdy lad”?

We have seen that Emerson hopes to raise above the mob people who will themselves be “great and perfect persons” and restore America’s ability

to produce such people. What does the progression of jobs he assigns to the “sturdy lad” suggest about the roles these people will play in

American society?

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Paragraph 36 Close Reading Questions

Paragraph 36

[1] It is easy to see that a greater self-reliance must work a revolution in all the offices and relations of men; in their religion; in their

education; in their pursuits; their modes of living; their association; in their property; in their speculative views.

Why does Emerson think that “a greater self-reliance must work a revolution in all the offices and relations of men”?

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Essay Assignment In a well organized essay explain what society would be like if everyone embraced Emerson’s idea of self-reliance. Your analysis

should focus on Emerson’s attitudes toward law, the family, and education. Be sure to use specific examples from the text to support

your argument.

Potential Thesis Statement:

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“Self-Reliance” Essay Outline I. Introduction

A. Introductory statement: ______________________________________________________ ________________________________________________________________________________ _______________________________________________________________________________.

B. Thesis statement:___________________________________________________________ _______________________________________________________________________________________________________________________________________________________________. II. Body

A. First supporting idea (topic sentence): _________________________________________ ______________________________________________________________________________.

a. Evidence (quoted): Emerson writes “_____________________________________ __________________________________________________________________________________________________________________________________________________.”

b. How the evidence connects to your topic sentence: ________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________.

c. Evidence (quoted): Emerson writes “_____________________________________ __________________________________________________________________________________________________________________________________________________.”

d. How the evidence connects to your topic sentence: ________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________.

e. Conclusion sentence: ________________________________________________ ___________________________________________________________________________________________________________________________________________________.

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B. Second supporting idea (topic sentence) a. Evidence (quoted): Emerson writes “_____________________________________

__________________________________________________________________________________________________________________________________________________.”

b. How the evidence connects to your topic sentence: ________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________.

c. Evidence (quoted): Emerson writes “_____________________________________ __________________________________________________________________________________________________________________________________________________.”

d. How the evidence connects to your topic sentence: ________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________.

e. Conclusion sentence: ________________________________________________ ___________________________________________________________________________________________________________________________________________________.

C. Third supporting idea (topic sentence) a. Evidence (quoted): Emerson writes “_____________________________________

__________________________________________________________________________________________________________________________________________________.”

b. How the evidence connects to your topic sentence: ________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________.

c. Evidence (quoted): Emerson writes “_____________________________________ __________________________________________________________________________________________________________________________________________________.”

d. How the evidence connects to your topic sentence: ________________________

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________.

e. Conclusion sentence: ________________________________________________ ___________________________________________________________________________________________________________________________________________________.

III. Conclusion A. Summary of your essay: _____________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

B. What your audience should learn from your essay: _______________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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Transition Words The following are commonly used transition words that should be used in your paragraphs as you move (or transition ) from one idea to the next. You must utilize these transition words in your essay.

Introduction Addition Purpose Continuation Summation Conclusion

such as for example for instance notably including also too

also further furthermore as well as additionally besides this moreover

with this intention with this in mind in order to so that

subsequently next then

as was previously stated as has been mentioned given these points in summary therefore in short

finally at last lastly

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Psychology of Coloring

When Swiss psychiatrist Dr. Carl Jung began studying the workings of the human mind, he unknowingly unlocked the dialogue of Literature. In short, Literature -- and how we articulate literary devices that we “see” in a piece of literature -- owes Carl Jung. All of the symbolism, metaphor, and archetypal imagery of poetry and short stories and novels and movies, nuances that make literature so universal to human understanding, is derived from the psychological breakthroughs of Dr. Jung. Not only did he unlock these subtle nuances, he unlocked the idea that color and symbolism and imagery helped to calm and relax the mind. Why did it do this? I theorize because we innately already know these things and know OF these things.

