Unit 1
THE NEW WORLD
Day 1 Warm Up
1. “Columbus did not discover a new world; he
established contact between two worlds, both
already old.” - JH Perry
2. “Europeans did not find a wilderness here;
rather, however involuntarily, they made one.”
- Jennings
 In your words, what is Perry trying to say about the
coming of Europeans to the U.S.? At least 2 commentary
sentences.
 In your words, what is Jennings trying to say about the
coming of Europeans to the U.S.? At least 2 commentary
sentences.
Unit 1 Objectives
 Identify emerging themes in early American
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literature, such as a “new Eden,” “salvation,” and
“cooperation and conflict.”
Compare and contrast the experiences of America’s
earliest settlers, as conveyed through primary source
documents and literature of the Colonial period.
Identify and explain elements of Puritan literature.
Explain “preaching” as a type of formal speech and
explain its role in the “First Great Awakening.”
Explain the role of religion in early American life.
Unit 1 Standards
 RL 11-12.4: Determining the meaning of words and phrases as they are used in the
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text, including figurative language and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging or beautiful.
RL 11-12.9: Demonstrate knowledge of 18th-century foundational works of
American literature, including how two or more tests from the same period treat
similar themes or topics.
RI11-12.6: Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.
W.11-12.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization , and analysis of content.
SL.11-12.1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
L.11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Unit 1 Primary Texts
 “The Sun Still Rises in the Same Sky” pg. 22
 “The Sky Tree”, “The Earth Only” and “Coyote Finishes
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his Work” pg. 24
“Of Plymouth Plantation” excerpt pg. 119
“Narrative of the Captivity” excerpt pg 36
“To My Dear and Loving Husband” pg. 150
“Upon the Burning of Our House” pg. 28
“Sinners in the Hands of an Angry God” excerpt pg. 45
“On Being Brought to America” Handout
“The Interesting Narrative of the Life of Ouladah
Equiano” excerpt pg. 53
Unit 1 Assessments
 Introduction Quiz
 Literary Term Quiz (CFA and final assessment)
 Puritan Background Quiz (CFA)
 Comparison Paragraph (CFA)
 “Upon the Burning of Our House” Quiz (CFA)
 Argument writing based on Bradstreet and Edwards.
(CFA)
 Final Assessment Essay in Computer Lab and
submitted to Turnitin.com
Unit 1 Literary Terms
Look up the following terms. (D#) = Look in the dictionary for the definition that corresponds with the #. Other
terms are found Between pgs 1379-1398.
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Archetype
Apostrophe (D2)
Conceit (D2)
Covenant of grace: (in Reformation theology) The covenant between God and humanity which was
established by Christ at the Atonement. (Salvation is not earned or merited)
Didactic poetry: Didactic Poetry is instructional poetry.
 The Great Awakening: a series of religious revivals among Protestants in the American
colonies, from c 1725-1770
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Idealism (D1)
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Inversion
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Lyric poetry
Metaphor
Oxymoron
Personification
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Plain Style
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Pragmatism (D1)
Sermon: discourse for the purpose of religious instruction or
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exhortation, especially one based on a text of Scripture and
delivered by a member of the clergy as part of a religious service.
Simile
Unit 1 Purpose Setting
 In this unit, we will be hearing the voices of early
America, but we need to carefully listen if we are to
understand their beliefs about the destiny of
America: the American dream that has entranced so
many. These beliefs are now taken for granted as
virtues of today’s culture. But where did they come
from? The purpose of this unit is to gain a better
understanding of why our culture is the way it is and
why we respond to personal , societal and
environmental crisis the way we do.
Purpose Setting Question
 How did the attitudes and beliefs of early American
settlers not only help them endure hardships but also
shape their interactions with the native inhabitants?
 You will need to be able to answer this
question by the end of the unit based on the
literature and videos presented during unit 1.
Unit 1 Day 1
 What do you think of when you hear the term, “The
American Dream”?
 Which groups of people were not part of the early
American dream? (there are 2-3 groups)
 You will be taking a 5 question quiz based on a brief
video we are going to watch. We will look at the
questions to you before we watch the video, feel
free to jot notes down about the questions
and during the video.
Video Quiz Questions
Write out each question and the correct answer (not the
letter) to each question based on the video.
1.
America has often been compared to the biblical:
a. Gethsemane b. Garden of Eden
2.
b. economy
c. truth
d. individual
The early settler John Smith helped keep the American dream
alive by:
a. Sending reports to Europe
c. Making friends with American Indians
4.
d. Jericho
Of utmost importance, according to the American dream, is the:
a. Land
3.
c. Bethlehem
b. printing travel brochures
d. visiting all the colonies
The Puritan dream in the Americas did NOT include:
a. Promoting Transcendentalism b. creating a model city
c. Escaping political persecution d. practicing religion in peace
5.
