American Literature
PURPOSE OF COURSE
English III, American Literature, explores the literature of America from the narratives of
the early colonists to the foundational documents of our forefathers, and the literature of
our modern times. In English III, you will gain a firm grasp of the various literary periods
throughout American history as well as the ability to analyze different genres and styles
of notable American authors. As you progress through the course, you will gain an
appreciation for American literature and an understanding of how the literature of the
day acted as a reflection of the historical period from which it evolved. This course will
also give you the opportunity to hone your own writing skills as you identify the
characteristics of effective writing for a variety of different purposes and audiences.
COURSE REQUIREMENTS
In order to take this course, you must:
 Have access to a computer.
 Have continuous broadband Internet access.
 Have the ability/permission to install plug-ins or software (e.g., Adobe Reader or
Flash).
 Have the ability to download and save files and documents to a computer.
 Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.).
 Have competency in the English language.
 Have read the Saylor Student Handbook.
LEARNING OUTCOMES
Upon successful completion of this course, the student will be able to:
 Identify notable periods of American literature and their general characteristics
 Describe the genres and stylistic techniques employed by notable authors
throughout American history
 Compare and contrast the themes and approaches evident in different literary eras
throughout American history
 Identify literary techniques including figurative language
 Evaluate the impact and effectiveness of literary techniques on the text and the
reader
 Reference passages from a text to support a theory or analysis
 Write for a variety of different purposes and audiences
CONTENT OUTLINE
Unit 1: America’s Religious Heritage
Time Advisory: This unit should take you approximately 42 hours to complete.
 Subunit 1.1: 45 Minutes
 Subunit 1.2: 40 hours 35 minutes
 Sub-subunit 1.2.1: 3 hours 45 minutes
 Sub-subunit 1.2.2: 2 hours 30 minutes
 Sub-subunit 1.2.3: 28 hours
 Sub-subunit 1.2.4: 21 hours 50 minutes
If you have used Instagram or another photo editing service, you know how different a
picture looks if you use a different filter. Many early American colonists left their homes
in Europe to come to the New World as a direct result of their religious beliefs. Reading
literature from this time without understanding these religious beliefs is like looking at a
picture with a totally different filter. In social studies, you may have learned how the
early colonial Americans lived—what they ate, how they lived, and what their day-to-day
challenges were, but have you ever wondered what they were thinking? What things
they were worrying and dreaming about? In this unit, you’ll be able to take a peek inside
the minds and hearts of these early Americans to discover the answers to all of these
questions and more. In this unit on early American literature, you will also learn and
apply techniques for understanding, analyzing, and writing about literature.
Learning Outcomes:
Upon successful completion of this unit, the student will be able to:
 Identify the themes and characteristics of early colonial literature
 Identify and analyze an author’s use of figurative language
 Paraphrase difficult text
 Identify and analyze the effect of inversion
 Apply knowledge of subject-verb agreement rules
 Locate support for an argument or theory within a text
 Write a logically sound, coherent, and grammatically correct literary analysis
 Identify elements of historical fiction
 Identify and analyze the effects of symbolism on a work of literature
 Use context clues to define new words
 Identify the parts of a novel
 Write effective chapter summaries
 Identify and analyze the effects of foreshadowing
 Analyze character development over the duration of a literary work
 Identify and analyze the development of theme in a literary work
 Compare and contrast varying interpretations of a literary work
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.1
 CCSS.ELA-Literacy.RL.11-12.2
 CCSS.ELA-Literacy.RL.11-12.3
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CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.6
CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.L.11-12.1
CCSS.ELA-Literacy.L.11-12.2
CCSS.ELA-Literacy.L.11-12.4a
CCSS.ELA-Literacy.L.11-12.5a
CCSS.ELA-Literacy.L.11-12.6
CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.4
CCSS.ELA-Literacy.W.11-12.10
1.1 Early Colonial Life and Values
Instruction: Librivox's “A Brief History of English and American Literature by
Henry A. Beers
Link: Librivox's "A Brief History of English and American Literature by Henry A.
Beers" (HTML + mp3)
Instructions: Please scroll down and listen to the entire audio lecture
entitled Part 2, Preface & Chapter 1, 1607-1765. As you listen, take notes on
the connections the speaker makes between the history of the Colonial Period
and the literature produced during this period. What does she say about the
literary significance of this early literature? How does she explain the lack of
noteworthy literature during this period? What adjectives does she use to
describe the literature that does exist?
In addition, take notes on how the speaker characterizes the life and values
of the early settlers. What kinds of people were the Puritans, according to the
speaker? Make a list of traits. Keep these notes handy as you proceed through
the rest of this unit.
Listening to the recording and taking notes should take you approximately 45
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.9-10.2
Terms of Use: Please respect the copyright and terms of use displayed on the
webpage above.
