Early America
Early America
Early
America
Beginnings 1800
Looking Ahead
The roots of American literature display a rich, complex mixture of
cultures and eras. Through oral tradition, the Native American peoples
preserved their myths, tales, songs, and other lore from long ago.
When Europeans reached the Americas, their writings recorded their
experiences of exploration and settlement. Africans who were brought
to the Americas by force wrote of the conditions of slavery. American
literature developed further as writers played an important role in the
colonial struggle for independence from Great Britain.
1500 1800
AM E R I CAN L I T E R AT U R E
1500
1600
1542
La Relacin by lvar Nez
Cabeza de Vaca is published
1630
William Bradford begins
Of Plymouth Plantation
1640
Bay Psalm Book is published
1650
Anne Bradstreets poems are
published in London
1682
A Narrative of the Captivity
and Restoration of Mrs. Mary
Rowlandson is published
U N I T E D STAT ES EV E NTS
1500
1492
Columbus makes his first
voyage to the Americas
1600
15281536
Cabeza de Vaca wanders the
American Southwest
1521
Corts conquers the
Aztec empire
1637
Anne Hutchinson is
banished for religious dissent
1619
First Africans arrive
in Virginia
16751676
King Philip, chief of the
Wampanoags, wages war in
New England
1620
Pilgrims aboard the
Mayflower arrive at Cape Cod
1681
William Penn founds the
Pennsylvania colony
WO R L D EVE NTS
1630
Massachusetts Bay Colony
is founded
1692
Witchcraft trials begin in
Salem, Massachusetts
1500
1600
1522
What is left of Magellans
ships and crew complete
circumnavigation of the
globe
Martin Luther
1517
Protestant Reformation
begins in Germany
1558
Elizabeth I becomes queen
of England
1588
English fleet defeats the
Spanish Armada
Taj Mahal
1607
Jamestown, first permanent
English colony in America,
is founded in Virginia
U N IT 1
E ARLY A M E RICA
(cl) Werner Forman/Art Resource, NY, (bl) Erich Lessing/Art Resource, NY, (br) Royalty Free/CORBIS
1600
Edo (Tokyo) becomes the
capital of Japan
1632
Shah Jahan begins the
Taj Mahal as tomb for his
wife Mumtaz
1642
English Civil War begins
1649
King Charles I of England
is executed; Puritan
Commonwealth is established
1660
English monarchy is restored
under Charles II
1688
Glorious Revolution
establishes limited monarchy
in England
(t) New York Historical Society, New York, USA/Bridgeman Art Library, (cr) George Henry Boughton /New York Historical Society, New York, USA/Bridgeman Art Library
Timeline
1700
1704
First colonial newspaper is
published
1773
Phillis Wheatleys poems are
published in London
1776
Thomas Paine begins The
Crisis series
1783
Noah Websters American
Speller is published
1732
Benjamin Franklins first
Poor Richards Almanack is
published
1776
Thomas Paines Common
Sense is published
1782
Letters from an American
Farmer by Michel Guillaume
Jean de Crvecoeur is
published
1787
Thomas Jeffersons Notes on
the State of Virginia is
published
1776
Declaration of
Independence is signed
1783
Treaty of Paris is signed,
confirming independence of
United States
1771
Benjamin Franklin begins
his Autobiography
1789
Interesting Narrative of the
Life of Olaudah Equiano is
published in London
1700
1735
John Peter Zenger trial helps
establish freedom of the press
1736
Great Awakening religious
revival begins in
Massachusetts
1739
Africans attack slaveholders
in the Stono Rebellion
17541763
French and Indian War
is fought
1765
Stamp Act triggers protest
throughout colonies
1770
British troops fire on
colonists in Boston Massacre
1781
British surrender at
Yorktown, ending the
Revolutionary War
1788
U.S. Constitution is ratified
1789
George Washington
becomes first president
1775
Battles of Lexington and
Concord are fought
1700
1726
Jonathan Swifts Gullivers
Travels is published
1789
French Revolution begins in
Paris
1760
George III becomes king of
Great Britain
1793
French rulers Louis XVI and
Marie Antoinette are
executed
1778
James Cook lands on Hawaii
(tl) Jean-Antoine Houdon / Musee des Beaux-Arts, Orleans, France, Roger-Viollet, Paris/Bridgeman Art Library, (tr) Noah Webster Spelling Book From the Collections of The Henry Ford Museum
Benjamin Franklin
Reading Check
Timeline Visit www.glencoe.com
for an interactive timeline.
By the Numbers
The Columbian Exchange
Number of Churches
300
American
Lutheran
Congregational
Presbyterian
Dutch Reformist
Roman Catholic
160
100
0
78
51
27
SLAVERY
Africans were taken to
the Americas.
UNIT 1
EA R LY A M E R I C A
95
German Reformed
150
96
Baptist
246
50
Anglican
250
200
REVOLUTIONARY
WAR CASUALTIES
450
423
350
400
British
(tl) Art Archive/Musee de la Marine, Paris/ Dagli Orti, (tr) Art Resource,NY
Being
There
The Cherokee, Iroquois, and Huron peoples lived in
what is now the eastern United States. Great Britains
American colonies extended from present-day Maine
to Georgia.
Reading Check
Analyzing Graphic Information:
1. What animals were introduced into the Americas
from Europe? What animal was taken from the
Americas to Europe?
I NT ROD U CT I ON
(b) Francis Guy/New York Historical Society, New York, USA/Bridgeman Art Library
Early America
Beginnings 1800
Historical, Social, and Cultural Forces
ent types of social organization. Some peoples, such
as the Maya and the Aztecs of Mexico and Central
America, created complex societies with great cities,
large-scale farming, and elaborate record keeping
based on systems of writing. Other Native Americans,
such as the Plains Indians, who hunted the great
herds of buffalo, lived in simple, portable dwellings
and passed on their knowledge through oral tradition.
European Contact
10
UNIT 1
Bettmann/CORBIS
EA R LY A M E R I C A
Religious Belief
Religion was a major factor in American colonial culture. This was particularly true in the New England
colonies, where groups of Protestants from England,
such as the Pilgrims and Puritans, founded settlements beginning in 1620. Other groups seeking religious freedom followed, including the Quakers led by
William Penn, who settled in Pennsylvania in 1670.
In the 1730s and 1740s, a religious revival called the
Great Awakening, which began in New England,
spread throughout the American colonies. Two results
of this movement were increased feelings of responsibility for Native Americans and enslaved Africans
and a more tolerant spirit toward other faiths.
PREVIEW
Big Ideas
of Early America
2
Life in the
New World
The Road to
Independence
INT RODUCTION
11
Big Idea 1
UNIT 1
EA R LY A M E R I C A
A Legacy of Stories
The Native American oral tradition began approximately forty thousand years ago when the first Native
Americans crossed from Asia to Alaska via a land
bridge that has since been covered by the waters of
the Bering Strait. As populations migrated south,
unique cultures and languages developed in response
to a variety of environments. When European explorers first arrived in the New World, thousands of languages, some of them as different from one another
as English is from Chinese, were spoken in the
Americas. Each of these cultures developed its own
stories and mythology.
No one knows what the earliest stories were about,
but it is likely that many dramatized the precarious
day-to-day existence of the first Native Americans.
Stone Age hunters may have related tales of the hunt
to groups sitting around campfires. Sacred stories were
often at the heart of religious ceremonies, and in
societies where myth and reality merged, rituals were
thought to link the spirits of hunters and animals.
Versions of the earliest stories have evolved through
hundreds of generations and are still a living part of
Native American traditions.
Reading Check
Analyzing Cause and Effect How did Native
Americans religious views lead to conflict
with Europeans?
INT RODUCTION
Werner Forman / Art Resource, NY
13
Big Idea 2
A Collision of Cultures
Europeans began to explore North America in the
early 1500s. Many of these explorers wrote grim
reports of the hardships they encountered in the
wilderness. The first arrivals were followed by other
Europeans, settlers who built towns and started farms.
As European settlement spread, conflict developed
between the newcomers and Native Americans that
often led to brutal wars. Their superior weapons
enabled the Europeans to overcome their enemies.
Even more destructive to the Native Americans were
the diseases the newcomers brought with them. As a
result of war and disease, few Native Americans survived beyond the end of the 1600s.
Puritan Style
The Puritans were European settlers who had the
greatest influence on early American literature.
They began to establish communities in New England
in the 1620s after leaving England to escape what
they saw as signs of corruption in the Church of
England. These included elaborate rituals, a richly
dressed clergy, and fine churches. In opposition to
this, Puritans dressed in a plain style and held their
simple religious services in undecorated meetinghouses. They also believed that they had a God-given
responsibility to establish an ideal way of life
in America.
The Puritans plainness and piety showed in their
writing, which employed straightforward language
and often focused on their faith. William Bradford
(see pages 60 65) was a member of the Puritan
group known as the Pilgrims, who settled Plymouth
14
UNIT 1
EA R LY A M E R I C A
Surviving Slavery
The first enslaved Africans were brought to Virginia
in 1619. By the 1700s, slave ships arrived regularly in
the American colonies full of African men, women,
and children to be bought and sold. Most of these
people, like Olaudah Equiano (see pages 63 73), had
been taken from their homes in West Africa by slave
traders. After enduring the horrors of the Middle
Passage, the long sea voyage across the Atlantic,
they reached the slave markets of the Americas.
Despite brutal living conditions, these Africans struggled to preserve parts of their heritagethe social
values and cultural traditions of their homelands
but usually without success.
Quaker Meeting, late 18th century. Anonymous. Oil on canvas, 251/4 x 30 in. Museum of Fine Arts, Boston, MA.
Reading Check
Evaluating Why did the Puritans adopt a plain style in
their writing?
INT RODUCTION
MFA Boston
15
Big Idea 3
A Natural Aristocracy
The culture of the American colonies was shaped
by the practical, self-reliant, pioneer spirit of settlers
who had left their homelands to seek a better life.
As the French-born American Michel Guillaume
Jean de Crvecoeur observed, He is an American
who, leaving behind him all his ancient prejudices
and manners, receives new ones from the mode of
life he has embraced, the new government he obeys,
and the new rank he holds. The career of Benjamin
Franklin (see pages 96103) reflected the American
colonists ability to rise in the world. He began life
as one of seventeen children in a poor family. He
ended as a successful businessman, an influential politician, and a famous writer and scientist.
16
UNIT 1
EA R LY A M E R I C A
Political Rights
Philosophical ideas helped to direct the American
colonists moves toward revolution. During the 1700s,
America came under the influence of the European
cultural movement known as the Enlightenment.
Enlightenment thinkers believed that natural laws
applied to social, political, and economic relationships. Among the ideas of the Enlightenment was the
concept that human beings possessed certain natural,
or inalienable rights, basic rights that could never
be taken away. Thomas Jefferson believed that the
colonists had a natural right to be free. He also
believed that they had a rightindeed a dutyto
end what he saw as Britains tyrannical rule of the
colonies by establishing their own independent government. In the Declaration of Independence,
Jefferson eloquently expressed the fundamental ideas
behind the American Revolution and fiercely
denounced British injustice.
Womens Lives
In colonial America, law and custom gave men
greater authority and importance than women in
politics and in the household. A married woman, in
particular, had few legal rights and was almost completely under her husbands control. Despite their
legal limitations, many colonial women worked
outside their homes, running farms and businesses.
Women also played a vital role in the movement for
American independence by organizing boycotts of
British goods. During the Revolutionary War, women
continued to make important contributions to the
American cause, both on the home front and on the
battlefront. However, the full exercise of the political
rights they helped win would be denied them for
another 140 years.
815
Reading Check
Analyzing Cause and Effect How did the American
colonies come to have an effective group of leaders at
the time of the Revolution?
INT RODUCTION
Geoffrey Clements/CORBIS
17
Wrap-Up
Why It Matters
American literature began with the oral tradition of
the Native Americans. This ancient legacy of stories,
songs, prayers, history, and other lore enabled the
Native Americans to preserve the outlines of a world
that largely vanished. Disease and war followed the
arrival of Europeans in the Western Hemisphere.
In recent years, new generations of Native American
writers have reinterpreted, in modern terms, the
literary themes and forms of this tradition, as part
of a continuing effort to explore Native American
cultural identity.
The writings of the Puritans are part of a cultural
tradition stretching back to the time of Martin Luther
and the beginnings of the Protestant Reformation.
As interpreted by the Puritans, some of the most
important features of this tradition became central
to the American cultural tradition. Central to this
Puritan legacy is the belief in a God-given mission to
offer an example to the world of an ideal community.
Another influential feature of Puritan culture is its
emphasis on simplicity and practicality.
Puritanism inspired the religious revival of the Great
Awakening, which in turn inspired a desire for
democracy and equality in its followers. To many
Americans, this sense of equality applied not only to
religion but to society as well. It encouraged in them
a willingness to criticize established authority
including the authority of the British government.
