•
Orange literature book
• Something to write with
• Paper for notes to be kept in your binders
*It will help today if all of your other books are on the f loor.*
The Age of Faith
1607-1750
 English Protestants
 Middle-class, well-
educated
 Everything is God’s will
and predestination
 The Bible is a literal
interpretation of God’s
word
 Work hard and live
simply
SL. 11-12. 2 – Integrate multiple sources of information
presented in diverse formats and media
SL. 11-12. 3 – Evaluate a speaker’s links among ideas and
points of emphasis.
RIT. 11-12. 1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RIT. 11-12. 3 – Analyze a complex set of ideas or sequence of events and explain how events interact.
RIT. 11-12 9 – Analyze seventeenth century foundational US documents of historical and literary significance.
RL. 11-12. 9 – Demonstrate knowledge of foundational works, and compare how texts treat themes.
 “Puritan Dominance” – page 4
 “The Puritan Legacy” – page 11
 “Puritan Beliefs: Sinners All?” – page 12
 Anne Bradstreet’s “Here Follow Some Verses upon the
Burning of Our House, July 10, 1666” – page 27-29
 An attempt at
harmonious living
 Conversion
 John Eliot
 Pequot War
 1636
 King Phillip’s War
 1676
 Forced Removal
SL. 11-12. 2 – Integrate multiple sources of information presented in
diverse formats and media
SL. 11-12. 3 – Evaluate a speaker’s links among ideas and points of
emphasis.
RIT. 11-12. 1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RIT. 11-12. 3 – Analyze a complex set of ideas or sequence of events and explain how events interact.
RIT. 11-12. 6 – Determine an author’s point of view and analyze how style and content contribute to the power of the text.
RIT. 11-12 9 – Analyze seventeenth century foundational US documents of historical and literary significance.
RL. 11-12. 9 – Demonstrate knowledge of foundational works, and compare how texts treat themes.
 Pages 35-42: an excerpt from
Mary Rowlandson’s “A Narrative
of Captivity”
 Discuss word choice and pathos
 Create Reading Skills chart –
page 36
Events in chronological
order
References to the Bible
Comments about her
captors
Attempts to care for
daughter, Sarah
Job’s suffering
Refers to Indians as
“master”
Sarah dies
Jacob’s lament in Genesis
One offers her a gift
Visits with her son and
other daughter, who are
also being held captive
Moses’ warning in
Deuteronomy
One feeds and comforts
her when she begins
crying
Accepts a gift from a
Praying Indian
Israelite King, Jehu, in 2
Kings
Isaiha 43 – walking with
Christ
They allow her to see her
son, and act as a travel
guide
She earns money for
sewing
Psalm 137
They take care of her
 Focus on God and the Bible
 The Bible was the template, or model, for their writing
 Sermons are popular
 Everyday difficulties in the colonies
 Symbolism
 All symbols point back to God
 Inward reflection
 Often through diaries and personal narratives
 Simple and plain style
 Often instructive
 Uses more common language
 More direct
RIT. 11-12. 1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RIT. 11-12. 3 – Analyze a complex set of ideas or sequence of events and explain how events interact.
RIT. 11-12 9 – Analyze seventeenth century foundational US documents of historical and literary significance.
RL. 11-12. 9 – Demonstrate knowledge of foundational works, and compare how texts treat themes.
 Excerpt from Jonathan Edwards’
sermon “Sinners in the Hands of
an Angry God” – page 44-48
 Write down the “Vocabulary
Development” found on page 45,
please. 
 Consider ethos and pathos
 Stocks
 Criminals were able to sit
 Pillory
 Criminals were forced to stand
 Ears were often nailed to the
pillory
 Bystanders were encouraged
to taunt and throw things at
the accused
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
 Whipping Post
 A post where the offender stood, arms bound around the
post, and was whipped until blood was drawn
 Dunking Stool
 Brank or Bridle
 The Scarlet Letter
 Public Penance
 Humiliation
 Branding
 Burn a mark into
the skin
 Maiming
 Torture
 Slice off ears, slit
nostrils
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
RIT. 11-12. 1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RIT. 11-12. 3 – Analyze a complex set of ideas or sequence of events and explain how events interact.
RIT. 11-12 9 – Analyze seventeenth century foundational US documents of historical and literary significance.
RL. 11-12. 9 – Demonstrate knowledge of foundational works, and compare how texts treat themes.
