Quarter 1 Agenda: Encounters and Foundations
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Encounters and Foundations
The goal of this unit is to examine the initial foundations of the United States, by examining the impact of colonialism, the philosophical origins of American government and the role of puritanism on American values.
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Integrating Quotationshttp://www2.ivcc.edu/rambo/eng1001/quotes.htm
Class OPener:
Identify the qualities that Dillard’s discusses in “What an Essay Can Do” in Mailer’s “Benny Paret.” After identifying features, write a blog post where you discuss how these devices build the ideas of Mailer's "Benny Paret" (100 words).
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Major Assessments
Expanded Blog Essay
Following the criteria of the blog and expository analysis, you will expand one of your posts to a 3-4 pages, double-spaced, typed essay. This should include an introduction, three body paragraphs, and a conclusion. You should have at least 3 quotes in each body paragraph. The content of your paper should be 700-800 words. Proper MLA format, including proper citation of your sources.
The Crucible Take Home Essay
Following the criteria of the blog and expository analysis, you will expand one of your posts to a 3-4 pages, double-spaced, typed essay. This should include an introduction, three body paragraphs, and a conclusion. You should have at least 3 quotes in each body paragraph. The content of your paper should be 700-800 words. Proper MLA format, including proper citation of your sources.
The Crucible Take Home Essay
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PhIllis WHeatley Poetry Analysis Blog SourceS
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Prompt: In his essay, Henry Louis Gates Jr. discusses Wheatley's critics. He notes that her "trials" began when her white contemporaries doubted her ability to write. Today, Gates says, her "trials" continue. In the conclusion to his essay, Gates suggests that Wheatley's critics miss a crucial point: "If Phillis Wheatley stood for anything, of course, it was the creed that culture did, or could, belong equally to everyone." Write an argument in which you agree or disagree with Gates; use evidence from Gates' essay, from Wheatley's work and Hughes' essay to support your position. Post your response and post a thoughtful response to 2 peers.
Wheatley Poetry Links
http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm
Henry Louis Gates' "Phillis Wheatley on Trial"
http://www.sas.upenn.edu/~cavitch/pdf-library/Gates_Phillis.pdf
Langston Hughes' "The Negro Artist and the Racial Mountain"http://www.english.illinois.edu/maps/poets/g_l/hughes/mountain.htm
Wheatley Poetry Links
http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm
Henry Louis Gates' "Phillis Wheatley on Trial"
http://www.sas.upenn.edu/~cavitch/pdf-library/Gates_Phillis.pdf
Langston Hughes' "The Negro Artist and the Racial Mountain"http://www.english.illinois.edu/maps/poets/g_l/hughes/mountain.htm
BradStreet And Taylor Poetry Expert Groups
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Puritan Art Blog
View the following paintings and discuss what each image shows about "young America." Review the poems by Anne Bradstreet and Edward Taylor. Carefully examine the iconography (the use or study of images or symbols in visual arts) in the paintings and the poetry and how they reflect differing values.
Mrs. George Watson by John Singleton Copley
http://americanart.si.edu/collections/search/artwork/?id=32432
Young Moravian Girl by John Valentine Haidt
http://americanart.si.edu/collections/search/artwork/?id=9824
Mrs. James Smith & Grandson Charles Willson Peale
http://americanart.si.edu/collections/search/artwork/researchNotes/1980.93.pdf
Anne Bradstreet Poemshttp://www.poemhunter.com/poem/the-prologue-5/
http://www.annebradstreet.com/verses_upon_the_burning_of_our_house.htm
http://www.annebradstreet.com/before_the_birth_of_one_of_her_children.htmhttp://www.annebradstreet.com/by_night_when_others_soundly_slept.htm
a) What can you learn about each of these women and their lives in America as they are presented?
b) How are the women different in the paintings?
c) How do the paintings connect to Anne Bradstreet's poetry.