Connect to Today
Cultural Links
Native American literature has been flourishing
since the late 1960s. Among the major writers
contributing to this literary renaissance are
N. Scott Momaday, Louise Erdrich, Leslie Marmon
Silko, and Sherman Alexie.
The writings of Benjamin Franklin, particularly his
Autobiography, have inspired both Americans and
people around the world to implement programs of
self-improvement. Frederick Douglass was among
those who used Franklins writing as a model.
In 1848, at the first womens rights convention in
the United States, Elizabeth Cady Stanton modeled her Declaration of Rights and Sentiments
on Jeffersons Declaration of Independence.
You might try using this study organizer to keep track of the
literary elements you learn in this unit.
ction
Nonfi
s
Short Storie
Poems
BOUND BOOK
Liter
ar
Elem y
ents
1. Speaking/Listening Divide into two groups and debate the following statement: The influence of
Puritanism on modern American culture has been generally positive.
2. Visual Literacy Alone or with other students, create a design expressing the Native American concept of
the unending cycle of life.
3. Writing Write a brief essay exploring how Jeffersons natural aristocracy of virtue and talent that
formed the leadership of the American Revolution would regard those governing the United States today?
OB J EC TIVES
Use verbal and nonverbal strategies when presenting ideas.
Recognize characteristics of cultures through reading.
Clarify and defend positions with evidence.
18
U N IT 1
EARLY AMERICA
Part 1
Crossing the Ford, Platte River, Colorado, 18671870, Thomas Worthington Whittredge. Oil on canvas. Century Association, New York.
19
Thomas Worthington/Century Association, New York, USA/Bridgeman Art Library
LITER ARY
H I STORY
When earth was still young and giants still roamed the
land, a great sickness came upon them. All of them
died except for one small boy. One day while he was
playing, a snake bit him. The boy cried and cried.
The blood came out, and finally he died. With his
tears our lakes became. With his blood the red clay
became. With his body our mountains became, and
that was how earth became.
Creation Myths
An important part of the oral tradition of each
culture was its myths. A myth is an anonymous,
traditional story that relies on the supernatural to
explain a natural phenomenon, an aspect of
human behavior, or a mystery of the universe.
Myths try to explain why the world is the way it
is. They provide imaginative ways to help people
feel at home in the world and make sense of it.
Creation myths tell how the world and human
beings came to exist. Some myths, called origin
myths, explain how natural phenomena, such as
the stars, moon, and mountains, came to be or
why a society has certain beliefs and customs.
Often, elements of both creation myths and origin
myths appear in one story, as in this myth of the
Taos Pueblo people:
20
UNIT 1
Pat OHara/CORBIS
EA R LY A M E R I C A
Archetypes
The myths told by peoples around the world share
common elements known as archetypes. An archetype
(r k tp) is a symbol, story pattern, or character type
that is found in the literature of many cultures. An
example of an archetype is children with opposite
qualities who are born of the same parent. In Iroquois
myth, Sky Woman gives birth to twins, one good and
one evil. This event explains the eternal struggle
between light and dark and between order and chaos.
Tricksters
Another archetype found in Native American
mythology is the trickster. This character type,
frequently an animalsuch as a coyote, a raven, or a
minkthat speaks and displays other human traits, has
two sides to its personality. Tricksters are rebels who defy
authority and frequently cause trouble, but they are also
clever and creative figures who can unexpectedly reveal
wisdom. For example, in one Native American myth,
the coyote brought death into the world when he
realized that the earth would become too crowded if
people were to live forever. In a Navajo myth, the Holy
People were gathered to place the stars in the sky. This
process was taking so long that Coyote grew impatient,
snatched the bag of stars, and hurled it into the heavens,
forming the Milky Way. A Kiowa myth explains how a
trickster stole the sun from those who lived on the other
side of the earth so that all people could share day and
night equally.
R ES P O N D I N G AN D TH I N K I N G C R ITI CALLY
1. In your opinion, what is the most vital role of
mythology in a culture?
2. How do Native American myths express a dual view
of reality?
O B J EC TIVES
Analyze characteristics of myths
Connect to historical context of literature
LITERARY HISTO RY
Seattle Art Museum/CORBIS
21
B EF O R E YO U R E A D
22
UNIT 1
They learned new farming, weaving, and construction methods. In 1821, Sequoyah, a half-Cherokee
who had served in the U.S. Army, developed a system of writing the Cherokee language called a syllabary, a set of written characters in which each
character represents a syllable. When Sequoyah
pitched the syllabary to the tribal council, the chiefs
marveled at its prospects and immediately accepted
the new technology. Within a few years, almost the
entire Cherokee nation was literate. In 1828, the
Cherokee used their syllabary to publish The
Cherokee Phoenix, the first Native American newspaper. But adopting white cultural practices did nothing to disarm the westward expansion. In 1830, the
Cherokee were forcibly removed from their land
under the Indian Removal Act. Some 15,000
Cherokee were placed in internment camps. Meanwhile, settlers pillaged and burned Cherokee homes.
Trail of Tears In 18381839, the Cherokee were
exiled from their ancestral home and forced to march
1,000 miles to present-day Oklahoma, then known as
Indian Territory. As many as 4,000 Cherokee died
during the grueling 116-day journey. The soldiers
refused to slow down for the sick and exhausted.
Today, most Cherokee still live in Oklahoma, while
several thousand, the descendants of those who
escaped the Trail of Tears, still live in North Carolina.
IL
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TN
Cherokee
nation
AR
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MD
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EA R LY A M E R I C A
C05-02C-A-827365
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Identifying Sequence
Building Background
Detail
p. 25
Order of
Men came Importance (also
after the
time order)
animals and
plants
Vocabulary
Big Idea
Animals and
plants were
created before
men so that men
would be able to
survive
Archetype
O B J EC TIVES
In studying this selection, you will focus on the following:
relating literature to cultural values
understanding archetypes
identifying sequence
CHEROKEE MYTH
23
24
Literary Element
Vocabulary
Vocabulary
UNIT 1
Getty Images
EA R LY A M E R I C A
Vocabulary
C HER OK EE MYTH
Peter Johnson/CORBIS
25
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
1. Which events in this myth do you find most memorable and why?
L I T E R A RY A N A LYS I S
Literary Element
Archetype
Connect
7.
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Identifying Sequence
Vocabulary
26
UNIT 1
EA R LY A M E R I C A
Practice
1. vault
a. dome
b. universe
2. alight
a. land
b. arise
3. conjurer
a. chief
b. magician
N. Scott Momaday
N . S C O T T M OM A D AY
Werner Forman / Art Resource, NY
27
Informational Text
lose the sense of proportion. Your imagination
comes to life, and this, you think, is where
Creation was begun.
I returned to Rainy Mountain in July. My
grandmother had died in the spring, and I
wanted to be at her grave. She had lived to be
very old and at last infirm.3 Her only living
daughter was with her when she died, and I was
told that in death her face was that of a child.
I like to think of her as a child. When she
was born, the Kiowas were living the last great
moment of their history. For more than a hundred years they had controlled the open range
from the Smoky Hill River to the Red, from the
headwaters of the Canadian to the fork of the
Arkansas and Cimarron. In alliance with the
Comanches, they had ruled the whole of the
southern Plains. War was their sacred business,
and they were among the finest horsemen the
world has ever known. But warfare for the
Kiowas was preeminently4 a matter of disposition
rather than of survival, and they never understood the grim, unrelenting advance of the U.S.
Cavalry. When at last, divided and ill-provisioned, they were driven onto the Staked Plains
in the cold rains of autumn, they fell into panic.
In Palo Duro Canyon they abandoned their crucial stores to pillage5 and had nothing then but
their lives. In order to save themselves, they surrendered to the soldiers at Fort Sill and were
imprisoned in the old stone corral that now
stands as a military museum. My grandmother
was spared the humiliation of those high gray
walls by eight or ten years, but she must have
known from birth the affliction of defeat, the
dark brooding of old warriors.
Her name was Aho, and she belonged to
the last culture to evolve in North America.
Her forebears came down from the high country in western Montana nearly three centuries
ago. They were a mountain people, a mysterious tribe of hunters whose language has never
been positively classified in any major group.
In the late seventeenth century they began a
long migration to the south and east. It was a
journey toward the dawn, and it led to a
28
UNIT 1
EA R LY A M E R I C A
Informational Text
The Migration Route of the Kiowa
C
E
A
O
I
N
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Rainy
WI
OK
KLAHOM
S
N. SC OT T MOMADAY
29
Informational Text
There are things in nature that engender13 an
awful quiet in the heart of man; Devils Tower
is one of them. Two centuries ago, because
they could not do otherwise, the Kiowas made
a legend at the base of the rock. My grandmother said:
Eight children were there at play, seven sisters
and their brother. Suddenly the boy was struck
dumb; he trembled and began to run upon his
hands and feet. His fingers became claws, and his
body was covered with fur. Directly there was a
bear where the boy had been. The sisters were
terrified; they ran, and the bear after them. They
came to the stump of a great tree, and the tree
spoke to them. It bade them climb upon it, and as
they did so it began to rise into the air. The bear
came to kill them, but they were just beyond its
reach. It reared against the tree and scored the
bark all around with its claws. The seven sisters
were borne into the sky, and they became the
stars of the Big Dipper.14
From that moment, and so long as the legend
lives, the Kiowas have kinsmen in the night
sky. Whatever they were in the mountains,
they could be no more. However tenuous their
well-being, however much they had suffered
and would suffer again, they had found a way
out of the wilderness.
My grandmother had a reverence for the
sun, a holy regard that now is all but gone out
of mankind. There was a wariness in her, and
an ancient awe. She was a Christian in her
later years, but she had come a long way
about, and she never forgot her birthright. As
a child she had been to the Sun Dances; she
had taken part in those annual rites, and by
them she had learned the restoration of her
people in the presence of Tai-me. She was
about seven when the last Kiowa Sun Dance
was held in 1887 on the Washita River above
Rainy Mountain Creek. The buffalo were
gone. In order to consummate15 the ancient
sacrificeto impale the head of a buffalo bull
upon the medicine treea delegation of old
30
UNIT 1
EA R LY A M E R I C A
Viewing the Photograph: Why do you think the sight of Devils Tower (see pages 2930)
might have inspired the Kiowa to create a legend?
made of lean and leather, and they bore themselves upright. They wore great black hats and
bright ample shirts that shook in the wind.
They rubbed fat upon their hair and wound
their braids with strips of colored cloth. Some
of them painted their faces and carried the
scars of old and cherished enmities.19 They
were an old council of warlords, come to
remind and be reminded of who they were.
Their wives and daughters served them well.
The women might indulge themselves; gossip
was at once the mark and compensation of
their servitude. They made loud and elaborate
talk among themselves, full of jest and gesture,
fright and false alarm. They went abroad20 in
fringed and flowered shawls, bright beadwork
and German silver.21 They were at home in
the kitchen, and they prepared meals that
were banquets.
There were frequent prayer meetings, and
great nocturnal feasts. When I was a child I
played with my cousins outside, where the
lamplight fell upon the ground and the singing of the old people rose up around us and
carried away into the darkness. There were
N. SCOTT MOMADAY
Joseph Sohm; Visions of America/CORBIS
31
Informational Text
a lot of good things to eat, a lot of laughter
and surprise. And afterwards, when the quiet
returned, I lay down with my grandmother and
could hear the frogs away by the river and feel
the motion of the air.
Now there is a funeral silence in the rooms,
the endless wake of some final word. The walls
have closed in upon my grandmothers house.
When I returned to it in mourning, I saw for
the first time in my life how small it was. It
was late at night, and there was a white moon,
nearly full. I sat for a long time on the stone
steps by the kitchen door. From there I could
see out across the land; I could see the long
row of trees by the creek, the low light upon
the rolling plains, and the stars of the Big
Dipper. Once I looked at the moon and caught
sight of a strange thing. A cricket had perched
upon the handrail, only a few inches away
from me. My line of vision was such that the
creature filled the moon like a fossil. It had
R ES P O N D I N G AN D TH I N K I N G C R ITI CALLY
Respond
5. (a)Explain why Momaday considers his grandmother a living embodiment of Kiowa history.
(b)Did you find this description convincing? Why or
why not?
Connect
7. Momaday once said, I dont see any validity in the
separation of man and landscape. He has also
called human alienation from nature one of the
great afflictions of our time. How are these ideas
embodied in the selection? Support your answer.
O B J EC TIVES
Analyze a work of literature, showing how it reflects the heritage, traditions, and beliefs of its author.
Make judgments about how effectively an author supports his or her beliefs, using evidence from the text.
32
U N IT 1
EARLY AMERICA
Comparing Literature
Sherman Alexie
Storytellers played a vital role in oral cultures. They both preserved ancient myths and traditions
and made them live for new generations.