1.2 Early Colonial Literature
Web Media: Miss Doman’s “The Colonial Period in American Literature”
Link: Miss Doman’s “The Colonial Period in American Literature”
Instructions: Please click on the link and download the PowerPoint
Presentation. Go through the presentation and take notes on the key
ideas about literature from this time period. Choose two topics or ideas
mentioned in the that you would like to learn more about. Search for
articles or resources on those topics and write a one paragraph overview
of the topic.
This activity should take about 45 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.2a
 CCSS.ELA-Literacy.RI.11-12.2
Terms of Use: Please respect the copyright and terms of use displayed on
the webpage above.
1.2.1.
An Early American Writer: Anne Bradstreet
1.2.1.1 Who Was Anne Bradstreet?
Instruction: America.gov's Anne Bradstreet (c. 1612-1672)
Link: America.gov's "Anne Bradstreet (c. 1612-1672)"
(HTML)
Instructions: Click on the link above and then scroll down to
the entry for Anne Bradstreet. Read the short biography and
write down three important facts about the author’s life and
literature.
This exercise should take you approximately 15 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.2
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.1.2 “Here Follow Some Verses Upon the Burning of Our House”
Reading: Poetry Foundation’s “Here Follow Some Verses
Upon the Burning of Our House” by Anne Bradstreet
Link: Poetry Foundation’s “Here Follow Some Verses Upon
the Burning of Our House” by Anne Bradstreet (HTML).
Instructions: Read the full version of Anne Bradstreet’s Here
Follow Some Verses Upon the Burning of Our House” two or
three times until you are able to recount the events detailed
in the poem. Take note of how the speaker’s perspective
changes during the course of the poem. What does she
realize at the end? Then, think about this poem in light of
what you have learned about Puritan values. How is it
representative of the Puritan culture?
This exercise should take you approximately 30 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.9-10.2
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.1.2.1 Paraphrasing
Activity: Connexions: Rinko Kawakami’s “How to
Paraphrase: Writing in Your Own Words”
Link: Connexions: Rinko Kawakami’s How to
Paraphrase: Writing in Your Own Words (HTML)
Instructions: Read the first section of the web page
entitled “How to Paraphrase.” Then, follow these
steps to paraphrase Anne Bradstreet’s,“Here Follow
Some Verses Upon the Burning of Our House.”
This exercise should take you approximately 30
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.9-10.2
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.1.2.2 Use of Inversion
Instruction: Wikipedia: Inversion (Linguistics)
Link: Wikipedia: Inversion (linguistics) (HTML)
Instructions: Read the first paragraph of the Wikipedia
entry on inversion. Then, scroll down to the section
entitled “Subject-verb inversion.” Take note of the
examples of inversion presented. Then, find similar
examples of inversion in Anne Bradstreet’s “Here
Follow Some Verses Upon the Burning of Our
House.” Write down as many examples as you can
find. Next, go back to the poem and substitute the
inverted sentences into normal word order. Then read
the full poem without the inversion and compare the
two versions. Which is better? Why do you think
Bradstreet decided to use inversion in her poem?
This exercise should take you approximately 45
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.5
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.1.2.3
Subject-Verb Agreement
Instruction: University of Minnesota's Open
Academics: Scott McLean’s “Writing for Success” by
Link: University of Minnesota's Open Academics:
Scott McLean’s "Writing for Success" (HTML)
Instructions: Scroll down and click on the link to
Chapter 2: Writing Basics: What Makes a Good
Sentence? On the left side of the page, click on
section 2.2 Subject-Verb Agreement. Read this
section in its entirety, completing exercises 1-4 as you
go. After reading, think about how subject-verb
agreement and inversion are related. Both involve the
subject and verb of a sentence, but one is a rule that
cannot be broken and the other is an issue of style.
Which is which?
This exercise should take you approximately one
hour.
Standards Addressed (Common Core):

CCSS.ELA-Literacy.W.9-10.2
Terms of Use: Please respect the copyright and
terms of use displayed on the webpage above.
1.2.2 An Early American Writer: Jonathan Edwards
1.2.2.1.
Who Was Jonathan Edwards?
Instruction: Kathryn VanSpanckeren’s “Jonathan Edwards
(1703-1758)” from Outline of American Literature (a U.S. State
Department Publication)
Link: Kathryn VanSpanckeren’s: “Jonathan Edwards (17031758)” from Outline of American Literature (a U.S. State
Department Publication)" (HTML)
Instructions: Click on the link above and then scroll down to
the entry for Jonathan Edwards. Read the short biography
and write down three important facts about the author’s life
and literature.