Major contradictions concerning the American dream include the
treatment of American Indians and:
a. European Romanticism in the Americas b. zealous proponents of democracy
c. The institution of slavery
d. the belief in history as progress
Video Answers
1.
America has often been compared to the biblical:
Garden of Eden
2.
Of utmost importance, according to the American
dream, is the:
individual
3.
The early settler John Smith helped keep the American
dream alive by:
sending reports to Europe
4.
The Puritan dream in the Americas did NOT include:
promoting Transcendentalism
5.
Major contradictions concerning the American dream
include the treatment of American Indians and:
the institution of slavery
Unit 1 Warm Up Day 4
 Write the correct definition on the right with the correct word
on the left
 Archetype
 Conceit (D2)
* a series of religious revivals among
Protestants in the American colonies, from c 17251770
*The practice of envisioning things in an ideal
form.
*An elaborate or extended metaphor
 Covenant of grace:
*Instructional poetry.
 Apostrophe (D2)
 Didactic poetry:
* The contract between God and humanity
established by Christ at the Atonement.
 The Great Awakening: * A rhetorical device in which a speaker or writer
addresses an absent person or an object
 Idealism (D1)
*A pattern that occurs over and over again in
literature.
Day 7 Assignment
Heroes
Brave
Villains
evil
fight
Archetypes
beautiful
pointy hats
Princesses
Witches
What do you think an Archetype is?
warts
Unit 1 Day 7 Assignments
 Complete Native American portion of ERP Chart based
on power notes from yesterday.
 Purpose: Understanding and recognizing Archetypes
in literature. Literary term on test.
 Group Concept map on common Archetype examples
in multiple cultures.
 Read “The Sky Tree”, “The Earth Only” and “Coyote
Finishes his Work” aloud. pg 24
1. Identify the archetypes in each story
2. Write 5 things that reflect the beliefs of Native
Americans.
 Answer the Questions on page 26
 Add information to ERP chart based on today’s reading
Day 6 warm Up
 Inversion
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*A figure of speech that combines opposite or
contradictory terms in a brief phrase.
Lyric poetry:
* discourse for the purpose of religious instruction
or exhortation, especially one based on a text
of Scripture.
Metaphor:
*A practical matter-of-fact way of approaching
or assessing a situation or solving problems
Oxymoron:
*A way of writing that stresses simplicity and
clarity of expression
Personification:
* Comparing two dissimilar things using
comparison words such as Like or As
Plain Style:
*Comparing two dissimilar things w/o using
Like or as
Pragmatism (D1:) *The reversal of normal word order in a
sentence or a phrase.
Sermon:
*Poetry that does not tell a story but expresses
the personal feelings or thoughts of a speaker
Simile
* Giving non human things or objects human
characteristics
Collection 1 Day 3 Warm Up
 Create a bubble map of all the information you know
relating to the Puritans.
Puritans
Unit 1 Day 3 Assignment 11/21
 Today’s Purpose is background knowledge. The more
difficult the subject, the more background knowledge
you need to help you understand.
 Grab a copy of The Holt Reader pgs 3-6 (text book
pgs 6-14)
Unit 1 Day 3 Cont.
 Forming New Relationships
 Battling New Diseases
 The Salem Witchcraft Trials text box
 The Puritan legacy
 Puritan Beliefs: Sinners All
 Puritan Politics: Government by Contract
 Bible In America
 Write a 1-2 sentence summary about what each of
these sections is about.
Day 7 Warm Up
Match the correct definition on the right with the correct word on the left.
1.
Archetype
2.
3.
4.
Apostrophe
Conceit
Covenant of grace:
5.
Didactic poetry:
6.
The Great Awakening:
7.
8.
Idealism
Inversion
9.
Lyric poetry:
10.
Metaphor:
11.
12.
Oxymoron:
Personification:
13.
14.
15.
Plain Style:
Pragmatism
Sermon:
16.
Simile
A. A series of religious revivals among Protestants in the American
colonies, from c 1725-1770
B. Instructional poetry.
C. The practice of envisioning things in an ideal form.
D. An elaborate or extended metaphor
E. The contract between God and humanity established by Christ at
the Atonement.
F. A rhetorical device in which a speaker or writer addresses an
absent person or an object
G. A pattern that occurs over and over again in literature.
H. A figure of speech that combines opposite or contradictory
terms in a brief phrase.