COM PAR I NG
Mythic Elements
A myth is a traditional story that explains a belief, a custom, or a force of nature. Certain mythic
elements, such as creation or journeys, are used by storytellers in many different cultures.
COM PAR I NG
Cultures
The writers featured here each reflect their times and places, as well as transmit the heritage
and belief systems of their cultures.
COMPAR ING LIT ERATURE
(from top)Danny Lehman/CORBIS, Seattle Art Museum/CORBIS, Owaki-Kulla/CORBIS, Jim Bockowski/Animals Animals
33
HuronEastern Woodland
Retold by Joseph Bruchac
T HE H U R O N
Richard Cummins/CORBIS
35
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A N A LYS I S
Literary Element
Oral Tradition
Connect
7.
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Questioning
Review the questions that you wrote in your doubleentry journal and answer them now.
Academic Vocabulary
Literature Groups
Comparing Creation Myths Creation myths such as
The Sky Tree are closely tied to Native Americans
religious beliefs and their reverence for the natural
world. What other creation stories have you read or
heard? How are these stories like and unlike The Sky
Tree? What different values do these stories teach?
Discuss these questions in your group and report the
results to the class.
36
UNIT 1
EA R LY A M E R I C A
B E FOR E YOU R E AD
Building Background
West African writer Chinua Achebe has used the English
language to challenge many of the racist attitudes he
observed as a young man. Born in 1930, Achebe grew
up in an Ibo (also spelled Igbo) village in eastern Nigeria.
His acclaimed 1958 novel, Things Fall Apart, gained him
an international reputation. The novel depicts a cultural
clash between traditional Ibo values and laws imposed
by British colonialists. Speaking of the influence of
colonialism, Achebe said that his nation has been
confronted with a crisis in the soul in which we have
accepted everything alien as good and practically
everything local or native as inferior. One of Achebes
goals has been to help [his] society regain belief in itself.
C H I N U A A C H E B E A N D J O H N I R OAGA N A C H I
Seattle Art Museum/CORBIS
37
38
UNIT 1
EA R LY A M E R I C A
39
UNIT 1
Art Resource, NY
EA R LY A M E R I C A
41
10
15
20
25
Pale
pale water in the yellow-white light of
sun floating west
to China
where ocean herself was born.
Clouds that blow across the sand are wet.
Squat in the wet sand and speak to the Ocean:
I return to you turquoise the red coral you sent us,
sister spirit of Earth.
Four round stones in my pocket I carry back the ocean
to suck and to taste.
Thirty thousand years ago
Indians came riding across the ocean
carried by giant sea turtles.
Waves were high that day
great sea turtles waded slowly out
from the gray sundown sea.
Grandfather Turtle rolled in the sand four times
and disappeared
swimming into the sun.
And so
30
Discussion Starter
How does the speakers explanation of the origin of rain in Prayer to the
Pacific illustrate the Native American attitude toward nature? Discuss this
question in your group. Use specific details from the poem to support
your opinions. Then share your conclusions with the class.
43
Sherman Alexie
B EF O R E YO U R E A D
Building Background
Poetry slam champion Sherman Alexie has attracted
attention for the variety of his literary skills. Born in
1966, Alexie grew up on the Spokane Indian
Reservation in Washington State. He is a three-time
winner of the World Heavyweight Championship
Poetry Bout and wrote the screenplay for Smoke
Signals, the first movie entirely produced, directed,
and acted by Native Americans. Alexie adapted the
screenplay from a short story from his collection
The Lone Ranger and Tonto Fistfight in Heaven.
The film won both the Audience Award and the
Filmmakers Trophy at the 1998 Sundance Film
Festival. He compared his role in making the film to
that of African American filmmaker Spike Lee.
Spike didnt necessarily get films made as much as
he inspired filmmakers to believe in themselves.
44
UNIT 1
EA R LY A M E R I C A
Thats whats going to happen here. These 13-yearold Indian kids whove been going crazy with their
camcorders will finally see the possibilities.
Alexie has been recognized for his ability to infuse
his writing about the difficulties of life on Indian
reservations with humorous insights. Of his writing,
he once said, I write about the kind of Indian I am:
kind of mixed up, kind of odd, not traditional. Im a
rez kid whos gone urban. At the same time,
Alexies work draws upon many traditional Native
American themes, such as the cultural significance
of storytelling.
10
15
20
25
30
Quickwrite
In this poem, the speaker uses a metaphor that compares stories with spider
webs. What does the speakers use of
this metaphor suggest about the nature
of stories? How does the attitude of the
elders toward stories differ from the
attitude of the majority of the people in
the poem? Write a paragraph in which
you address these questions.
S H ER MA N A LEX I E
45
Prayer to the
Pacific
Leslie Marmon
Silko
The Summer of
Black Widows
Sherman Alexie
Writing Read the following quotations from the selections. Write a brief essay in which you
compare two or more of the quotations. Base your comparison on the way the quotations
exemplify the power of storytelling and the tradition of the creation myth in oral cultures.
Cite evidence from the selections to support your main ideas.
And so
COM PAR I NG
Mythic Elements
Group Activity Personification, supernatural occurrences, and stories about the origin of the
universe are features of myths in a variety of cultures. The Huron myth, Achebes myth, Silkos
poem, and Alexies poem use these elements for a variety of purposes. In a small group, discuss
the following questions. Cite evidence from the selections to support your points.
1.
2.
3.
4.
How does each writer describe different aspects of the origin of the universe?
What is the importance of the writers cultural background in each of these selections?
How does the personification of animals contribute to each of the selections?
What insights about life offered by the writer do you find most compelling?
COM PAR I NG
Cultures
Speaking and Listening Before the writers in various cultures recorded their stories in books,
storytellers recounted tales orally. Research one or more of the cultures represented by the selections:
Huron (also called Wyandot), Nigerian, Pueblo, or Spokane. As you investigate, compare and contrast
the belief systems of these cultures. Then compose a mythic story that describes the origin of some
aspect of life. Tell your story to the class in the oral tradition of one of the cultures you have investigated.
O B J EC TIVES
Compare myths of various cultures.
Analyze oral traditions.
46
UNIT 1
EARLY AMERICA
B EF O R E YO U R E A D
D EK ANAWIDA
Getty Images
47
L I T E R AT U R E P R E V I E W
READI NG PREVI EW
Reading Strategy
Building Background
Detail
Vocabulary
Big Idea
convene (kn ve n ) v. to come together; assemble; p. 50 Congress will convene to hear the presidents speech tonight.
posterity (pos ter te ) n. generations of the
future; all of ones descendants; p. 50
Mr. Norris requires students to create a record of
their thoughts for posterity.
48
U N IT 1
EARLY AMERICA
Authors Purpose
Detail
Conclusion
OB J EC TIVES
In studying this selection, you will focus on the following:
relating literature to cultural values
Detail
Literary Element
Drawing Conclusions
About Culture
Dekanawida
The Tree of the Great Peace
I am Dekanawida and with the Five Nations
Confederate Lords I plant the Tree of the Great
Peace. I plant it in your territory, Adodarho,1
and the Onondaga Nation, in the territory of
you who are Firekeepers.2
I name the tree the Tree of the Great Long
Leaves. Under the shade of this Tree of the
Great Peace we spread the soft white feathery
down of the globe thistle3 as seats for you,
Adodarho, and your cousin Lords.
We place you upon those seats, spread soft
with the feathery down of the globe thistle, there
beneath the shade of the spreading branches of
the Tree of Peace. There shall you sit and watch
the Council Fire of the Confederacy of the Five
Nations, and all the affairs of the Five Nations
shall be transacted at this place.
Roots have spread out from the Tree of the
Great Peace, one to the north, one to the east,
one to the south, and one to the west. The name
of these roots is the Great White Roots and their
nature is Peace and Strength.
If any man or any nation outside the Five
Nations shall obey the laws of the Great Peace
and make known their disposition to the Lords
Authors Purpose Based on this statement, what do you think is Dekanawidas purpose in writing
this piece?
Vocabulary
49
50
UNIT 1
EA R LY A M E R I C A
The Clans
Among the Five Nations and their posterity
there shall be the following original clans: Great
Name Bearer, Ancient Name Bearer, Great Bear,
Ancient Bear, Turtle, Painted Turtle, Standing
Rock, Large Plover, Little Plover, Deer, Pigeon
Hawk, Eel, Ball, Opposite-Side-of-the-Hand, and
Wild Potatoes. These clans, distributed through
their respective Nations, shall be the sole owners
and holders of the soil of the country, and in
them is it vested as a birthright.
People of the Five Nations [who are] members of
a certain clan shall recognize every other member of that clan, irrespective of the Nation,
as relatives.
The lineal descent of the people of the Five
Nations shall run in the female line. Women
shall be considered the progenitors6 of the
Nation. They shall own the land and the soil.
Men and women shall follow the status of
the mother.
The Leaders
The Lords of the Confederacy of the Five Nations
shall be mentors7 of the people for all time. The
thickness of their skin shall be seven spans
which is to say that they shall be proof against
anger, offensive actions, and criticism. Their
hearts shall be full of peace and good will and
their minds filled with a yearning for the welfare
of the people of the Confederacy. With endless
patience they shall carry out their duty, and their
firmness shall be tempered with a tenderness for
their people. Neither anger nor fury shall find
Getty Images
The Festivals
The rites and festivals of each Nation shall
remain undisturbed and shall continue as before
because they were given by the people of old
times as useful and necessary for the good of men.
The recognized festivals of Thanksgiving shall
be the Midwinter Thanksgiving, the Maple or
Sugar Making Thanksgiving, the Raspberry
Thanksgiving, the Strawberry Thanksgiving, the
Corn Planting Thanksgiving, the Corn Hoeing
Thanksgiving, the Little Festival of Green Corn,
the Great Festival of Ripe Corn, and the complete Thanksgiving for the Harvest.
Literary Element Authors Purpose How does
Dekanawidas lengthy description of the traits of the Lords
of the Confederacy reinforce his purpose for writing the
constitution?
The Symbols
A large bunch of shell strings, in the making
of which the Five Nations Confederate Lords
have equally contributed, shall symbolize the
completeness of the union and certify the
pledge of the Nations represented by the
Confederate Lords of the Mohawk, the
Oneida, the Onondaga, the Cayuga, and the
Seneca, that all are united and formed into
one body or union called the Union of the
Great Law, which they have established.
Five arrows shall be bound together very
strong, and each arrow shall represent one
nation. As the five arrows are strongly bound,
this shall symbolize the complete union of the
nations. Thus are the Five Nations united
completely and enfolded together, united into
one head, one body, and one mind. Therefore
they shall labor, legislate, and council together
for the interest of future generations.
Vocabulary
D EK ANAWIDA
51
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A N A LYS I S
Literary Element
Authors Purpose
52
UNIT 1
EA R LY A M E R I C A
Connect
7.
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Drawing Conclusions
Practice
Part 2
life in the
new world
Self-portrait, c. 1680. Thomas Smith. Oil on canvas, 243/4 x 233/4 in. Worcester Art Museum, Worcester, MA.
For we must consider that we shall be as a city upon a hill. The eyes
of all people are upon us.
John Winthrop, A Model of Christian Charity
53
Thomas Smith / Worcester Art Museum, Massachusetts, USA / Bridgeman Art Library
B EF O R E YO U R E A D
from La Relacin
M E E T LVA R N E Z C A BE Z A DE VAC A
54
UNIT 1
Amanita Pictures
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Recognizing Bias
Bias refers to an authors inclination toward a particular opinion or position. Look for examples of the
authors bias in his descriptions of himself, his fellow explorers, and the Native Americans he
encounters.
Quote
p. 58
Crude and
untutored people,
who were like
brutes
Building Background
In the early 1500s, Spanish conquistadores began
exploring and invading Central and South America,
searching for gold and other riches. In 1520, Hernn
Corts defeated the Aztecs and sacked Tenochtitln, the
site of present-day Mexico City. In 1534, Francisco
Pizarro conquered the Incas in Peru. The indigenous
people were baffled and frightened by the sudden
appearance of the Spanish. The Spanish had weapons
that ensured victory in war: horses, war dogs, guns, cannons, as well as their greatest weapon, the smallpox
virus. As a result of Spanish occupation, indigenous
societies and cultures were in shambles. Indigenous
peoples and the Spanish began to intermarry, creating a
mixed race.
Vocabulary
Point of View
Bias
Cabeza de Vaca assumes
that the indigenous
people are unintelligent
and unschooled before
he knows anything
about their culture and
way of life.
recognizing bias
analyzing historical narratives
55
56
UNIT 1
EA R LY A M E R I C A
(map)The New York Public Library/Art Resource, NY, (nautical devices)Richard T. Norwitz/CORBIS
57
58
U N IT 1
Getty Images
EARLY AMERICA
Big Idea
Life in the New World What does this passage imply about the Spaniards ideas about people in the
New World?
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A NA LYS I S
Literary Element
Point of View
Connect
8.