This exercise should take you approximately 15 minutes.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.RI.11-12.2
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.2.2
“Sinners in the Hands of an Angry God”
Reading: International Outreach: Jonathan Edwards’ “Sinners
in the Hands of an Angry God”
Link: International Outreach: Jonathan Edwards’ "Sinners in
the Hands of an Angry God" (HTML)
Instructions: Read the sermon in its entirety. Stop and re-read
if you don’t understand something. Re-read 2-3 times as
necessary in order to understand the underlying message. If
you are having difficulty, it may help to print the page and
make notes on the text as you read.
This exercise should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.9
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.2.2.1.1.
What Is Imagery?
Activity: EdSitement’s “Defining Imagery”
Link:EdSitement’s "Defining Imagery"
Instructions: Read the definition of imagery on the top
of the page. Pay particular attention to the portion of
the definition that refers to imagery as “descriptions
that evoke the senses.” Then, choose an item in the
room you are sitting in and write a description of the
object in a way that evokes as many different senses
as possible. Note that it is very difficult to create
imagery that evokes all of the senses at once.
This activity should take you approximately 15
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.10
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.2.2.2
Imagery in Edwards' “Sinners in the Hands of an Angry God”
Activity: Edsitement's “Imagery in Sinners in the Hands of an
Angry God”
Link: Edsitement's "Imagery in Sinners in the Hands of an
Angry God" (PDF)
Instructions: Use the chart on the first two pages of the
handout to list as many examples of imagery and the religious
beliefs they express as possible from Edwards’ sermon,
“Sinners in the Hands of an Angry God.”
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.9
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.2.2.3 Vocabulary in “Sinners in the Hands of an Angry God”
Activity: Katie Cho’s “My Personal Vocabulary List”
Link: Katie Cho’s "My Personal Vocabulary List"
Instructions: As you read “Sinners in the Hands of an Angry
God,” you probably encountered some words that you were
unfamiliar with. You may have used some context clues to
infer the meanings of these words. Now, go back to the text
and identify these words. Use a “real” or online dictionary to
confirm the definitions of these words. Then, create a chart
like the one found at the link provided to begin your personal
vocabulary list. You can then use this list throughout the
course to document newly acquired vocabulary!
This activity should take you approximately 30 minutes.
Standards Addressed (Common Core):

CCSS.ELA-Literacy.L.11-12.6
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.3 Nathaniel Hawthorne
1.2.3.1 Who Was Nathaniel Hawthorne?
Web Media: American Memory’s “Picture of Nathaniel
Hawthorne”
Link: American Memory’s Picture of Nathaniel Hawthorne
Instructions: Examine the picture of Nathaniel Hawthorne.
What type of person does he look like? What kind of literature
do you think a person like this would create? Make a list of
character traits you predict the author embodies.
This activity should take you approximately fifteen minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.7
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
Reading: Quotation Book's “Quotes by Nathaniel Hawthorne”
Link: Quotation Book's "Quotes by Nathaniel Hawthorne"
(PDF)
Instructions: Read the entire list of quotes by Nathaniel
Hawthorne. Use what you have learned about paraphrasing to
write a paraphrased version of each quote. Then, reflect on
the meanings of each of the quotes. From what you have
read, what can you gather about Hawthorne’s worldview?
What topics seem to fascinate the author?
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.CCRA.W.1
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.3.2 The Minister’s Black Veil
Reading: Librivox’s “The Minister’s Black Veil” by Nathaniel
Hawthorne
Link: Librivox’s "The Minister's Black Veil" by Nathaniel
Hawthorne
Instructions: Scroll down the page and locate the fourth audio
file. Listen to the entire audio version of Nathaniel
Hawthorne’s “The Minister’s Black Veil.” As you listen, pause
periodically to take notes on the events of the story, especially
those surrounding the mysterious veil that the minister wears.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.3.2.1 Elements of a Short Story
Video Tutorials: Sophia.org's “Story Elements Notes”
Link: Sophia.org's "Story Elements Notes" (HTML +
Video)
Instructions: Watch all three videos in the Story
Elements series. Then, create your own story map for
“The Minister’s Black Veil.”
These activities should take you approximately one
hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.2
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.2.2 Identifying and Analyzing Symbols
Instruction: EdSitement's “Defining Symbols”
Link: EdSitement's "Defining Symbols" (HTML)
Instructions: Scroll down the page and read the
definition of the literary term, “symbol.” Can you think
of some common symbols in our society?
This activity should take approximately 15 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.4
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
Activity: EdSitement's “The Statue of Liberty: The
Meaning and Use of a National Symbol”
Link: EdSitement's "The Statue of Liberty: The
Meaning and Use of a National Symbol" (HTML)
Instructions: Read the introduction to the lesson.