In the early 1900s, Dr. Jung prescribed coloring to calm and center his anxious and nerve-riddled patients. Who’s to say the same can’t be applied to students specifically high school students? As we prepare for the ACT (and state-standardized testing), I want to offer the same calming and centering activity of coloring to you. I know that testing makes you nervous and sets you up for feelings of inadequacy. You are a good student. And you are enough.

So, what I’m offering to you is a chance to express yourself through color and imagery -- also known as archetypes. You will have a selection of coloring pages. Choose one, and then delve into your artistic abilities and, most importantly, relax. This is not a race. This is not a competition. This will not be judged. This is for you.

Psychology of Coloring

When Swiss psychiatrist Dr. Carl Jung began studying the workings of the human mind, he unknowingly unlocked the dialogue of Literature. In short, Literature -- and how we articulate literary devices that we “see” in a piece of literature -- owes Carl Jung. All of the symbolism, metaphor, and archetypal imagery of poetry and short stories and novels and movies, nuances that make literature so universal to human understanding, is derived from the psychological breakthroughs of Dr. Jung. Not only did he unlock these subtle nuances, he unlocked the idea that color and symbolism and imagery helped to calm and relax the mind. Why did it do this? I theorize because we innately already know these things and know OF these things.

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In the early 1900s, Dr. Jung prescribed coloring to calm and center his anxious and nerve-riddled patients. Who’s to say the same can’t be applied to students specifically high school students? As we prepare for the ACT (and state-standardized testing), I want to offer the same calming and centering activity of coloring to you. I know that testing makes you nervous and sets you up for feelings of inadequacy. You are a good student. And you are enough.

So, what I’m offering to you is a chance to express yourself through color and imagery -- also known as archetypes. You will have a selection of coloring pages. Choose one, and then delve into your artistic abilities and, most importantly, relax. This is not a race. This is not a competition. This will not be judged. This is for you.

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Vocabulary 1 March 7 immortal - living forever; never dying or decaying reminiscence - a story told about a past event; REMINDER commend - praise formally or officially opulent - lavish, luxurious vicissitude - unfortunate change in circumstances emaciated - abnormally thin or weak sallow - unhealthy, yellow complexion wreak - to cause a lot of harm or damage; destruction malice - the intention or desire to do evil array - an impressive display or collection exaltation - extreme happiness; joy; elation rectify - to make right; correct gild - cover thinly with gold eminent - famous and respected within a profession; noteworthy; distinguished; prominent rank repute - reputation; character jovial - cheerful; friendly

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Vocabulary 2 mirthful fain recompense idle vagary imbue baneful lurid endeavored assuage sagacity Earnest vivacity

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insinuate stupor benign torpid enticed fiendish pestilence spurn efficacy statuary avail ascend

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Vocabulary 3 Impertinence - rude Circuitous - longer than the most direct way Vacuity - lack of thought or intelligence Surmise - guess or suspect Irrevocably - unable to be replaced Equanimity - mental calmness; chill Deprave - to corrupt or lead astray Ominous - something bad is about to happen Privity - relationship recognized by law Alluding - suggest or call attention to; imply Deign - do something that is beneath you haughty - arrogantly superior Evanescent - soon passing out of sight or memory; fade Anon - soon; shortly

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Vocabulary 4 vivacity insinuate stupor benign torpid enticed fiendish pestilence spurn efficacy statuary avail ascend

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Vocabulary 2 pages 5-6 zeal kindred analogy draught pages 7-8 mirthful fain recompense idle vagary imbue baneful lurid endeavored assuage sagacity earnest Vocabulary 3 pages 9-10 imperturbable pertinacity impertinence circuitous vacuity surmise irrevocably delusory equanimity pages 11-12 deprave ominous privity alluding

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deign haughty evanescent rill anon pages 13-14 musings imbue sophistry transmuted throng semblance unwonted reverberate tarry desolate requisite sage pages 15-16 evinced quell deference alembic estranged invaluable virulent innocuous guileless ostensible efficacy blight pages 17-21 vivacity insinuate stupor benign

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torpid enticed fiendish pestilence spurn efficacy statuary avail ascend