I. Discourse for the purpose of religious instruction exhortation, or
especially one based on a text of Scripture.
J. A practical matter-of-fact way of approaching or assessing a
situation or solving problems
K. Giving non human things or objects human characteristics
L. Comparing two dissimilar things using comparison
words Like or As
M. Comparing two dissimilar things w/o using Like or As
N. The reversal of normal word order in a sentence or a phrase.
O. Poetry that does not tell a story but expresses the personal
feelings or thoughts of a speaker
P. A way of writing that stresses simplicity and clarity of expression.
Collection 1 Day 5 Warm Up
 Purpose: Review yesterday’s lesson on Puritans
 Where in today’s society do you still see the effects of
Puritanism?
 What do you understand or how do you relate to the
Puritan culture? Be sure to explain in what way.
 Write at least 2 new things you learned about the
Puritans
Day 5
Why did the Puritans seek to live in North
America?
2. List three examples of how the Puritans created a
life in New England that was all that they had
hoped it would be.
3. What are three legacies of puritan New England
culture that are evident in contemporary American
society.
4. What aspect of Puritan New England culture do
you most admire? Explain your answer.
1.
Day 5
Mark each of the following statements as True or False.
1.
Most of what we know about the everyday life of puritans in New England comes
from Puritan literature.
2.
Puritans tended to have many children, but infant morality was high.
3.
Children in Puritan society became subject to the rigid discipline of Puritan life
around age seven.
4.
According to law in Puritan New England, people became legally responsible for
their actions at age twenty-one.
5.
In Puritan colonies , people were taken to court for playing shuffleboard and
celebrating Christmas.
6.
Although hundreds of people were accused and convicted of witchcraft in Salem,
Massachusetts, no one was executed for being a witch.
7.
In Puritan society most people got married when they were in their midtwenties.
8.
Men’s and women’s roles were slightly unequal in Puritan society, but women
could vote and attend college.
9.
Although Puritan funeral ceremonies were brief and stark, that were followed by
great feasts.
10. Because the Puritans’ customary way of life died out, the culture of Puritan New
England did not leave a lasting mark on America.
Unit 1 Day 5 Assignment
 Watch Puritan video. Take notes on how the Puritan
belief system still affects us and any new information
you can add to Puritan religion or belief chart.
Day 8 Assignment Cont.
 Purpose: Practicing using context clues to
understand new vocabulary
 3 types of Context Clues (pg 66)
Definition or restatement
Synonym
Contrast
Practice: 1. Write the meaning of the underlined word
on scratch paper and 2. type of context clue.
1. Separated from his sister, Equiano was left in a state
of distraction, too grief stricken and upset to eat.
Day 8 Cont
2. Equiano was filled with apprehensions when he was
carried aboard the slave ship, and his fears increased.
3. A crew member offered him some liquor, thinking it
would alleviate his terror, but instead it only made him
feel worse.
4. Descriptions of the new things he sees are interspersed
within the narrative, rather than collected into a single
chapter.
5. In Africa the wealthy widow’s house was commodious,
the most spacious dwelling Equiano had ever seen.
Day 8 Cont.
6. Three captives jumped overboard, much to the
consternation of the crew, who were alarmed that others
might follow.
7. Careless about their future profits, the slavers were
improvident to let captives die from horrid conditions.
8. Equiano denounces the avarice of the slavers, whose
greed goes against their supposed Christian values.
 Turn to page 154 in the text book and complete
the practice alone. The goal is for students to
recognize and use context clues when reading.
Day 9 Warm Up
The captain of a ship was telling this interesting
story: "We traveled the sea far and wide. At one
time, two of my sailors were standing on
opposite sides of the ship. One was looking west
and the other one east. And at the same time,
they could see each other clearly."
How can that be possible?
2. Two girls were born to the same mother, on the
same day, at the same time, in the same month
and year and yet they're not twins.
How can this be?
1.
DAY 8
 Matching Vocabulary Quiz 15 minutes.
 Puritan Introduction and Video Quiz
Warm Up Answers
The marines were standing back to the edge of the
ship so they were looking at each other. It does not
matter where the ship is (of course it does not apply
to the north and South Pole).
2. The two babies are two of a set of triplets.
1.
Day 9 Assignment
 Read the “Connecting to the Focus Question” on pg. 119.
We will be answering this question after we finish
reading an excerpt from “Of Plymouth Plantation”
 Turn to page 121. Create a 2 column page. Label the left
hand column “Natural Difficulties” and the right hand
column “Role of N. Americans helping them”
 As you write your examples, be sure to put the pg. # as
well.