Then, click on the “Guiding Questions” link on the lefthand side of the page. Write down answers to each of
these questions. Then, click on “Lesson Activities”
from the menu. Read the second paragraph of Activity
1 and think about how the meaning of a symbol can
change over time as well as from person to person.
Proceed to Activity 2 and answer the bulleted
questions about the Statue of Liberty. Then, complete
the two tasks listed under “Posters” in Activity Four.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.4
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
Activity: Edsitement's worksheet: Analyzing the
Symbol in “The Minister’s Black Veil” by Nathaniel
Hawthorne
Link: Edsitement's worksheet: "Analyzing the Symbol
in “The Minister’s Black Veil" (PDF)
Instructions: The primary symbol in Nathaniel
Hawthorne’s “The Minister’s Black Veil” is the veil
itself. However, like the Statue of Liberty, this symbol
changes meaning depending on the context as well
as the individual. Use the chart to trace the different
meanings of the veil portrayed throughout the story.
This activity should take you approximately 45
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.2.3 Writing a Literary Analysis
Instruction: RBlack’s “Literary Criticism Powerpoint”
Link: RBlack’s “Literary Criticism Powerpoint”
Instructions: Please click the above link and scroll
down to Literary Criticism PPT and download the
powerpoint presentation. Go through the powerpoint
presentation taking notes on some of the different
methods of literary criticism.
Watching the presentation and taking notes should
take about 20 minutes.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.RL.11-12.3
 CCSS.ELA-Literacy.RL.11-12.5
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
Did I Get This? Activity: RBlack’s “Crit Notes Handout”
Link: RBlack’s “Crit Notes Handout”
Instructions: Please click the above link and scroll
down to the Crit Notes Handout. Download the
handout and see how many of the blanks you can fill
in without referencing the PowerPoint. After you are
finished, watch the presentation again to fill in any
blanks and check your answers.
This activity should take approximately 20 minutes.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.CCRA.R.10
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
Reading: Donald Guy’s “A Critical Review of The
Scarlet Letter”
Link: Donald Guy’s "A Critical Review of The Scarlet
Letter"
Instructions: Please click the above link and read the
analysis of The Scarlet Letter written by a fellow high
school student. Do you agree or disagree with his
assessment that the story could have ended happily?
Write down 3-5 reasons why you think Donald Guy’s
proposed ending would have either strengthened or
weakened the novel.
This activity should take approximately 45 minutes.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.CCRA.R.6
 CCSS.ELA-Literacy.CCRA.R.8
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.3 The Scarlet Letter
Reading: Nathaniel Hawthorne’s The Scarlet Letter
Link: Nathaniel Hawthorne’s The Scarlet Letter
Instructions: Read the entire text of Nathaniel Hawthorne’s
The Scarlet Letter. As you read, take notes on the main
events of the novel, including the characters’ references to
the scarlet letter.
This activity should take you approximately 15 hours.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.10
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.3.3.1 Parts of a Novel
Instruction: Justin LangArts’ “The Elements of a
Novel”
Link: Justin LangArts’ “The Elements of a Novel”
Instructions: Please click the link and go through the
web page to review the elements of a novel and short
story. Explore the examples and take notes on helpful
strategies to understand the elements of a novel.
Reading the webpage and taking notes should take
approximately 30 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.7

CCSS.ELA-Literacy.RL.11-12.5
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.3.2 Decoding Vocabulary in Context
Activity: The Eagle on Reading’s “Using Context
Clues”
Link: The Eagle on Reading’s “Using Context Clues”
Instructions: Please click on the link and read the
article. Summarize the Click and Chunk strategy in
your own words. Find a passage in The Scarlet Letter
with unfamiliar vocabulary and try using the strategy
to guess the meaning of the words. Then look up the
definitions using a dictionary or a search of the word
followed by ‘definition.’
This activity should take about 30 minutes.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.CCRA.R.9
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.3.3 Identifying Theme and Analyzing Its Development
Instruction: David Hunter’s “Finding Themes in
Literature”
Link: David Hunter’s “Finding Themes in Literature”
Instructions: Please click the link and watch the
video, taking notes on how to find a theme in your
own words.
Watching the video and taking notes should take
approximately 5 minutes.
Standards Addressed (Creative Commons)
 CCSS.ELA-Literacy.RL.11-12.2
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.3.3 Analyzing Character Development
Activity: EdSitement's “Character Traits Chart”
Link: EdSitement's "Character Traits Chart" (PDF)
Instructions: Complete one of the character charts
located at the link above for each of the main
characters in The Scarlet Letter including Hester,
Dimmesdale, Chillingworth, and Pearl.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.3.3.4 Writing a Literary Analysis
Checkpoint: Ruth Vass Getchius’s “The Scarlet Letter
Literary Analysis”
Link: Ruth Vass Getchius’s “The Scarlet Letter
Literary Analysis”
Instructions: Click on the above link and follow the
directions to write a literary analysis. You can save
the analysis in any format you wish, it is not
necessary to use Google Docs. Ignore the directions
to upload to the EdModo Assignment Page.