 “Puritan Politics: Government by Contract” – page 13
 “The Salem Witchcraft Trials” – page 10-11
 Young girls from Salem, Massachusetts suffer from a
mysterious illness
 Doctors blame witchcraft.
 Hysteria erupts, people turn against one another
 Friends, family, neighbors, no one is safe
 150 people accused, 20 executed
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
 A Witch-Hunter’s manual
 Defines witches
 Explains how to persecute and witches
 States that women and children are most likely to be
witches because they’re the most vulnerable to sin
 Men are less likely because they are more pure by nature
because Christ was born a man…
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
 According to Malleus Maleficarum, witches:
 renounce God and worship the Devil
 work toward the destruction of pure Christian souls
 eat infants and use their fat to create ointment that
makes them invisible
 sacrifice children to Satan
 drink and dance at unholy feasts called “Sabbats”
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
 Devil’s Mark
 Spots on a witch’s body left by the devil
Blue or red marks, similar to flea bites, dark pigmented
birthmarks, moles, or other blemishes
Thought to not cause the witch pain if poked with a needle
because it was protected by the devil
 The Swimming Test
 Throwing suspected witches into a pond or river bound
at the hands and ankles
 Accused who sank – innocent
 Accused who floated - guilty
 Inability to recite The Lord’s Prayer
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
Witch Hunt
 Familiars
 Animal guides given to witches by Satan
 Accused witches were locked in cells with small holes
 If the witch was “visited” by a creature, he/she was guilty
 Weight against the Bible
 Weigh more than the Bible – innocent
 Weigh less than the Bible - guilty
 Touching Corpses
 Witches accused of murder were asked to touch the
corpse

 If the corpse bled, the accused was guilty
Elongated 2nd toe
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
RIT. 11-12. 7. Evaluate multiple sources of information presented in different media/formats.
 Born: October 17, 1915 in NY, NY
 Died: February 10, 2005
 Had 3 wives
 One was Marilyn Monroe
 All My Sons (1946)
 Death of a Salesman (1948)
 The Crucible (1953)
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing
stance, premise, links among ideas, and points of emphasis.
 “The Red Scare” 1917-1920
 Americans feared Communist influence in the U.S.
 1950-1956 “The Second Red Scare”
 Joseph McCarthy accused many of being communist
and attempting to infiltrate the U.S. government
 Notable names accused by McCarthy






W.E.B. Du Bois
Albert Einstein
Dashiell Hammett
Arthur Miller
Langston Hughes
Charlie Chaplan
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
 Pilgrims vs. Puritans
 Pilgrims are “Separatists” and are less zealous and
overbearing than the Puritans
 What is a crucible?
 A vessel to heat metal to a high temperature to purify it
 A severe test or trial
SL. 11-12. 3. Evaluate speaker’s evidence and rhetoric assessing stance, premise, links among ideas, and points of emphasis.
RL 11-12. 1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RL. 11-12. 3 – Analyze impact of author’s choice – development and relation of elements
RL 11-12 5 – Analyze the structure of the text.
RL. 11-12. 9 – Demonstrate knowledge of foundational works, and compare how texts treat themes.
 “Half-Hanged Mary”
 Questions are optional
RL 11-12.7. Analyze multiple interpretations of a drama – live screenplay adaptation .
SL. 11-12. 3. Evaluate a speakers point of view, reasoning, use of evidence and rhetoric.
W. 11-12. 4. Produce clear and coherent writing
W. 11-12. 6. …publish writing to interact and collaborate with others
W. 11-12. 10. Write routinely over extended time frames for a range of tasks, purposes, and audiences.
RL. 11-12. 3. Demonstrate knowledge of 18th, 19th, and 20th century foundational works of American literature.
RL. 11-12. 6. Assess how point of view or purpose shapes the content and style of a text.
L. 11-12. 2. Demonstrate command of the conventions of standard English capitalization, punctuations, and spelling..
 Retrieve a RANDOM journal from your class period.
 Consider the following prompt and respond to the
prompt in the journal.
 Fear plays an important role in The Age of Faith. Explain
how and why fear drives this literary movement. Provide
some examples from the texts we’ve read. Be sure to
elaborate on why these events happened and where, if at
all, the Age of Faith still lingers in today’s society.
 Remember to sign the journal with YOUR number.