 We will also be writing 1 sentence summaries after we
finish each page in order to check for understanding.
Day 10 Warm Up
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Move one coin below to create rows of 4 in any
direction
Warm Up Answer
Stack the coin on the one in the middle.
Day 10 Assignment
 Finish reading “Of Plymouth Plantation”
 Continue writing your examples on the 2 column
notes and the 1 sentence summaries after you read
each page.
 Answer the “Connecting to the Focus Question” on
pg. 119. Your answer will be 2 2 chunk paragraphs.
The first paragraph will be about the natural
difficulties they faced and the 2nd will be about
Native American interactions. Be sure to cite
examples from the text and give pg. numbers for
your quotes, paraphrases and other examples.
Unit 1 Day 11 Warm Up
 John is on a raft, adrift in the ocean with several other
survivors of a shipwreck. The others are too weak, so he
or Mike will swim to a nearby island to look for help. It is
almost certainly suicidal, due to the circling sharks, but
they have little else to hope for. Mike takes the lose
change from his pocket and puts two pennies in a hat. He
tells John that one is a 2005 penny, and the other 1975. If
John picks the newer penny he can stay on the rat, and
Mike will risk his life. If John picks the older penny, he
must go. John has seen that both pennies were actually
dated 1975, but he doesn't want to say anything, because
Mike is a big guy. How does he win, and get Mike to go,
without exposing him as a fraud in front of the others?
Answer to Warm Up
 John reaches into the hat and takes out either penny.
He lets it slip out of his hand and fall into the ocean.
Apologizing, he suggests that if the remaining penny
in the hat is the 1975 one, he must have drawn the
2005 penny.
Day 11-13 Objectives
Objectives for “A Narrative of Captivity…”
 Identify emerging themes in early American
literature, such as a “new Eden,” “salvation,” and
“cooperation and conflict.”
 Compare and contrast the experiences of America’s
earliest settlers, as conveyed through primary source
documents and literature of the Colonial period.
**At the end of this selection, we will be writing a
paragraph comparing William Bradford’s and Mary
Rowlandson’s experiences with Native American’s
Day 11 Assignment
 Read “A Narrative of Captivity” while we listen to the
audio CD of the selection as well.
 You will need a piece of paper to write down answers to
questions that will be asked during the reading and to
write the notes you will need for the assignments.
 Focus on Mary’s cooperation and/or conflicts with the
Native Americans
 Look for Allusions (references to a statement, person,
place or event from history, religion, mythology, etc.) to
complete the backside of the handout.
Day 12 Warm Up
Write what you think the answer is for each rebus puzzle
below.
Warm Up Answers
 History repeats itself
 Rail crossing
 You’re under arrest
 Point blank range
 Update
Day 12 Assignment
 Finish reading “A Narrative of Captivity” and taking
notes.
 Complete the Allusion side of the handout.
 Start brainstorming and writing the rough draft of
your comparison paragraph.
Day 13 Warm Up
Write what you think the answer is for each rebus
puzzle below.
Warm Up Answers
 Walk in the park
 Down 2 earth or parallel worlds
 Tip of the iceberg
 Domino
 Tunafish
Chronological Order of Events
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Captured by native Americans, her and her daughter are wounded.
They travel for three days to the captors’ village.
Daughter suffers for 9 days
Daughter dies
Captors bury Mary’s daughter.
Mary is reunited with her older daughter, but not allowed to see her again b/c of her
daughters reaction to seeing her mom.
Reunited with her son
Receives a Bible.
Forced to move camp after British troops attack
Cross the river to escape
Cries as she thinks about her situation
Starts working for food and money for Phillip
Went to visit her son and got lost.
Native Americans begin to help her and treat her better
Another family offers to purchase her from Phillip.
Day 13 Assignment
 Write your rough draft of the comparison paragraph.
 Be sure to have your 1st draft peer edited by a
classmate.
 We will be typing and submitting the final drafts
tomorrow in the computer lab. You will only have 1
day in the lab to type and submit your paragraph. If
you need additional time, you will have to complete
it at home or in the library on your own time.
Day 14 Assignment
 Go to the computer lab to type and submit final draft
of the Bradford/Rowlandson comparison paragraph
to turnitin.com
Day 15 Warm Up
 How would you feel if today you suddenly lost all of
your possessions. How would you feel? What would
you do? If you could save 2 items (not pets or
people), what 2 items would you choose to save?
Why?
 Write briefly about how you think a Puritan woman
of the 1600’s would respond to losing everything in a
fire.
 Purpose: Today’s Literary Focus is knowing and
understanding 1. “Plain Style” and 2. Inversion.