Mrs. George Watson by John Singleton Copley
http://americanart.si.edu/collections/search/artwork/?id=32432
Young Moravian Girl by John Valentine Haidt
http://americanart.si.edu/collections/search/artwork/?id=9824
Mrs. James Smith & Grandson Charles Willson Peale
http://americanart.si.edu/collections/search/artwork/researchNotes/1980.93.pdf
Anne Bradstreet Poemshttp://www.poemhunter.com/poem/the-prologue-5/
http://www.annebradstreet.com/verses_upon_the_burning_of_our_house.htm
http://www.annebradstreet.com/before_the_birth_of_one_of_her_children.htmhttp://www.annebradstreet.com/by_night_when_others_soundly_slept.htm
a) What can you learn about each of these women and their lives in America as they are presented?
b) How are the women different in the paintings?
c) How do the paintings connect to Anne Bradstreet's poetry.
BannEker and Jefferson Blog Sources
Single acts of tyranny may be ascribed to the accidental opinion of the day; but a series of oppressions . . . too plainly proof a deliberate systematical plan of reducing us to slavery. . . . Let no act be passed by any one legislature, which may infringe on the rights and liberties of another.- Thomas Jefferson, 1774,
from A Summary View of the Rights of British America*
On August 19, 1791, Benjamin Banneker wrote a lengthy letter to Thomas Jefferson, then Secretary of State, in which "having taken up my pen in order to direct to you as a present, a copy of an Almanack... I was unexpectedly and unavoidably led" to develop a discourse on race and rights. Banneker made it a point to "freely and Cheerfully acknowledge, that I am of the African race." Though not himself a slave, Banneker encouraged Jefferson to accept "the indispensable duty of those who maintain for themselves the rights of human nature," by ending the "State of tyrannical thraldom, and inhuman captivity, to which too many of my brethren are doomed." Appealing to Jefferson's "measurably friendly and well-disposed" attitude toward blacks, Banneker presumed that he would "readily embrace every opportunity to eradicate that train of absurd and false ideas and opinions which so generally prevail with respect to us."
After acknowledging that by writing to Jefferson he was taking "a liberty which Seemed to me scarcely allowable," considering "the almost general prejudice and prepossession which is so prevalent in the world against those of my complexion," Banneker launched into a critical response to Jefferson's published ideas about the inferiority of blacks.
With restrained passion, Banneker chided Jefferson and other framers of the Declaration of Independence for the hypocrisy "in detaining by fraud and violence so numerous a part of my brethren under groaning captivity and cruel oppression, that you should at the Same time be found guilty of that most criminal act, which you professedly detested in others, with respect to yourselves."
Citing Jefferson's own words from the Declaration -- the "Self-Evident" truth "that all men are created equal" -- Banneker challenged Jefferson and his fellows "to wean yourselves from those narrow prejudices which you have imbibed with respect to" African Americans. (http://www.pbs.org/wgbh/aia/part2/2h71.html)
Benjamin Banneker's Letter to Thomas Jefferson
http://www.pbs.org/wgbh/aia/part2/2h71t.html
Thomas Jefferson's response to Benjamin Banneker
http://www.pbs.org/wgbh/aia/part2/2h72t.html
In your blog, identify the main points made by Banneker, how Jefferson answers them, and how is this "Self-Evident" truth reflected in the modern world (not just the U.S.). Respond to 2 peers.
from A Summary View of the Rights of British America*
On August 19, 1791, Benjamin Banneker wrote a lengthy letter to Thomas Jefferson, then Secretary of State, in which "having taken up my pen in order to direct to you as a present, a copy of an Almanack... I was unexpectedly and unavoidably led" to develop a discourse on race and rights. Banneker made it a point to "freely and Cheerfully acknowledge, that I am of the African race." Though not himself a slave, Banneker encouraged Jefferson to accept "the indispensable duty of those who maintain for themselves the rights of human nature," by ending the "State of tyrannical thraldom, and inhuman captivity, to which too many of my brethren are doomed." Appealing to Jefferson's "measurably friendly and well-disposed" attitude toward blacks, Banneker presumed that he would "readily embrace every opportunity to eradicate that train of absurd and false ideas and opinions which so generally prevail with respect to us."
After acknowledging that by writing to Jefferson he was taking "a liberty which Seemed to me scarcely allowable," considering "the almost general prejudice and prepossession which is so prevalent in the world against those of my complexion," Banneker launched into a critical response to Jefferson's published ideas about the inferiority of blacks.