Writing and revising the essay should take
approximately 4 hours.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.9
 CCSS.ELA-Literacy.W.11-12.9a
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.4. Arthur Miller and The Crucible
1.2.4.1 Who Was Arthur Miller?
Instruction: Petri Liukkonen’s “Arthur Miller (1915-2005)”
Link: Petri Liukkonen’s “Arthur Miller (1915-2005)”
Instructions: Please click the link and read the brief profile of Arthur
Miller. Take notes on a few things that you found surprising or
interesting about his life.
Reading the profile and taking notes should take about 20 minutes
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.RI.11-12.2
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.4.2 The Crucible
Reading: Community Audio: Chattanooga Theatre Centre Stages
Arthur Miller’s The Crucible Mixdown
Link: Community Audio: Chattanooga Theatre Centre Stages Arthur
Miller’s The Crucible Mixdown
Instructions: Please click on the above link and listen to the play. If
possible, acquire a print or eBook version of the play to reference
as well.
Listening and/or reading the play should take approximately 4
hours.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.RL.11-12.7
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
1.2.4.2.1 The Crucible: Act I, Scene 1
Web Media: Lifeskills Center of Columbus' “Act I,
Scene I (Stick Figure Animation)”
Link: Lifeskills Center of Columbus' “The Crucible:
"Act 1, Scene 1 Stick Figure Animation" (YouTube
video)
Instructions: Watch the YouTube video in its entirety.
Listen to the speaker’s explanation of why The
Crucible and other plays can be difficult to
understand. Do you agree with this assessment? After
watching the video, write a brief summary of the
events, including the events that occur during the
antecedent action. Then, make a list of each of the
main characters presented in the first scene. List any
major character traits you can glean from each
character’s words and actions.
This activity should take you approximately forty five
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
 CCSS.ELA-Literacy.RL.11-12.7
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.4.2.2 The Crucible: Act I, Scene II
Web Media: Lifeskills Center of Columbus' “Act I,
Scene II Stick Figure Animation”
Link: Lifeskills Center of Columbus' "Act I, Scene II
Stick Figure Animation"
Instructions: Watch the video in its entirety. Pay
particular attention to interaction between John
Proctor and Abigail. What do we learn about these
two characters and their relationship with one
another? Add to the character list you made in the last
activity based on what we learn about John and
Abigail. Then, write a brief summary of the events that
occur involving Betty. What are the possible
implications of these events? Listen carefully to the
recap of the events at the end of the video. Add to
your summaries and character lists based on this
commentary.
This activity should take you approximately 45
minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
 CCSS.ELA-Literacy.RL.11-12.7
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.4.2.3: The Crucible: Act II, Scene I
Web Media: Lifeskills Center of Columbus' “Act 2,
Reading Stick Figure Animation”
Link: Lifeskills Center of Columbus' "Act 2, Reading
Stick Figure Animation"
Instructions: Watch the video in its entirety. Listen
carefully to the exchange between John Proctor and
his wife Elizabeth. What do we learn about John,
Elizabeth, and Mary Warren from this exchange? Add
these insights to your character list. Then, write a brief
summary of the events in this scene, making
particular note of the suspicions Elizabeth has of
Proctor as well as the internal conflict John
experiences over whether or not to expose Abigail.
Take note also of the details the Proctor learns from
Mary Warren about the witch trials in Salem.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
 CCSS.ELA-Literacy.RL.11-12.7
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.4.2.4: The Crucible: Act II, Scene II
Web Media: Lifeskills Center of Columbus' Act 2,
Scene 2, Stick Figure Animation
Link: Lifeskills Center of Columbus' "Act 2, Scene 2,
Stick Figure Animation"
Instructions: Watch the video in its entirety. Take
particular note of the exchange between Reverend
Hale and John Proctor. What do we learn about these
two characters as well as Reverend Paris from this
exchange? Add these observations to your character
list. Write a brief summary of the events that occur
after Cheever arrives at the Proctor house. Then,
make a prediction as to what you think will happen to
Elizabeth and the other women accused.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RL.11-12.3
 CCSS.ELA-Literacy.RL.11-12.7
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
1.2.4.3. Making connections with The Crucible
Interactive Lab: Dana Huff’s “Witch Hunt: A Scavenger Hunt for The
Crucible”
Link: Dana Huff’s “Witch Hunt: A Scavenger Hunt for The Crucible”
Instructions: Please click on the above link and follow the directions to
complete the web scavenger hunt and writing responses. If any links do
not work, try searching to find the relevant material. If that is not possible,
skip that number and complete as many as you are able to.