R E A D I N G A N D VO CA B U L A RY
Reading Strategy
Recognizing Bias
59
B EF O R E YO U R E A D
60
UNIT 1
Bettmann/CORBIS
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Monitoring
Comprehension
beliefs?
Building Background
Sentence
At length they
understood by
discourse with him,
that he was not
of these parts, but
belonged to the
eastern parts where
some English ships
come to fish.
Revision
After talking with him
for a while, they found
out that he lived in the
east near the ocean
where the English had
come to fish.
Vocabulary
Diction
Diction is a writers choice of words, an important element of the writers voice or style. As you read, consider
how Bradfords diction expresses the values of his time.
O B J EC TIVES
In studying this selection, you will focus on the following:
monitoring comprehension
WILLIAM BRADFO RD
61
William Bradford
from Chapter 9
62
UNIT 1
Burstein Collection/CORBIS
EA R LY A M E R I C A
they had sailed that course about half the day, they
fell amongst dangerous shoals and roaring breakers,
and they were so far entangled therewith as they
conceived themselves in great danger; and the
wind shrinking upon them withal,4 they resolved to
bear up again for the Cape and thought themselves
happy to get out of those dangers before night overtook them, as by Gods good providence they did.
And the next day they got into the Cape Harbor
where they rid5 in safety. . . .
Being thus arrived in a good harbor, and
brought safe to land, they fell upon their knees
and blessed the God of Heaven who had brought
them over the vast and furious ocean, and delivered them from all the perils and miseries thereof,
again to set their feet on the firm and stable earth,
their proper element. And no marvel if they were
thus joyful, seeing wise Seneca6 was so affected
with sailing a few miles on the coast of his own
Italy, as he affirmed, that he had rather remain
twenty years on his way by land than pass by sea
to any place in a short time, so tedious and dreadful was the same unto him.
But here I cannot but stay and make a pause,
and stand half amazed at this poor peoples present condition; and so I think will the reader, too,
when he well considers the same. Being thus
passed the vast ocean, and a sea of troubles
before in their preparation (as may be remembered by that which went before), they had now
no friends to welcome them nor inns to entertain or refresh their weatherbeaten bodies; no
houses or much less towns to repair to, to seek
for succor.7 It is recorded in Scripture8 as a mercy
to the Apostle and his shipwrecked company,
4.
5.
6.
7.
8.
Literary Element
that the barbarians showed them no small kindness in refreshing them, but these savage barbarians, when they met with them (as after will
appear) were readier to fill their sides full of
arrows than otherwise. And for the season it was
winter, and they that know the winters of that
country know them to be sharp and violent, and
subject to cruel and fierce storms, dangerous to
travel to known places, much more to search an
unknown coast.
from Chapter 11
Bradfords beliefs?
Vocabulary
63
Indian Relations
All this while the Indians came skulking about
them, and would sometimes show themselves
aloof off, but when any approached near them,
they would run away; and once they [the Indians]
stole away their [the colonists] tools where they
had been at work and were gone to dinner. But
about the 16th of March, a certain Indian came
boldly amongst them and spoke to them in broken English, which they could well understand
but marveled at it. At length they understood by
discourse with him, that he was not of these parts,
but belonged to the eastern parts where some
English ships came to fish, with whom he was
acquainted and could name sundry of them by
their names, amongst whom he had got his language. He became profitable to them in acquainting them with many things concerning the state
of the country in the east parts where he lived,
which was afterwards profitable unto them; as also
of the people here, of their names, number and
strength, of their situation and distance from this
place, and who was chief amongst them. His
name was Samoset. He told them also of another
Indian whose name was Squanto, a native of this
place, who had been in England and could speak
better English than himself.
Being, after some time of entertainment and
gifts dismissed, a while after he came again, and
five more with him, and they brought again all
the tools that were stolen away before, and made
way for the coming of their great Sachem, called
Massasoit. Who, about four or five days after,
came with the chief of his friends and other attendance, with the aforesaid Squanto. With whom,
after friendly entertainment and some gifts given
him, they made a peace with him (which hath
now continued this 24 years) in these terms:
1. That neither he nor any of his should
injure or do hurt to any of their people.
2. That if any of his did hurt to any of theirs,
he should send the offender, that they might
punish him.
3. That if anything were taken away from any
of theirs, he should cause it to be restored; and
they should do the like to his.
Reading Strategy
64
UNIT 1
EA R LY A M E R I C A
from Chapter 12
First Thanksgiving
They began now to gather in the small harvest
they had, and to fit up their houses and dwellings
against winter, being all well recovered in health
and strength and had all things in good plenty. For
as some were thus employed in affairs abroad, others were exercised in fishing, about cod and bass
and other fish, of which they took good store, of
which every family had their portion. All the summer there was no want; and now began to come in
store of fowl, as winter approached, of which this
place did abound when they came first (but afterward decreased by degrees). And besides waterfowl
there was great store of wild turkeys, of which they
took many, besides venison, etc. Besides they had
about a peck of meal a week to a person, or now
since harvest, Indian corn to that proportion.
Which made many afterwards write so largely of
their plenty here to their friends in England, which
were not feigned but true reports.
Big Idea Life in the New World How did life for the
settlers change so drastically since their bleak arrival in the
New World?
Vocabulary
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
1. If you had been a Plymouth settler, what do you
think would have been your greatest challenge?
L I T E R A RY A NA LYS I S
Literary Element
Diction
Diction is a writers choice of words. Diction contributes to what we recognize as a writers voice or style.
1. Paraphrase the first sentence on page 63, paragraph 1, which begins Being thus arrived . . .
2. How would you describe the style of this sentence?
Performing
You Are There Choose an event from Bradfords
narrative and recast it in the form of a dramatic
monologue. Speaking as if you were Bradford,
address one or more of the Plymouth settlers during
or after one of their experiences. Use modern language instead of Bradfords archaic diction.
Connect
8.
Big Idea Life in the New World Do the experiences of the Pilgrims have any connection to our
society today? Explain.
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Monitoring
Comprehension
Vocabulary
Practice
c. stayed where
they were
d. returned
WILLIAM BR ADFO RD
65
B EF O R E YO U R E A D
66
UNIT 1
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Responding
clamor (klam r) n. confused, insistent shouting; p. 72 The clamor woke Kim from her sleep.
scruple (skr
oo pl) n. moral principle that
restrains action; p. 72 Without a scruple, Nina
stole the bike.
OLAUDAH EQUIANO
67
Olaudah Equiano
The first object which saluted1 my eyes when I
arrived on the coast, was the sea, and a slave
ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror,
when I was carried on board. I was immediately
handled, and tossed up to see if I were sound, by
some of the crew; and I was now persuaded that I
had gotten into a world of bad spirits, and that
they were going to kill me.
Their complexions, too, differing so much
from ours, their long hair, and the language they
spoke, (which was very different from any I had
ever heard) united to confirm me in this belief.
Indeed, such were the horrors of my views and fears
at the moment, that, if ten thousand worlds had
been my own, I would have freely parted with them
all to have exchanged my condition with that of
the meanest2 slave in my own country. When I
looked round the ship too, and saw a large furnace
of copper boiling, and a multitude of black people of
every description chained together, every one of
their countenances3 expressing dejection and sorrow, I no longer doubted of my fate; and, quite overpowered with horror and anguish, I fell motionless
on the deck and fainted. When I recovered a little,
I found some black people about me, who I believed
1. Here, saluted means became noticeable to or struck.
2. Here, meanest means of the lowest social position or rank.
3. Countenance means face or facial expression.
Literary Element
68
U N IT 1
SuperStock, Inc./SuperStock
EARLY AMERICA
The Slavedeck of the Albaroz, Prize to the H.M.S. Albatross, 1846. Francis Meynell. Watercolor.
National Maritime Museum, London.
Viewing the Art: How do you think this image compares with Olaudah Equianos description
of conditions in the hold of a slave ship?
OLAUD AH EQUIANO
National Maritime Museum, London/Bridgeman Art Library
69
Vocabulary
70
UNIT 1
EA R LY A M E R I C A
Vocabulary
Burstein Collection/CORBIS
71
72
UNIT 1
EA R LY A M E R I C A
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
Connect
7.
L I T E R A RY A NA LYS I S
Literary Element
Equianos account created a hunger for more information about slaves lives. In the years that followed, many African Americans published their
own slave narratives. Some authors expressed their
opposition to slavery through direct statements of
opinion. Why might Equianos narrative have been
more successful at reaching some people than an
opinion piece? Include details from the narrative in
your answer.
Internet Connection
Firsthand Accounts Go to the Library of Congresss
home page at www.loc.gov. Search for the African
American History and Culture page. Download and
print a story or a photograph you find interesting and
share it with your class.
R E A D I N G A N D VO CA B U L A RY
Reading Strategy
Responding
Practice
c. restlessness
d. exhaustion
2. copious
a. inadequate
b. ample
c. sufcient
d. plentiful
3. gratify
a. satisfy
b. suggest
c. neglect
d. indulge
4. clamor
a. silence
b. outcry
c. tumult
d. insistence
OLAUD AH EQUIANO
73
B EF O R E YO U R E A D
74
UNIT 1
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Analyzing historical context involves gathering background information and exploring social forces that
influenced the writing of a literary work. As you read
Rowlandsons account, gather information about the
cultural conflicts between Native Americans and
Europeans that caused King Philips War.
Reading Tip: Taking Notes Use a timeline like the
one started below to record the sequence of events
that led to King Philips War.
Building Background
As a child, the Wampanoag chief Metacom had
watched his father, Massasoit, help the Pilgrims who
arrived on the Mayflower. By 1675, there were about
50,000 Puritans in the Massachusetts Bay Colony. With
each passing year, more Puritans arrived, encroaching
on the Native Americans land and disrupting their way
of life. Forseeing the destruction of his tribe and other
tribes, Metacom began forming alliances against the settlers. In 1675, after three Wampanoag were executed
by the Puritans, a swift, desperate war broke out.
1620
desolation (des la shn) n. devastation; misery; sadness; p. 76 The survivors of the hurricane
in Florida experienced great desolation when they
found their homes destroyed.
daunt (dont) v. to overcome with fear; intimidate; p. 76 A visit to the dentist would always
daunt her.
compassion (km pash n) n. deep awareness
of anothers suffering with a desire to help;
p. 76 The compassion of the doctor earned the
gratitude of his patients.
Allusion
discern (di srn , zrn ) v. to recognize as different and distinct; distinguish; p. 77 He could
barely discern the boat on the horizon.
O B J EC TIVES
In studying this selection, you will focus on the following:
relating literature to historical period
1660
Vocabulary
Literary Element
1637
Mayflower
lands
Analyzing Historical
Context
understanding allusion
analyzing historical context
MARY ROWLANDSON
75
77
78
UNIT 1
Daryl/Benson/Masterfile
EA R LY A M E R I C A
Big Idea
MARY R OWLANDSON
79
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A N A LYS I S
Literary Element
Allusion
7.
Big Idea
R E A D I N G A N D VO C AB U L A RY
Reading Strategy
Analyzing Historical
Context
80
Connect
UNIT 1
EA R LY A M E R I C A
Practice
a. ruin
b. jungle
2. daunt
a. soothe
b. discourage
3. compassion
a. mercy
b. pleasure
4. discern
a. ignore
b. perceive
5. lament
a. bellow
b. mourn
Grammar Workshop
Sentence Structure
Using Adverb Clauses
When I had been a while at my masters wigwam, I took the first opportunity I
could get to go look after my dead child.
Punctuating Subordinate
Clauses
A subordinate clause can
appear before, after, or in
the middle of the main
clause. When it introduces
a sentence, it is set off
from the main clause with
a comma. In other positions it may not always be
set off with punctuation.
Test-Taking Tip
Subordinating conjunctions often introduce
adverb clauses. Identify
these conjunctions to help
locate adverb clauses.
One type of subordinate clause is the adverb clause, which may modify a verb,
an adjective, or an adverb. An adverb clause answers a questionhow? when?
where? why? to what extent? or under what conditions?
Examples
Subordinating
Conjunctions
When Europeans came to the United States, they often brought disease.
[The underlined adverb clause answers the question when? and modifies the
verb brought.]
after
although
as
as though
because
before
Exercise
Language Handbook
For more on subordinate
clauses, see Language
Handbook, p. R46.
Revise for Clarity Write a sentence for each pair of clauses below. If provided, use the subordinating conjunction. Underline the adverb clause, tell
which question it answers about the main clause, and identify what it modifies.
1. Clause: many of them wrote about their experiences
Clause: the captives were freed or escaped
Subordinating conjunction: after
2. Clause: enslavement of Africans increased
Clause: Quakers and other antislavery groups protested loudly
Subordinating conjunction: until
3. Clause: than others did
Clause: some early American settlers became more tolerant
4. Clause: he was white
Clause: Cabeza de Vaca was accepted by most native people he encountered
Subordinating conjunction: although
if
since
so long as
unless
until
when
eWorkbooks To link to
the Grammar and Language
eWorkbook, go to
www.glencoe.com.