Day 16 Warm Up
 Read pg 27 about Anne Bradstreet.
 How did her poetry become public?
 How was her poetry received by the public?
 What specifically is Anne remembered for?
Day 16 Assignment
Objective:
 Compare and contrast the experiences of America’s
earliest settlers, as conveyed through primary source
documents and literature of the Colonial period.
 Identify and explain elements of Puritan literature.
Specifically inversion and plain style.
 We will read Anne Bradstreet’s “To my Dear and Loving
Husband”
 How is this an example of plain style? Use at least 1
specific example from the poem.
 Choose any 5 lines that are an example of inversion and
rewrite the lines so they are in a “normal” word order, or
more common sentence stucture.
Day 16 Continued
To My Dear and Loving Husband
BY ANNE BRADSTREET
(1) If ever two were one, then surely we.
(2) If ever man were loved by wife, then thee.
(3) If ever wife was happy in a man,
(4) Compare with me, ye women, if you can.
(5) I prize thy love more than whole mines of gold,
(6) Or all the riches that the East doth hold.
(7) My love is such that rivers cannot quench,
(8) Nor ought but love from thee give recompense.
(9) Thy love is such I can no way repay;
(10) The heavens reward thee manifold, I pray.
(11) Then while we live, in love let’s so persever,
(12) That when we live no more, we may live ever.
Day 17 Assignment
 Plain Style (pg 28): Emphasized the uncomplicated
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sentences and the use of everyday words from
common speech.
Modern equivalent: Plain text or email language vs
elaborate language used in college essays.
Inversion: The words of a sentence or phrase are
wrenched out of normal order. (Think about the
way Yoda speaks in Star Wars)
Example: In the silent night when rest I took.” vs
“In the silent night when I took rest.”
Pg 18 in Holt Reader. Look at examples of
inversion and create 3 of your own.
Day 17 Cont.
 Purpose: To recognize plain style, be able to identify
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inversion and to comprehend the reading selection.
Read “Here Follow Some Verses Upon the Burning
of our Family Home” pg. 29 Be prepared to answer 5
T/F Questions
Answer Questions 1,3 and 4 from pg 30
Re read your warm up from yesterday. How are you
alike or not alike to Anne Bradstreet?
Answer the 5 questions on the next page true or false
on your own piece of paper.
Day 17 Cont.
The speaker’s husband died in the fire that
destroyed their house.
2. Upon seeing the fire, the speaker reacts by praying
for God’s help.
3. The speaker most regrets that she will not see her
children grow up in that house.
4. The speaker fights the temptation to curse God for
this disaster.
5. The speaker takes comfort in thoughts of the
dwelling that God has prepared for her in Heaven.
1.
Day 17 Answers
1.
2.
3.
4.
5.
6.
7.
8.
F
T
F
F
T
(1) Speaker begins putting her material losses into
spiritual perspective (stuff vs God)
(3) The “house” is heaven, the architect is God. It is
better than the poets earthly home b/c it is furnished
with spiritual glory.
(4) She may feel her earthly possessions/treasures
have caused to minimize/forget the true treasure of
eternal life.
Day 18 Assignment
 Purpose: Understand 3 Figures of Speech and
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imagery.
Figures of Speech are words or phrases that
compare one thing to another, unlike thing.
Simile metaphor personification
Not a Figure of Speech But important: imagery
Write the definition under each and one example.
Day 18 Cont.
 Purpose: Identifying figurative language and recognizing
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the use of fear as a persuasive technique.
Be able to compare Edward’s writing and beliefs with
Bradstreet’s writing and beliefs.
Turn to page 46. We will be reading “Sinners in the
Hands of an Angry God”
Assignment 1 : Write down at least 6 figures of speech
from the selection. A minimum of 1 for each figure of
speech.
Assignment 2: How does Edwards use fear? Do you think
it is effective? Explain
Assignment 3: Answer Questions 3, 5 and 6 on Pg . 51
Day 19 Assignment
 Write down on a note card your favorite and/or most
powerful example of a figure of speech from the
sermon. Write your name below quote.
 Based on the definitions of figurative language,
decide in twos, where each of your cards (descriptive
passages) belong.
 Write the figure of speech on the back of the card.
 Place your card on the poster that matches the figure
of speech on the back of your card. Be sure the quote
is facing out.
Day 19 Cont.
 Tape the quote on the poster with the matching
figure of speech.
 Carousel in groups and place a sticky note on any
quotes that you think are misplaced.
 Vocab review if time. Final Vocab test in 4 days. You
will need to be able to match words with their
definitions and you will need to label examples of the
literary terms taken from Unit 1 selections.