Working through each of the web activities and writing the responses
should take approximate 3 hours.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.CCRA.W.10
 CCSS.ELA-Literacy.CCRA.R.1
Terms of Use: Please respect the copyright and terms of use displayed on
the webpage above.
Checkpoint: Jennifer Tuuri Saybolt’s “Research and The Crucible”
Link: Jennifer Tuuri Saybolt’s “Research and The Crucible”
Instructions: Please click the above link and go through the course to
learn how to conduct research, evaluate sources and complete a research
project. Whenever the instructions direct you to submit an a portion of the
assignment, please post your ideas to the discussion forum for this course
on www.saylor.org. Select a topic based on the text of The Crucible or
any of the themes or connections you learned about in the previous
activity. Complete a Prezi to share and discuss your research project.
This course and activity should take approximately 15 hours.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.CCRA.R.1
 CCSS.ELA-Literacy.CCRA.W.1
 CCSS.ELA-Literacy.CCRA.W.9
 CCSS.ELA-Literacy.CCRA.W.10
Terms of Use: Please respect the copyright and terms of use displayed on
the webpage above.
CONTENT OUTLINE
Unit 2: Reason and Enlightenment
Time Advisory: This unit should take you approximately 14 hours to complete.
 Subunit 2.1: 2 hours
 Sub-subunit 2.1.1: 90 minutes
 Sub-subunit 2.1.2: 25 minutes
 Subunit 2.2: 11 hours 50 minutes
 Sub-subunit 2.2.1: 5 hours 35 minutes
 Sub-subunit 2.2.2: 5 hours 10 minutes
 Sub-subunit 2.2.3: 6 hours 5 minutes
In the previous unit, you explored the thoughts and concerns of some of the earliest
Americans. In addition to their basic survival, these Puritans were very focused on their
religion, perhaps because the line between life and the afterlife seemed to be such a
thin one. In history courses, you learn about how citizens began to have new ideas
about liberty, equality, and freedom as the colonies grew and became more wellestablished. Americans read and internalized the literature of the enlightenment, which
emphasized reason, experimentation, and logic instead of tradition, superstition, and
fate. In this unit, you will not only be exposed to these new ideals of reason and
enlightenment, but you will also examine the very texts that were written with the spirit
of these ideas in mind: the United States’ founding documents. Through these
readings, you can trace how enlightenment thinking came to form the central character
and culture of the United States.
In U.S. political discussions you often hear questions about what the founding fathers
intended and the principles upon which the country was founded. In this unit, you will
examine and analyze these texts for yourself and formulate arguments in response to
those questions. You will also be invited to adopt the writing style of some of the United
States’ founding fathers as you draft both an autobiography and a persuasive essay.
Learning Outcomes:
Upon successful completion of this unit, the student will be able to:
 Identify the themes and characteristics of notable texts written during the Age of
Reason and Enlightenment in America.
 Identify the impact that this literature had on society and politics.
 Gather facts from informational texts about notable figures during the Age of
Reason in America.
 Write an autobiography.
 Identify and analyze the effect of persuasive rhetoric.
 Implement persuasive rhetoric in a persuasive essay.
 Analyze American foundational documents from both a literary and political
perspective.
Standards Addressed (Common Core):
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CCSS.ELA-Literacy.RI.11-12.1
CCSS.ELA-Literacy.RI.11-12.2
CCSS.ELA-Literacy.RI.11-12.3
CCSS.ELA-Literacy.RI.11-12.4
CCSS.ELA-Literacy.RI.11-12.5
CCSS.ELA-Literacy.RI.11-12.6
CCSS.ELA-Literacy.RI.11-12.7
CCSS.ELA-Literacy.RI.11-12.8
CCSS.ELA-Literacy.RI.11-12.9
CCSS.ELA-Literacy.L.11-12.1
CCSS.ELA-Literacy.L.11-12.2
CCSS.ELA-Literacy.L.11-12.3
CCSS.ELA-Literacy.L.11-12.4
CCSS.ELA-Literacy.L.11-12.5
CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.4
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CCSS.ELA-Literacy.W.11-12.5
CCSS.ELA-Literacy.W.11-12.6
CCSS.ELA-Literacy.W.11-12.7
CCSS.ELA-Literacy.W.11-12.9
2.1 The Age of Reason and Enlightenment: Breaking Free
2.1.1 How It Came About
Instruction: NYU – Open Education: Cyrus Patell’s “Lecture 9: American
Enlightenment”
Link: NYU – Open Education: Cyrus Patell’s “American Literature 1: From
the Beginnings to the Civil War” with Cyrus Patell: Lecture 9 – American
Enlightenment"
Listen to the entire lecture. As you listen, pay particular attention to the
doctrines of enlightenment as well as the struggle embodied in Benjamin
Franklin to balance religion and reason.