OB J ECTIV ES
81
B EF O R E YO U R E A D
82
UNIT 1
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Drawing Conclusions
About Authors Beliefs
Reading Strategy
Bradstreet believed
in the afterlife,
which she valued
more than her
earthly existence.
Vocabulary
Conclusion
p. 85, lines 56
I prize thy love more
than whole mines
of gold
Metaphor
O B J EC TIVES
In studying this selection, you will focus on the following:
analyzing literary periods
Detail
ANNE BRADSTREET
83
Anne Bradstreet
10
15
20
25
30
35
40
45
50
4. Adieu ( d
oo) is French for good-bye.
5. Alls vanity is a biblical reference to Ecclesiastes 1:2 and
12:8, Vanity of vanities: all is vanity.
6. Pelf is a term for money or wealth, often used disapprovingly.
Literary Element
in this metaphor?
Vocabulary
84
U N IT 1
EARLY AMERICA
Vocabulary
Anne Bradstreet
I
5
10
ANNE BR ADSTREET
Victoria & Albert Museum, London/Art Resource
85
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
1. Which Bradstreet poem did you find more
poignant? Explain.
7. (a)What purpose does the repetition in the opening lines of To My Dear and Loving Husband
serve? (b)How well does repetition serve this purpose? Explain.
Connect
8.
LI T E R A RY A N A LYS I S
Literary Element
Metaphor
86
UNIT 1
EA R LY A M E R I C A
Details
Purpose
R E AD I N G A N D VO CA B U L A RY
Drawing Conclusions
About Authors Beliefs
Reading Strategy
WRITI NG AN D EXTEN DI NG
Vocabulary
Practice
Practice with Synonyms Read the following sentences. Choose the best synonym for the underlined word. Use a dictionary if you need help.
1. The teams loss left the coach bereft of her
usual enthusiasm.
a. deprived
b. satised c. comforted
2. Angela hated it when her older sister chided her.
a. praised
b. criticized c. teased
3. After we broke our neighbors mailbox, we
raked her yard as recompense.
a. punishment b. prize
c. compensation
Academic Vocabulary
Here are two vocabulary words from the vocabulary list on page R86. The words will help you
think, write, and talk about the selection.
site (st) n. the location of a building or structure
aspect (as pekt) n. a trait or characteristic to
be viewed, analyzed, or evaluated; an element
of something being examined
Practice and Apply
1. What objects does the speaker recall while on
the site of her destroyed home?
2. What aspect of Bradstreets poems do you find
most interesting?
Web Activities For eFlashcards,
Selection Quick Checks, and other Web activities, go to
www.glencoe.com.
Literary Criticism
Kenneth B. Murdock writes that, even in her best
poems, Anne Bradstreet conforms to the Puritan utilitarian view of art and to [the Puritans] distrust of the
frankly sensuous. Do you think the Bradstreet poems
you have read show evidence of the utilitarian view
of art or of her drawing back from the frankly sensuous? Write a paragraph citing evidence from the
poems to support your opinion of Murdocks
judgment.
Creative Writing
Bradstreet describes her response to losing her possessions. Think about something you own that you
treasure. Then imagine how you would feel if you lost
that cherished object. Quickly write a few words and
phrases that describe the object and your possible
reaction to its loss. Use these words and phrases to
write your own poem. If you wish, you might try using
rhyme, repetition, or metaphor, as Bradstreet does
in her poems.
ANNE BR ADSTREET
87
B EF O R E YO U R E A D
88
U N IT 1
EARLY AMERICA
intuitive terms
God the divine conveyed directly to the
individual soul.
In 1729, Edwards succeeded his grandfather at the
pulpit in Northampton,
Massachusetts. In his sermons, he attributed New
Englands ailing morality to its moral and religious
independence and its incomplete acceptance of
faith as the sole means to salvation. In the early
1730s, Edwards lambasted Arminianism, a movement in the Anglican Church that was gaining
popularity among New England colonists. His sermons on the subject incited a religious revival in
the Connecticut River valley in 17341735.
Great Awakening Between 1730 and 1750, a religious revival known as the Great Awakening swept
through the colonies. Preachers attracted people in
droves and brought about ecstatic emotional reactions and frenzied mass conversions with their sermons. Edwards sought to keep his audiences calm,
but his sermons were equally effective. His sermons
were reproduced and read across Britain and other
regions in America. However, by 1750 some of
Northamptons Puritans objected to Edwardss
extreme teachings and removed him from his post.
He went into exile for several years, during which he
served as a missionary to Native Americans in the
frontier village of Stockbridge. He then became president of what is now Princeton University but died of
smallpox shortly thereafter. Edwards is widely considered the most influential American writer before
Benjamin Franklin.
Jonathan Edwards was born in 1703 and died in 1758.
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Building Background
Word
p. 90
sentenced
Denotation
having had
a sentence
imposed, as in
a trial
Connotation
The word
sentenced
suggests the
finality of a
court trial.
Vocabulary
Examining Connotation
Imagery
Imagery refers to the set of mental pictures that writers create by using sensory details, or descriptions
that appeal to one or more of the senses. As you
read this sermon, look for the images Edwards uses
to stir fear in the hearts of his audience.
prudence (pr
ood ns) n. exercise of good and
cautious judgment; p. 91 Showing prudence, the
motorist slowed as she neared the school zone.
abhor (ab hor ) v. to regard with disgust;
p. 91 After working in a candy store, she began to
abhor sweets.
O B J EC TIVES
In studying this selection, you will focus on the following:
relating literature to historical period
identifying imagery
understanding connotation
JONATHAN EDWARDS
89
Jonathan Edwards
90
UNIT 1
Adam Woolfitt/CORBIS
EA R LY A M E R I C A
Application
The use may be of awakening to unconverted
persons in this congregation. This that you
have heard is the case of every one of you that
are out of Christ.3 That world of misery, that
lake of burning brimstone, is extended abroad
under you. There is the dreadful pit of the
glowing flames of the wrath of God; there is
hells wide gaping mouth open; and you have
nothing to stand upon, nor any thing to take
hold of. There is nothing between you and hell
but the air; it is only the power and mere pleasure of God that holds you up.
You probably are not sensible of this; you find
you are kept out of hell, but do not see the hand
of God in it; but look at other things, as the
good state of your bodily constitution, your care
of your own life, and the means you use for your
3. Those who are out of Christ are not in Gods grace.
this image?
Big Idea Life in the New World What does Edwardss
observation indicate about the place of religion in the
American colonies?
Vocabulary
prudence (pr
oodns) n. exercise of good and cautious
judgment
91
92
UNIT 1
EA R LY A M E R I C A
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A NA LYS I S
Literary Element
Imagery
Connect
8.
R E A D I N G A N D VO CA B U L A RY
Reading Strategy
Examining Connotation
1. What frightening images occur in the first two paragraphs? To which senses do they appeal?
Performing
Dramatic Reading Deliver a dramatic reading of a
portion of Sinners in the Hands of an Angry God.
Use appropriate rehearsal strategies to focus on the
following performance details:
Practice
93
Vocabulary Workshop
Analogies
Vocabulary Terms
An analogy is a type of
comparison based on the
relationships between
pairs of things or ideas.
Test-Taking Tip
When you encounter
word analogies on a test,
a good strategy is to keep
in mind the word relationship. Ask yourself,
How is the first word
related to the second?
Familiarize yourself with
some of the most common word relationships,
such as those listed in the
chart on this page.
Literary Terms
Handbook
For more about analogies,
see Literary Terms
Handbook, p. R1.
OB J EC T IVES
Understand and complete
word analogies.
Learn about the types of
relationships between
words.
94
UNIT 1
Connecting to Literature The definition of wrath tells you that the word
means extreme anger. One way to keep that information in your long-term
memory is to relate it to a pair of words you know well. You can form an analogya way of showing that two relationships are the sameto remember the
meaning of wrath.
wrath : anger :: starvation : hunger
This analogy is Wrath is to anger as starvation is to hunger. Most analogy
test questions ask you to identify the pair of words that best represents the
relationship expressed by another pair of words.
glowing : flames ::
a. burning : freezing
b. fierce : lion
c. wren : bird
d. sailor : ship
Part/Whole
Example/Class
Synonym or Antonym
Exercise
Choose the pair that best completes each analogy.
1. doleful : joyful ::
a. icy : scalding
b. expensive : costly
c. month : year
2. globe : round ::
a. fiery : blazing
b. student : class
c. box : rectangular
Part 3
B EF O R E YO U R E A D
96
UNIT 1
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Analyzing Voice
In The Autobiography of Benjamin Franklin, Franklin discusses his arrival in Philadelphia. The excerpt from Poor
Richards Almanack contains some of Franklins sayings.
As you read, think about the following questions:
Building Background
The passage from Franklins autobiography begins with
his arrival in Philadelphia in the 1720s. This bustling community of 5,000 people was the second-largest city in
the colonies. Franklin published Poor Richards Almanack
in Philadelphia every year for the 25 years between 1733
and 1758. Almanacs were one of the earliest types of
reading material to be published and were the forerunners of todays magazines. Colonial almanacs provided a
wide variety of material, including puzzles, both serious
and humorous articles, and common-sense aphorisms,
or witty sayings, of the type that made Franklin famous.
Autobiography
analyzing autobiography
analyzing the writers voice
understanding word origins
vivid, humorous
observation
O B J EC TIVES
In studying this selection, you will focus on the following:
ambulatory
quack doctor
indentured (in den chrd) adj. bound by contract to serve someone for a time; p. 98 The
indentured servant completed a six-year term.
Literary Element
Effect
Vocabulary
Example
BENJAMIN F RANKLIN
97
Benjamin Franklin
98
UNIT 1
EA R LY A M E R I C A
Benjamin Franklin, Printer, c. 1928. John Ward Dunsmore. Oil on canvas, 28 x 36 in. The New
York Historical Society, New York.
Viewing the Art: What might Benjamin Franklin have been discussing with the other people
in this scene?
99
100
UNIT 1
EA R LY A M E R I C A
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A NA LYS I S
Literary Element
Autobiography
Connect
7.
Big Idea
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Analyzing Voice
Practice
101
Benjamin Franklin
B EF O R E YO U R E A D
Literary Element
Aphorism
of this aphorism?
102
UNIT 1
EA R LY A M E R I C A
Reading Strategy
Connecting
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A NA LYS I S
Literary Element
Aphorism
Connect
7.
Big Idea
R E A D I N G A N D VO CA B U L A RY
Reading Strategy
Connecting
Aphorisms are short, memorable statements that convey a general truth or observation about life. The aphorisms that Franklin wrote in Poor Richards Almanack
reflect his clever use of language. For example, when
Franklin says, An empty bag cannot stand upright, he
presents a humorous metaphor for a spineless person
who cant stand up for his or her own beliefs.
Academic Vocabulary
2. Using modern language and references to contemporary life, reword one of Franklins aphorisms.
103
LITER ARY
H I STORY
104
UNIT 1
Bettmann/CORBIS
EA R LY A M E R I C A
Analyzing Political Cartoons What message does the cartoon convey about a
speakers ability to sway audiences?
R ES P O N D I N G AN D TH I N K I N G C R ITI CALLY
1. What answers is Patrick Henry expecting to his
rhetorical questions quoted on the bottom of page
104? Explain.
LITERARY HISTO RY
Frank Modell/The New Yorker/cartoonbank.com
10 5
B EF O R E YO U R E A D
106
Getty Images
UNIT 1
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
Building Background
The British parliament passed a series of taxes on
its colonies. American colonists protested these
taxes, and thousands of British troops were sent
to Boston to preserve order. Patrick Henry was one
of the leaders of the growing opposition to British
rule. The speech you are about to read would firmly
establish Henrys reputation as a forceful proponent
of liberty.
R E A D I N G P R EVI E W
Reading Strategy
Analyzing Figures
of Speech
Figure of Speech
Restatement
Suffer not
yourselves to be
betrayed with a
kiss.
Vocabulary
arduous (ar j
oo s) adj. requiring great exertion
or endurance; difficult; p. 109 Running the marathon was too arduous for eight of the contestants.
insidious (in sid e s) adj. slyly treacherous and
deceitful; deceptive; p. 109 The candidate used
insidious methods, such as bribery, to get elected.
Rhetorical Question
O B J EC TIVES
In studying this selection, you will focus on the following:
relating literature to a historical period
understanding rhetorical questions
PATRICK HENRY
107
Patrick Henry Arguing the Parsons Cause at the Hanover County Courthouse, 1834.
George Cooke. Oil on canvas. Virginia Historical Society, Richmond.