With restrained passion, Banneker chided Jefferson and other framers of the Declaration of Independence for the hypocrisy "in detaining by fraud and violence so numerous a part of my brethren under groaning captivity and cruel oppression, that you should at the Same time be found guilty of that most criminal act, which you professedly detested in others, with respect to yourselves."
Citing Jefferson's own words from the Declaration -- the "Self-Evident" truth "that all men are created equal" -- Banneker challenged Jefferson and his fellows "to wean yourselves from those narrow prejudices which you have imbibed with respect to" African Americans. (http://www.pbs.org/wgbh/aia/part2/2h71.html)
Benjamin Banneker's Letter to Thomas Jefferson
http://www.pbs.org/wgbh/aia/part2/2h71t.html
Thomas Jefferson's response to Benjamin Banneker
http://www.pbs.org/wgbh/aia/part2/2h72t.html
In your blog, identify the main points made by Banneker, how Jefferson answers them, and how is this "Self-Evident" truth reflected in the modern world (not just the U.S.). Respond to 2 peers.
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Revolutionary Art Blog
Examine the artworks listed. How did artists portray historical figures and events of the founding of America? Why might an artist choose to depict such events or figures? Identify what imagery is used and identify ways in which the artists use history for inspiration. How does the artist share each narrative with you? What visual clues lead you to discover what is happening in each scene? Why might these paintings inspire viewers during the time period as well as future viewers?
Washington Cross the Delaware (1851) Emanuel Leutze
http://www.metmuseum.org/collections/search-the-collections/20011777
Declaration of Independence (1819) John Trumbull
http://www.aoc.gov/capitol-hill/historic-rotunda-paintings/declaration-independence
Paul Revere (ca. 1768) John Copley
http://www.mfa.org/collections/object/paul-revere-32401
Washington and Lafayette at Valley Forge (1907) John Ward Dunsmore
http://www.smithsonianmag.com/history-archaeology/washington_main.html?c=y&story=fullstory
Washington and Lafayette at Mount Vernon (1859) Thomas Pritchard Rossiter
http://www.metmuseum.org/collections/search-the-collections/20012321
James Monroe (ca. 1820-1822) Gilbert Stuarthttp://www.metmuseum.org/toah/works-of-art/29.89
Lapowinsa (1735) Gustavus Hesselius
http://explorepahistory.com/displayimage.php?imgId=1-2-92D
Siege de Yorktown (1836) Auguste Couder
http://xenophongroup.com/mcjoynt/couder.htm
Washington Cross the Delaware (1851) Emanuel Leutze
http://www.metmuseum.org/collections/search-the-collections/20011777
Declaration of Independence (1819) John Trumbull
http://www.aoc.gov/capitol-hill/historic-rotunda-paintings/declaration-independence
Paul Revere (ca. 1768) John Copley
http://www.mfa.org/collections/object/paul-revere-32401
Washington and Lafayette at Valley Forge (1907) John Ward Dunsmore
http://www.smithsonianmag.com/history-archaeology/washington_main.html?c=y&story=fullstory
Washington and Lafayette at Mount Vernon (1859) Thomas Pritchard Rossiter
http://www.metmuseum.org/collections/search-the-collections/20012321
James Monroe (ca. 1820-1822) Gilbert Stuarthttp://www.metmuseum.org/toah/works-of-art/29.89
Lapowinsa (1735) Gustavus Hesselius
http://explorepahistory.com/displayimage.php?imgId=1-2-92D
Siege de Yorktown (1836) Auguste Couder
http://xenophongroup.com/mcjoynt/couder.htm
Declaration for the World--Dueling Blog
Throughout this unit, we have examined the philosophical foundations for American Democracy which are developed in the study of Civil Disobedience. Consider how Chief Joseph, Jefferson, Dekanawida, Adams, Stanton, Thoreau, Gandhi and King Jr. emphasize the rights of the citizen and the role of government as you develop your own declaration.
In your declaration, you will follow the organization of the "Declaration of Independence."
Stating the Inalienable Rights of People
Identifying the injustices, where these rights have been violated.
Providing a Resolution--Stating Positive Values for the Future
Call to Action
In your declaration, you will follow the organization of the "Declaration of Independence."
Stating the Inalienable Rights of People
Identifying the injustices, where these rights have been violated.
Providing a Resolution--Stating Positive Values for the Future
Call to Action