This activity will take you approximately one hour and thirty minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.SL.11-12.3
Terms of Use: Please respect the copyright and terms of use displayed on
the webpage above.
2.1.2 Impact on Culture and Literature
Reading: America.gov's “Democratic Origins and Revolutionary Writers,
1776-1820”
Link: America.gov's "Democratic Origins and Revolutionary Writers, 17761820" (HTML)
Instructions: Read the introduction at the top of the page up until the
section on Benjamin Franklin. Take note of how the author distinguishes
between the political revolution and the literary revolution taking place in
America. According to him, why did it take so long for America to establish
its literary independence? Name at least three reasons the author cites.
This exercise should take you approximately 25 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.6
Terms of Use: Please respect the copyright and terms of use displayed on
the webpage above.
2.2. Literature of the Age of Reason and Enlightenment
2.2.1 Benjamin Franklin
2.2.1.1 The Man
Instruction: America.gov's “Benjamin Franklin (1706-1790)”
Link: America.gov's "Benjamin Franklin (1706-1790)" (HTML)
Instructions: Click on the link above and scroll down to the section
on Benjamin Franklin. Read the first three paragraphs of the entry.
Then, illustrate what you’ve learned about Franklin through a
drawing, poem, chart, or timeline.
This activity should take you approximately 30 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.2
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.1.2
The Author
Reading: America.gov's “Benjamin Franklin (1706-1790)”
Link: America.gov's "Benjamin Franklin (1706-1790)" (HTML)
Instructions: Click on the link above and scroll down to the section
on Benjamin Franklin. Read the last five paragraphs of the entry.
Then, write a brief description of two of Franklin’s most famous
works:Poor Richard’s Almanack and Autobiography. What do these
two works have in common?
This activity should take you approximately 25 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.CCRA.W.7
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.1.3 The Autobiography of Benjamin Franklin
Reading: Excerpt from The Autobiography of Benjamin Franklin
Link: Excerpt from The Autobiography of Benjamin Franklin (HTML)
Read the entire excerpt of The Autobiography of Benjamin Franklin.
Pay particular attention to Franklin’s “Project of Moral Perfection.”
This reading will take you approximately 30 minutes.
Activity: EdSitement’s Benjamin Franklin’s Virtues
Link: EdSitement's "Benjamin Franklin’s Virtues" (HTML)
Instructions: Read the first paragraph on the web page, which
summarizes a portion of Franklin’s autobiography. Then, scroll
down the page and answer each bulleted question under the six
“WATCH” activities.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.CCRA.W.9
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.1.3.1 Biography versus Autobiography
Instruction: Paul Brian’s Common Errors in English Usage:
Autobiography/Biography
Link: Paul Brian’s Common Errors in English Usage:
"Autobiography/Biography" (HTML)
Instructions: Read this very simple distinction between an
autobiography and biography. How do you think a person’s
autobiography might differ from his or her biography in terms
of content?
This activity should take you approximately 10 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.CCRA.W.1
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.1.3.2 Writing an Autobiography
Checkpoint: Connexions: Anne Pinchera’s “Writing an
Autobiography”
Link: Connexions Anne Pinchera’s "Writing an
Autobiography" (HTML)
Instructions: Click on the link, read the assignment, and
follow the instructions explicitly to write your very own
autobiography.
This exercise should take you approximately 3 hours.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.4
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.2 Thomas Paine: The Author
Instruction: Ludwig von Mies Institute: Gary Galles’ “Thomas Paine, an
Appreciation”
Link: Ludwig von Mies Institute: Gary Galles’ "Thomas Paine, an
Appreciation" (HTML)
Instructions: Click on the link and read the introduction at the top of the
page, stopping at the section entitled “The Role of Government.” After you
have finished the reading, write a brief explanation of how Paine’s
pamphlet affected the Revolutionary War, citing at least three specific
examples.
This activity should take approximately fifteen minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.4
Terms of Use: Please respect the copyright and terms of use displayed on
the webpage above.
2.2.2.3 Common Sense
Web Media: YouTube: CC Prose’s Reading Common Sense by
Thomas Paine: “Chapter 3: Thoughts on the Present State of
American Affairs”
Link: YouTube: CC Prose’s Reading "Common Sense: Chapter 3:
Thoughts on the Present State of American Affairs"
Instructions: Play the YouTube video and read along with the text
as you listen to the audio. As you listen, take notes on some of
Paine’s key points. When you finish the video, write a brief
statement describing Paine’s primary message.