Patrick Henry
108
UNIT 1
EA R LY A M E R I C A
arduous (arj
oo s) adj. requiring great exertion or
endurance; difficult
insidious (in side s) adj. slyly treacherous and deceitful; deceptive
109
Big Idea
110
UNIT 1
EA R LY A M E R I C A
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A NA LYS I S
Literary Element
Rhetorical Question
Connect
7.
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Analyzing Figures
of Speech
Vocabulary
Practice
a. high
b. effortless
2. insidious
a. obvious
b. ugly
3. subjugation
a. fate
b. freedom
4. remonstrate
a. recall
b. approve
5. spurn
a. accept
b. dislike
PAT R IC K HENRY
111
B EF O R E YO U R E A D
Declaration of Independence
M E E T T H OM A S J E F FE R SON
112
UNIT 1
Bettmann/CORBIS
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
Building Background
In June 1776, Thomas Jefferson wrote the first draft
of the Declaration of Independence in Philadelphia,
where the Second Continental Congress had convened. On June 11, the delegates had appointed a
five-member committee to draft a statement declaring
independence from Britain. The committee included
Benjamin Franklin, John Adams, and Jefferson, but
Jefferson was called upon to do the writing. Some
of his ideas about independence were not new.
According to John Lockes theory of natural law,
which Jefferson had studied, human beings are by
nature free, equal and independent. Following Lockes
lead, Jefferson stressed that the American Revolution
was a struggle for the basic rights of all people.
R E A D I N G P R EVI E W
Reading Strategy
Parallelism
O B J EC TIVES
In studying this selection, you will focus on the following:
relating literature to historical period
Evaluating Argument
understanding parallelism
evaluating argument, syllogisms, and deductive reasoning
THOMAS JEFFERSON
113
Thomas Jefferson
114
U N IT 1
EARLY AMERICA
3.
4.
5.
6.
Big Idea
7. Assent is agreement.
8. Naturalization is the process by which foreigners become
citizens of another country.
Vocabulary
TH OMAS JEFFERSON
Bettmann/CORBIS
115
Literary Element
parallelism emphasize?
116
UNIT 1
EA R LY A M E R I C A
from time to time, of attempts by their legislature to extend an unwarrantable jurisdiction over
us. We have reminded them of the circumstances
of our emigration and settlement here. We have
appealed to their native justice and magnanimity;14
and we have conjured15 them, by the ties of our
common kindred, to disavow these usurpations,
which would inevitably interrupt our connections and correspondence. They, too, have been
deaf to the voice of justice and consanguinity.16
We must, therefore, acquiesce in the necessity
which denounces17 our separation, and hold
them, as we hold the rest of mankind, enemies in
war, in peace, friends.
We, therefore, the representatives of the United
States of America, in General Congress assembled, appealing to the Supreme Judge of the
world for the rectitude of our intentions, do,
in the name and by the authority of the good
people of these colonies, solemnly publish and
declare that these United Colonies are, and of
right ought to be, free and independent states;
that they are absolved from all allegiance to
the British crown, and that all political connection between them and the state of Great
Britain is, and ought to be, totally dissolved;
and that, as free and independent states, they
have full power to levy war, conclude peace,
contract alliances, establish commerce, and do
all other acts and things which independent
states may of right do. And for the support of
this declaration, with a firm reliance on the
protection of Divine Providence, we mutually
pledge to each other our lives, our fortunes, and
our sacred honor.
14. Magnanimity means nobility of mind and heart.
15. Here, conjured means solemnly appealed to.
16. Consanguinity is a relationship based on having ancestors
in common; a blood relationship.
17. Here, denounces means announces or proclaims.
Big Idea The Road to Independence How does
this sentence show the seriousness of declaring
independence?
Vocabulary
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
Connect
7. What points that Jefferson made in the Declaration
of Independence do you think remain the most
important today?
8.
L I T E R A RY A NA LYS I S
Literary Element
Parallelism
R E A D I N G A N D VO CA B U L A RY
Reading Strategy
Evaluating Argument
2. Construct a syllogism based on one of the selfevident truths that Jefferson presents in the
Declaration of Independence.
Vocabulary
Practice
a. takeover
b. release
2. endeavor
a. surrender
b. attempt
3. tenure
a. strength
b. hold
4. acquiesce
a. protest
b. comply
5. rectitude
a. integrity
b. ruin
TH OMAS JEFFERSON
117
I n f o r m a t i o n a l Te x t
Media Link to
t h e Ro a d t o
Independence
Preview the Article
Even the Founding Fathers had to revise
their writing. In How They Chose These
Words, a historian describes the role of
the writing process in drafting the
Declaration of Independence.
1. From the title, what do you think this
article will be about? What do you
already know about this subject?
2. Read the deck, or the sentence in
large type that appears below the title.
How does the author feel about
Franklins edits?
Reading Strategy
Determining the Main Idea and
Supporting Details
Main Idea:
Supporting detail 1: Benjamin
Franklin made important
changes to the document.
Supporting detail 2:
OB J EC TIVES
118
UNIT 1
How They
Chose These
WORDS
Informational Text
attempts to make peace despite
Englands unbending attitude.
Indeed, Jeffersons words echoed
some of the language that Franklin
had used, earlier that year, in a draft
resolution that he never published:
Whereas, whenever kings, instead
of protecting the lives and properties
of their subjects, as is their bounden
duty, do endeavor to perpetrate
the destruction of either, they
thereby cease to be kings, become
tyrants, and dissolve all ties of
allegiance between themselves and
their people.
Jeffersons writing style, however,
was different from Franklins. It was
graced with rolling rhythms and
smooth phrases, soaring in their
poetry and powerful despite their
polish. In addition, Jefferson drew
National Archives
DEFT TOUCH Franklin changed the phrase sacred and undeniable to self-evident,
an assertion of rationality.
119
Informational Text
Franklins other edits were less
suitable. He changed Jeffersons
reduce them to arbitrary power to
reduce them under absolute
despotism, and he took out the
literary flourish in Jeffersons invade
and deluge us in blood to make it
more sparse: invade and destroy us.
And a few of his changes seemed
stodgy and unnecessary. Amount of
their salaries became amount and
payment of their salaries.
Congress Makes Cuts
After the Continental Congress voted
for independence from England, it
formed itself into a committee to
consider Jeffersons draft Declaration.
The members were not so light in
their editing as Franklin had been.
Large sections were sliced out, most
notably the one that criticized the
king for continuing the slave trade.
Congress also, to its credit, cut by
Archive Photos/NewsCom
R E S P O N D I N G A N D T H I N K I N G C R ITI CALLY
Respond
1. Imagine that you had assisted Thomas Jefferson
in drafting the Declaration of Independence. What
would you think of the revisions it underwent?
120
UNIT 1
EA R LY A M E R I C A
Connect
6. When Benjamin Franklin signed the Declaration of
Independence, he believed that its creators were
risking their lives. Explain why Franklin may have
thought this and discuss how the written word
influenced Americas struggle for independence.
Vocabulary Workshop
Word Origins
Understanding Political Terms
Whenever any form of government becomes destructive of these ends, it is the
right of the people to alter or to abolish it.
Vocabulary Terms
A prefix is attached to the
beginning of a word. It
adds to or changes the
words meaning.
Understanding a political term is easier if you know its origins. To understand the
etymology of a word, or its origin and history, analyze the prefix, suffix, or root of
the word. Many dictionaries display the etymology of a word in brackets before or
after giving its definition. You may want to check the front of the dictionary for a
guide to understanding the etymologies and abbreviations that appear in entries.
For example, the following entry gives the etymology of the word govern. Note
that the symbol < means comes from.
govern ( uv rn) v. to exercise political authority over: to govern a nation. [ME <
OF gouverner < L gubernare to steer (a ship) < Gk kybernan to steer]
The entry indicates that the word govern comes from a Middle English (ME)
word, which comes from the Old French (OF) word gouverner, which comes from
the Latin word gubernare, which comes from the Greek kybernan, meaning to
steer. Knowing the etymology of the word govern not only enhances your understanding of the words origins but may also help you understand other related
words, such as government and governor.
Exercise
Use a dictionary to research the origins of the following political terms that
appear in the Declaration of Independence. In a chart, copy the etymology
for each word and write an explanation, similar to the one above, of what
the etymology means. How might knowing a words etymology help you
understand the meanings of other words?
Word
liberty
jurisdiction
usurp
justice
Etymology
Explanation
Reading Handbook
For more about understanding word origins,
see Reading Handbook,
p. R20.
OB J ECT IVES
Trace the etymology of
terms used in political
science and history.
Analyze the origin and
meaning of new words.
Use knowledge of Greek
and Latin roots, prefixes,
and suffixes to understand
complex words.
121
B EF O R E YO U R E A D
122
UNIT 1
Bettmann/CORBIS
EA R LY A M E R I C A
outlawed by the British. After he was made a citizen by the French assembly, he became an elected
official. Unfortunately, he associated with the
wrong political party. When that party fell during
the French Revolution, he was thrown into prison
and stripped of citizenship. After almost a year,
and with the help of James Monroe, U.S. minister
to France, he was released. Paine returned to the
United States in 1802, but he received no heros
welcome. Many Americans misunderstood his
later writings and branded him an atheist,
although Thomas Jefferson remained a good
friend.
When Paines life ended, he was poor, alone, and
swollen with dropsy, a disease of the bodys connective tissue. Even after his death, the insults
continued. He was buried on his farm in New
Rochelle, New York. Ten years later, William
Cobbett, a British admirer of Paine, dug up his
remains and transported them to England, after
which they disappeared. (Cobbett apparently
intended a memorial that never came to pass.)
Paine achieved his successes with a pen only, but
his contribution to the cause of freedom is incalculable. Common Sense inspired even the most reluctant to rebel against what Paine called the
tyranny of Britain.
Thomas Paine was born in 1737 and died in 1809.
Search
For more
about
Literature Online Author
Author
Search
For more
Thomas
Paine,
go go
to to
www.glencoe.com.
about this
author,
www.literature.glencoe.com.
L I T E R AT U R E P R E V I E W
R E A D I N G P R EVI E W
Reading Strategy
Summarizing
Building Background
In The Crisis, Paine was not expressing new or original
thoughts. Since about 1630, certain ideas had been
developing in Europe, in what is now called the Age of
Enlightenment. Among these were the beliefs that
human beings have natural rights and that government is a social contract, drawing its power from (in
Jeffersons words) the consent of the governed. In
other words, people voluntarily come together for
trade and for protection, and they voluntarily submit to
a government because that helps to keep things running smoothly. But if that government goes beyond its
bounds, people can voluntarily end it. In his writing,
Paine applied these popular views to a specific time
and place, the Revolution in America.
Vocabulary
Tone
summarizing
understanding tone
THOMAS PA I N E
123
Thomas Paine
These are the times that try mens souls. The summer soldier and the sunshine patriot will, in this
crisis, shrink from the service of his country; but
he that stands it now, deserves the love and
thanks of man and woman. Tyranny, like hell, is
not easily conquered; yet we have this consolation
with us, that the harder the conflict, the more
glorious the triumph. What we obtain too cheap,
we esteem1 too lightly: it is dearness only that
gives everything its value. Heaven knows how to
put a proper price upon its goods; and it would be
strange indeed if so celestial an article as freedom
1. Esteem means to value or to appreciate.
Vocabulary
124
UNIT 1
Bettmann/CORBIS
EA R LY A M E R I C A
resolution (rez l
oo shn) n. firmness of purpose
125
126
U N IT 1
EARLY AMERICA
AF
A
F TE
T E R YO U R E A
AD
D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
Connect
9.
Big Idea
encourages his fellow citizens to defend themselves against British tyranny. (a)What kinds of
qualities does Paine encourage the colonists to
have? (b)How might these qualities help to dene
the new nation?
LI T E R A RY A N A LYS I S
Literary Element
Tone
Review: Diction
Diction is a writers choice of words, an important
element in the writers voice or style.
Partner Activity With a classmate, choose two or
three sentences that seem typical of Paines writing.
Analyze the sentences, paraphrasing them where
appropriate and substituting your own words. Working
with your partner, create a chart like the one below.
Then write a paragraph describing Paines diction.
Sentence
Paraphrase
T HOMAS PAINE
127
Reading Strategy
Summarizing
Word
1. resolution
2. petrified
3. exploit
Here are two vocabulary words from the vocabulary list on page R86.
philosophy (f los fe) n. a particular system
of thought or principles for the conduct of life
issue (ish y
oo) n. a point or question to be discussed or decided
Practice and Apply
1. Describe Thomas Paines philosophy regarding
offensive and defensive warfare.
2. In the essay, why does Paine make an issue of
Britains declaration to extend its rights to bind
us in all cases whatsoever?