This activity should take you approximately one hour.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.1
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.2.3.1 Identifying Rhetorical Devices
Web Media: Sophia: Kathryn Reilly’s “Identifying
Rhetorical Devices”
Link: Sophia: Kathryn Reilly’s: "Identifying Rhetorical
Devices"
Instructions: Watch the screencast in its entirety and
listen to the speaker’s explanation of what rhetorical
devices are, how they are used, common types of
rhetorical devices, and how to identify rhetorical
devices in a text. Jot down the four common rhetorical
devices illustrated in the screencast and write a
definition for each.
This activity should take approximately 15 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.7
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.
2.2.2.3.2 Rhetorical Devices in Common Sense
Instruction: Ludwig von Mies Institute's “Thomas Paine, an
Appreciation”
Link: Ludwig von Mies Institute's "Thomas Paine, an
Appreciation"
Instructions: Click on the link and scroll down to the section
entitled “The Role of Government.” Read through the list of
quotes below the heading as well as those below the
headings “Opposition to Tyranny,” “The Principle of Liberty,”
and “Willingness to Sacrifice for Liberty.” As you read, look
for and write down examples of the rhetorical devices you
learned about in the previous activity. Then, write a sentence
or two explaining the purpose of the rhetorical device.
This activity should take approximately 30 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.7
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.2.4
Writing a Persuasive Essay
Web Media: Mr. Angel’s “Persuasive Essay Topics”
Link: Mr. Angel’s “Persuasive Essay Topics”
Instructions: Please click on the link and read through the
topics. Select a topic that you are interested in using to write
a persuasive essay.
Reading through the choices and selecting a topic should
take approximately 10 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.1
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above
Checkpoint: SUNY Geneseo’s Writing Guide: “Persuasive
Essay”
Link: SUNY Geneseo’s Writing Guide: “Persuasive Essay”
Instructions: Please click the link and read the guidelines
and tips for writing a persuasive essay. Then write a
persuasive essay on the topic that you chose in the previous
resource.
Writing and editing the essay should take approximately 3
hours.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.1
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above
2.2.3 Thomas Jefferson
2.2.3.1 Who Was Thomas Jefferson?
Interactive Lab: The Library of Congress’ “Thomas Jefferson
Exhibition”
Link: The Library of Congress’ “Thomas Jefferson Exhibition”
Instructions: Click on the link and explore the documents and
information on Thomas Jefferson’s life and work. What events in
Thomas Jefferson’s life do you think influenced his point of view on
freedom? Select four primary sources besides The Declaration of
Independence that you think inform or illustrate his view on
freedom. Write a paragraph on what each document says about
Jefferson’s beliefs about freedom, providing evidence from the text.
This interactive activity will take you approximately 4 hours.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.RI.11-12.8
 CCSS.ELA-Literacy.RI.11-12.7
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.3.2 The Declaration of Independence
Web Media: Open Yale: Professor Freeman’s “Lecture 11 –
Independence”
Link: Open Yale: Professor Freeman’s “Lecture 11 – Independence”
Instructions: Please click the above link and watch the lecture in its
entirety in order to gain a deeper understanding of why and under
what circumstances the Declaration of Independence was written.
Why was the act of writing the declaration radical? Take notes on
any surprising or new information on the Declaration of
Independence. What did Jefferson think the purpose of the
Declaration was?
This activity should take you approximately one hour.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.SL.11-12.3
 CCSS.ELA-Literacy.RI.11-12.9
 CCSS.ELA-Literacy.RI.11-12.4
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
Web Media: The Internet Archives' The Declaration of
Independence (read by John F. Kennedy)
Link: The Internet Archives' The Declaration of Independence (read
by John F. Kennedy)
Instructions: Click on the link above. Then, click the “Play”
button and listen to the entire audio file of former President
John F. Kennedy reading the Declaration of Independence.
As you listen, take notes on the key points of the declaration.
This exercise will take you approximately 15 minutes.
Standards Addressed (Common Core)
 CCSS.ELA-Literacy.SL.11-12.3
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.
2.2.3.2.1 Rhetorical Devices in The Declaration of Independence
Activity: Declaration of Independence: July 4, 1776
Link: EdSitement's activity Declaration of
Independence: July 4, 1776 (PDF)
Read the section of the Declaration of Independence
reproduced on this worksheet. For the purposes of
this activity, you can ignore the sample annotation.
Instead, find and highlight (or write down) examples of
rhetorical devices in the argument. If necessary,
review the screencast tutorial entitled “Identifying
Rhetorical Devices” that you watched earlier in this
unit.
This activity should take approximately 45 minutes.
Standards Addressed (Common Core):
 CCSS.ELA-Literacy.W.11-12.9
Terms of Use: Please respect the copyright and terms
of use displayed on the webpage above.