U N IT 1
Body
Paragraph(s)
Conclusion
Academic Vocabulary
128
Introduction
START
Practice
Vocabulary
W R IT I N G A N D E X T E N D I N G
EA R LY AME R ICA
F INISH
Literary Criticism
Group Activity Thomas Paine has been described
as the sparkplug of the American Revolution. Meet
with a few of your classmates to discuss the meaning of this metaphor. After you have discussed it,
individually write statements that begin: Thomas
Paine was the sparkplug of the American Revolution
because . . . Then regroup to compare notes.
B EF O R E YO U R E A D
PHILLIS WHEATLEY
Library of Congress
129
L I T E R AT U R E P R E V I E W
Building Background
When General George Washington traveled to
Boston in 1775 to assume leadership of the
Continental Army and to rid the city of occupying
British soldiers, Phillis Wheatley wrote to him. Her
letter and poem to the general were sent to his
headquarters in nearby Cambridge. Washington was
so impressed by Wheatleys poem that he invited
her to visit him. The two met at his Cambridge
headquarters.
READI NG PREVI EW
Reading Strategy
Analyzing Structure
130
U N IT 1
Couplet
EARLY AMERICA
Phillis Wheatley
Sir.
I Have taken the freedom to address your Excellency in the enclosed poem,
and entreat your acceptance, though I am not insensible of its inaccuracies.
Your being appointed by the Grand Continental Congress to be
Generalissimo of the armies of North America, together with the fame of
your virtues, excite sensations not easy to suppress. Your generosity,
therefore, I presume, will pardon the attempt. Wishing your Excellency all
possible success in the great cause you are so generously engaged in. I am,
Bettmann/CORBIS
131
10
15
20
25
30
35
40
2. The poet asks for aid from a Muse. In Greek mythology, the
Muses (goddesses) preside over arts and sciences.
3. Here, propitious means favorably.
4. In Greek mythology, Eolus is the god of the winds.
5. Refluent means back-flowing.
6. The ensign here is a flag.
7. Gallic means French. Washington had fought the French during the
French and Indian War (17541763).
8. Anon means soon.
9. Britannia is Great Britain, personified as a goddess.
Literary Element
complete idea?
Big Idea
132
UNIT 1
EA R LY A M E R I C A
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
Connect
7.
Big Idea
L I T E R A RY A NA LYS I S
Literary Element
Couplet
Interdisciplinary Activity
Art: Choose one of the images from Wheatleys poem
to illustrate. Then, in a drawing, painting, collage, or
computer-generated image, express your own visual
interpretation of the poem. Remember to give your
work an appropriate title.
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Analyzing Structure
Academic Vocabulary
Here are two vocabulary words from the vocabulary list on page R86.
dominate (dam nat) v. to rule or control
structure (struk shr) n. something arranged
in a definite pattern of organization
Practice and Apply
1. According to the poem, what is the result of
Great Britains effort to dominate the colonies?
2. How does Wheatleys sentence structure in this
poem differ from that of ordinary prose?
PHILLIS WHEATLEY
133
B EF O R E YO U R E A
D
AD
134
UNIT 1
Getty Images
EA R LY A M E R I C A
L I T E R AT U R E P R E V I E W
Building Background
The Continental Congress met in 1774 in Philadelphia.
With the onset of war in 1775, the Congress became
the provisional government for the American side.
While John Adams labored at the Congress, war raged
in Massachusetts. Troops occupied Boston for nearly a
year, forcing Bostonians to house them. The British
retreated just a few days before Abigail wrote her
March 31, 1776, letter to her husband.
R E A D I N G P R EVI E W
Reading Strategy
Questions to ask
Vocabulary
Description
O B J EC TIVES
In studying this selection, you will focus on the following:
relating literature to a historical period
Answers
What does
Adamss word
choice suggest
about her attitude
toward her
readers?
Big Idea
Recognizing Authors
Purpose
responding to description
recognizing authors purpose
ABIGAIL ADAMS
135
Abigail Adams
136
UNIT 1
EA R LY A M E R I C A
Big Idea
Vocabulary
Abigail
9. Pusillanimity (pu
s l nim te) means cowardliness or
faintheartedness.
Big Idea
tyrant (trnt) n. a ruler who exercises power or authority in an unjust manner; one who has absolute power
ABIGAIL ADAMS
137
Abigail Adams
Washington, 21 November, 1800.
My Dear Child,
I arrived here on Sunday last, and without meeting with any accident worth noticing, except
losing ourselves when we left Baltimore, and
going eight or nine miles on the Frederick road,
by which means we were obliged to go the other
eight through woods, where we wandered two
hours without finding a guide, or the path.
Fortunately, a straggling black came up with us,
and we engaged him as a guide, to extricate us
out of our difficulty; but woods are all you see,
from Baltimore until you reach the city, which is
only so in name. Here and there is a small cot,1
without a glass window, interspersed amongst the
forests, through which you travel miles without
seeing any human being.
In the city there are buildings enough, if they
were compact and finished, to accommodate
Congress and those attached to it; but as they are,
and scattered as they are, I see no great comfort for
them. The river, which runs up to Alexandria, is in
full view of my window, and I see the vessels as
they pass and repass. The house is upon a grand
and superb scale, requiring about thirty servants to
attend and keep the apartments in proper order,
and perform the ordinary business of the house and
stables; an establishment very well proportioned to
the Presidents salary. The lighting of the apartments, from the kitchen to parlors and chambers, is
a tax indeed; and the fires we are obliged to keep to
secure us from daily agues is another very cheering
1. A cot is a small house.
Vocabulary
138
UNIT 1
EA R LY A M E R I C A
Abigail Adams Hanging Laundry in the East Wing of the Unfinished White House.
Gordon Phillips. Oil on canvas. Collection of the White House Historical Association.
Viewing the Art: What does this painting tell you about Abigails character?
is designed for the drawing-room, and has the crimson furniture in it. It is a very handsome room now;
but, when completed, it will be beautiful. If the
twelve years, in which this place has been considered as the future seat of government, had been
improved, as they would have been if in New
England, very many of the present inconveniences
would have been removed. It is a beautiful spot,
capable of every improvement, and, the more I
view it, the more I am delighted with it.
Since I sat down to write, I have been called
down to a servant from Mount Vernon4, with a
billet5 from Major Custis, and a haunch of venison, and a kind, congratulatory letter from
Mrs. Lewis, upon my arrival in the city, with
Mrs. Washingtons love, inviting me to Mount
Vernon, where, health permitting, I will go,
before I leave this place. . . .
Thomas comes in and says a House6 is made;
so to-morrow, though Saturday, the President
will meet them. Adieu, my dear. Give my love to
your brother, and tell him he is ever present
upon my mind.
ABIGAIL ADAMS
White House Historical Association
139
A F T E R YO U R E A D
R ESP ON D I NG A N D T H I N K I NG C R I T IC A LLY
Respond
L I T E R A RY A N A LYS I S
Literary Element
Description
Connect
9.
Big Idea
these letters tell you about life before and after the
American Revolution?
R E A D I N G A N D VO C A B U L A RY
Reading Strategy
Recognizing Authors
Purpose
140
UNIT 1
EA R LY A M E R I C A
Vocabulary
Practice
c. benefactor : aid
d. mentor : learn
2. accommodate : house
a. wound : bandage
b. crawl : stroller
c. build : village
d. transport : car
Grammar Workshop
Mechanics
Using Commas with Nonessential Elements
Nonessential Elements
To determine whether a
word, a phrase, or a clause
is essential, try reading the
sentence without it. Heres
another tip: when you
read the sentence aloud,
you may notice that you
drop your voice slightly
when reading nonessential
clauses and phrases.
Infinitive:
Participial phrase:
Infinitive phrase:
Adjective clause:
Appositive:
Interjection:
Test-Taking Tip
When looking over a test
essay, check to see that no
commas are missing. The
meaning of a sentence
may seem clear to you,
but missing commas may
make it unclear to a
reader.
Language Handbook
For more on Missing
Commas with
Nonessential Elements,
see Language Handbook,
p. R55.
circumstance.
Exercise
Revise for Clarity Rewrite the sentences, adding commas where needed.
1. People who lived in the 1800s if alive today would I feel certain be
astonished at the traffic between Baltimore and Washington, D.C.
2. To be sure Abigails letter to her daughter is full of details that express
her difficulties.
3. The First Lady faced with the lack of wood was somewhat perturbed.
4. The audience-room which was unfinished and empty was where clothes
were dried.
5. An invitation from Mount Vernon Martha Washingtons home would
have been welcomed.
6. Heavens what a primitive place Washington seemed to be in 1800!
eWorkbooks To link to
the Grammar and Language
eWorkbook, go to
www.glencoe.com.
OB J ECTI V ES
Learn about nonessential
elements.
Learn how to identify
phrases that require a
comma.
141
David McCullough
142
U N IT 1
EA RLY AMERICA
Informational Text
One wonders how a more gifted artist might
have rendered Abigail. Long years afterward,
Gilbert Stuart,1 while working on her portrait,
would exclaim to a friend that he wished to God
he could have painted Mrs. Adams when she was
young; she would have made a perfect Venus,2
to which her husband, on hearing the story,
expressed emphatic agreement.
Year after year through the long courtship,
John trotted his horse up and over Penns Hill3
by the coast road five miles to Weymouth4 at
every chance and in all seasons. She was his
Diana, after the Roman goddess of the moon. He
was her Lysander, the Spartan hero. In the privacy of correspondence, he would address her as
Ever Dear Diana or Miss Adorable. She
nearly always began her letters then, as later,
My Dearest Friend. She saw what latent abilities and strengths were in her ardent suitor and
was deeply in love. Where others might see a
stout, bluff 5 little man, she saw a giant of great
heart, and so it was ever to be.
Only once before their marriage, when the
diary was still active, did Adams dare mention
her in its pages, and then almost in code:
Di was a constant feast. Tender, feeling,
sensible, friendly. A friend. Not an
imprudent, not an indelicate, not a
disagreeable word of action. Prudent, soft,
sensible, obliging, active.
She, too, was an avid reader and attributed
her taste for letters to Richard Cranch,6 who,
she later wrote, taught me to love the poets
and put into my hands, Milton, Pope, and
Thompson,7 and Shakespeare. She could quote
poetry more readily than could John Adams, and
over a lifetime would quote her favorites again
1. Born in Rhode Island, Gilbert Stuart (17551828) was the
most highly regarded American portrait painter of his time.
2. Venus was the Roman goddess of love and beauty,
associated with the Greek goddess Aphrodite.
3. Penns Hill is a hill near Boston.
4. Weymouth, a town in eastern Massachusetts, was Abigail
Adamss birthplace.
5. Here, bluff means outspoken and frank.
6. Richard Cranch was Abigail Adamss brother-in-law.
7. John Milton (16081674), Alexander Pope (16881744),
and James Thomson (17001748)whose name Abigail
misspellswere all prominent British poets.
DAV ID M C C ULLOUGH
143
Informational Text
144
UNIT 1
EA R LY A M E R I C A
Informational Text
A second baby, John Quincy, was born two
years later, in 1767, also in mid-July, and Adams
began worrying about college for Johnny, fine
clothes for Nabby, dancing schools, and all
that. To Abigail, after nearly three years of
marriage, her John was still the tenderest of
husbands, his affections unabated.14
For Adams, life had been made infinitely
fuller. All the ties he felt to the old farm were
stronger now with Abigail in partnership. She
was the ballast15 he had wanted, the vital center
of a new and better life. The time he spent away
from home, riding the court circuit, apart from
RESP ON DI NG A N D T H I N K I NG C R I T IC A LLY
Respond
1. In what ways do you think that the relationship
between John and Abigail Adams is like relationships between married people today? How is it
different?
Connect
O B J EC T IV ES
Analyze biographical narrative.
Evaluate biographical information.
Construct graphic organizers.
DAVID M C CULLOU GH
145
Writing Workshop
Persuasive Speech
The Writing Process
In this workshop, you will
follow the stages of the
writing process. At any
stage, you may think of
new ideas to include and
better ways to express
them. Feel free to return to
earlier stages as you write.
Prewriting
Drafting
Revising
Lesson: Supporting
Focus
Reasons with Evidence
Goals
To present a clearly stated opinion
Presenting
OB J ECTIVES
Write a persuasive speech as
an instrument for change in
your community or the world.
UNIT 1
EA R LY AME R ICA
14 6
Strategies
Persuasion
Assignment
Write a persuasive speech about a situation in your school or community
that you wish to change. As you move through the stages of the writing
process, keep your audience and purpose in mind.
Audience: your school or community
Purpose: to persuade others to improve a situation in the school or the
community
Real-World Connection
Much writing is persuasive. Think about all the
texts you encounter in a
day. Do those texts seek
to change your thoughts
or actions? Letters to
Congress, editorials,
advertisements, and
movie trailers all use
persuasive techniques.
As you work on your
persuasive speech, use
relevant evidence and
the techniques you see
every day to encourage
others to consider your
position.
I am pleased to be here today to express the Leagues support for a constitutional amendment to abolish the electoral college and establish the
direct election of the President and Vice President of the United States by
popular vote of the American people.
The electoral college system is fundamentally unfair to voters. In a
nation where voting rights are grounded in the one-person, one-vote principle, the electoral college is a hopeless anachronism.
The current system is unfair for two reasons.
First, a citizens individual vote has more weight if he or she lives in
a state with a small population than if that citizen lives in a state with a
large population.
For example, each electoral vote in Alaska is equivalent to approximately 112,000 people. Each electoral vote in New York is equivalent to
approximately 404,000 eligible people (based on 1990 census data). And
thats if everyone votes!
147
The system is also unfair because a citizens individual vote has more
weight if the percentage of voter participation in the state is low. For example, if only half of all people in Alaska vote, then each electoral vote is
equivalent to roughly 56,000 people.
Moreover, the electoral vote does not reflect the volume of voter participation within a state. If only a few voters go to the polls, all the electoral
Supporting Evidence/Facts
Support your reasons
with facts to appeal to
your audiences sense
of logic.
Appeals to Emotion
Create an emotionally
appealing viewpoint by
inviting your audience to
identify and empathize
with the negative consequences of inaction.
Conclusion
End your argument
with a call to action.
Persuade your audience
to agree or take sides
with your position.
148
UNIT 1
EA R LY A M E R I C A
Persuasion
Prewriting
Choose an Issue Think of a situation you would like to change. Have you
noticed a rule or policy that is ineffective or unfair? Enacting change requires you
to persuade others that a situation can and should be improved, and that your
solution is the right one.
Address Counterarguments
Be sure your persuasive speech considers
both sides of an issue.
Anticipate and respond
briefly to objections to
your position. Use a
pro-and-con scale to help
you to separate the reasons for your argument
(pros) from one or two
counterarguments (cons).
PROS
CONS
Support Your Position To persuade your audience that your position is valid,
you need to provide reasons and support them with relevant evidence. You should
make appeals to logic, ethics, and emotions. Defend your reasons with precise
and accurate evidence, such as facts, expert opinions, statistics, and examples.
Outline Your Argument Before drafting your persuasive speech, create an outline to organize your reasons and evidence. Your introduction should describe the
issue and propose your opinion. (For more information on types of proposals, see
Delivering a Persuasive Speech on page 154.) In each body paragraph, include
a reason and relevant evidence. In your conclusion, summarize your position and
end with a call to action.
Introduction
Thesis
Body Paragraph(s)
Reasons
Evidence
Analysis
Conclusion
Call to Action
Test Prep
Many tests include persuasive essays. As with a persuasive speech, clarify your
position (thesis) and before
writing briefly organize your
reasons in an outline. For
timed tests, spend only a
few minutes prewriting and
the majority of your time
writing.
Discuss Your Ideas Once you finish outlining your persuasive speech, share
your ideas with a partner. To develop your writing voice and to become more
comfortable speaking in front of an audience, read your thesis and reasons. Make
sure that each part is clear and that your tone is engaging and respectful.
149
Drafting
Dont Get Stuck Writers often modify their original thesis after developing the
rest of their argument. Keep in mind that it may be easier to start with a very
general thesis, to draft your body paragraphs, and to go back to clarify your thesis
afterward. Whichever order you choose, you will be able to revise your thesis
later to make your position clear.
sprawling weeds, teetering fence, and peeling paint, the house might just as
well be haunted. Now the Briar Street Neighborhood Association is pressuring the city government to bulldoze the old house.
The Dillard mansion has been empty since 1971, and no doubt the neglect
Background
How does citing this
information help the
audience?
Issue/Thesis Statement
What is the issue, or
problem, according to
the writer? What is the
writers solution to the
problem?
Supporting Evidence/
Expert Opinion
How might this evidence help persuade a
reluctant audience?
has made it quite an eyesore. Still, the house remains one of the towns oldest standing structures, and a decision to tear it down should not be made
without considering other options. Instead of destroying an important part of
Dillard history, we should attempt to renovate and restore it. The renovated
mansion would serve as an ideal site for a town museum.
Many of our citizens recognize that Dillard needs a town museum. In fact,
the Dillard Historical Society has been talking about building a museum for
some time now. As historian and Society member Adam Frasier explains,
With no central location, Dillards historic objects risk being damaged or
lost. There is no systematic organization in place. The longer we postpone
the decision, the worse it will get. In July 2004, the Dillard Post noted that
an estimated 65 percent of archived material is currently in storage, unavailable to the public or even most researchers. Why not solve this need for a
Rhetorical Question
How does this rhetorical
question contribute to
the writers argument?
150
UNIT 1
EA R LY A M E R I C A
Persuasion
and electricity to bring it up to safety codes. A complete restoration would require expensive specialists and hours of costly research.
However, the cost of building a new museum from the ground up would
probably be more expensive overall. The town would need not only to
purchase all new materials, fixtures, and labor, but also to pay for an
Counterarguments
How might including a
counterargument help persuade the audience? What
is the effect of addressing
the counterargument?
architect and for land to build on. Moreover, a newer building could not
achieve the look and atmosphere of an authentically historic space.
Records at Dillard City Hall indicate that the towns founder, Evan
Dillard, built the house in 1798. Not only is the house more than
200 years old, it includes a number of architectural features that cannot be found anywhere else in the city. A hidden staircase leads to a
Appeals to Logic
What logical evidence
does the writer provide?
How does this evidence
invite the audience to
come to the same conclusions as the writer?
151
Revising
Use the rubric below to evaluate your writing.
Traits of Strong Writing
Focus Lesson
A well-supported reason will demonstrate that you are informed about your
subject and that your argument is logical and valid. Make sure to support
your reasons with convincing evidence from reliable sources. Here is a
sentence from the Workshop Model followed by three kinds of supporting
evidenceexample, expert opinion, statisticthat you may want to use in
your persuasive speech.
Conventions correct
spelling, grammar, usage,
and mechanics
Presentation the way
words and design elements look on a page
Draft:
Revision:
Many of our citizens recognize that Dillard needs a town museum. In fact,
the Dillard Historical Society has been talking about building a museum for
some time now.1 As historian and Society member Adam Frasier explains,
With no central location, Dillards historic objects risk being damaged or
lost. There is no systematic organization in place. The longer we postpone
the decision, the worse it will get.2 In July 2004, the Dillard Post noted that
an estimated 65 percent of archived material is currently in storage,
unavailable to the public or even most researchers.3
1: Example
152
UNIT 1
EA R LY A M E R I C A
2: Expert Opinion
3: Statistic
Persuasion
Focus Lesson
Parallelism
Rhetorical Devices
Rhetorical Question
Original: In this sentence, the series does not use parallel grammatical forms.
Others complain that with the weeds, teetering fence, and the paint
that is cracked and peeling, the house might just as well be haunted.
Improved: Edit the sentence so that all items are parallel in form.
Others complain that with the sprawling weeds, teetering fence, and
peeling paint, the house might just as well be haunted.
Presenting
Preparing Your Persuasive Speech Once you have finished writing, revising, and editing your persuasive speech, you should think about how youll
present it to your audience. Many speakers read from note cards instead of from
the paper itself. If you would rather read from your paper, you may wish to
increase the type size and spacing, or add notes in the margins. Your teacher
may ask for a clean copy of your speech to grade, so be sure to check the presentation guidelines.
Metaphor
Metaphors compare two
seemingly unlike things.
No man is an island.
John Donne
Writers Portfolio
Place a copy of your
persuasive speech
in your portfolio to
review later.
153
Speaking, Listening,
and Viewing Workshop
Delivering a Persuasive Speech
Connecting to Literature In 1799, George Washington needed help.
Supporters of state independence were resisting the federal union. Fearing that
the tranquility of the Union [was] hastening to an awful crisis, Washington
turned to Patrick Henry, who came out of retirement to speak passionately for
the inviolability of the Union. Henrys last speech turned sullen opponents into
cheering supporters.
Assignment
remembe
rt
your voice o modulate the tone of
make eye
c
members ontact with audience
154
UNIT 1
EA R LY A M E R I C A
Rehearsing
Rehearse your speech both in private and in front of friends and family.
Rehearsal helps you identify any grammar or spelling flaws that you may have
missedyou dont want to stumble over them when it comes time to speak.
Rehearsal will also help you present visual aids skillfully. Finally, rehearsal will
help you refine your delivery until it is smooth and effective.
Use a Mirror
Practice your gestures in front
of a mirror until your body
language looks natural.
Sound Check
Record your presentation and
play it back to check on
whether your voice expresses
the right mood and your
words are understandable.
Videotape
Videotape your performance
and provide your own critique.
Ask your listeners for feedback on your pronunciation, pacing, and volume. If
you will be fielding questions from your audience, ask your listeners for practice
questions. Keep your answers focused and to the point. As you practice, you will
grow more comfortable speaking.
Use some of the verbal and nonverbal techniques below.
Rubric: Techniques for Delivering a Presentation
Verbal Techniques
Nonverbal Techniques
O B J ECT
ECTIV ES
Deliver a persuasive presentation that develops a logical
argument.
Provide feedback on a presentation.
Use visual media to support
an oral presentation.
10
15
20
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When I was a child of seven years old, my friends, on a holiday, filled my pocket with coppers. I
went directly to a shop where they sold toys for children; and being charmed with the sound of a
whistle, that I met by the way in the hands of another boy, I voluntarily offered and gave all my
money for one. I then came home, and went whistling all over the house, much pleased with my
whistle, but disturbing all the family. My brothers, and sisters, and cousins, understanding the bargain I
had made, told me I had given four times as much for it as it was worth; put me in mind what good
things I might have bought with the rest of the money; and laughed at me so much for my folly, that I
cried with vexation; and the reflection gave me more chagrin than the whistle gave me pleasure.
This, however, was afterwards of use to me, the impression continuing on my mind; so that
often, when I was tempted to buy some unnecessary thing, I said to myself, Dont give too much for
the whistle; and I saved my money.
As I grew up, came into the world, and observed the actions of men, I thought I met with many,
very many, who gave too much for the whistle.
When I saw one too ambitious of court favor, sacrificing his time in attendance on levees, his
repose, his liberty, his virtue, and perhaps his friends, to attain it, I have said to myself, This man gives
too much for his whistle.
When I saw another fond of popularity, constantly employing himself in political bustles, neglecting
his own affairs, and ruining them by that neglect, He pays, indeed, said I, too much for his whistle.
If I knew a miser, who gave up every kind of comfortable living, all the pleasure of doing good to
others, all the esteem of his fellow-citizens, and the joys of benevolent friendship, for the sake of
accumulating wealth, Poor man, said I, you pay too much for your whistle.
When I met with a man of pleasure, sacrificing every laudable improvement of the mind, or of his
fortune, to mere corporeal sensations, and ruining his health in their pursuit, Mistaken man, said I,
you are providing pain for yourself, instead of pleasure; you give too much for your whistle.
UNIT 1
E A R LY A M E R I C A
(continued)
25
30
If I see one fond of appearance, or fine clothes, fine houses, fine furniture, fine equipages, all
above his fortune, for which he contracts debts, and ends his career in a prison, Alas! say I, he has
paid dear, very dear, for his whistle.
When I see a beautiful sweet-tempered girl married to an ill-natured brute of a husband, What a
pity, say I, that she should pay so much for a whistle!
In short, I conceive that great part of the miseries of mankind are brought upon them by the
false estimates they have made of the value of things, and by their giving too much for their whistles.
T E S T P R E PA R AT I O N AN D P RA CT IC E
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158
UNIT 1
E A R LY A M E R I C A
2. The
in Boston Harbor frightened soldiers
and woke many people.
A. commodity
B. ration
C. clamor
D. scruple
3. There were no
reactions to Patrick Henrys
powerful speech to the Second Virginia Convention,
the delegates.
which greatly
A. petrified . . . alighted
B. obliging . . . deprived
C. feigned . . . roused
D. ingenious . . . gratified
4. Jonathan Edwards believed that his sermons could
in peoples souls.
help repair the
A. desolation
B. prudence
C. vault
D. conjurer
5. Persecution in England motivated the Pilgrims to
on a very
voyage across the
Atlantic Ocean.
A. temper . . . abominable
B. embark . . . arduous
C. revive . . . copious
D. abhor . . . insidious
159
[4]
[1]
[5]
[2]
Franklin.
[3]
160
UNIT 1
E A R LY A M E R I C A
Essay
Benjamin Franklin wrote that Those who would give up essential Liberty, to purchase a little
temporary Safety, deserve neither Liberty nor Safety. Do you agree with this statement? Write
a short persuasive essay in which you argue for or against Franklins claim. As you write, keep in
mind that your essay will be checked for ideas, organization, voice, word choice, sentence
fluency, conventions, and presentation.
Unit Assessment To prepare for
the unit test, go to www.glencoe.com.
TE S T P RE PA RATIO N A N D P RACTICE
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