Puritan era

1. Puritan era Keep it clean and pure.

2. Puritan era Journal Write: 5 minutes What do you already know about Puritan history, culture, and/or beliefs?

3. History • 16th and 17th centuries: Puritan movement born out of Church of England by followers who believed the church was too lenient and misguided by political powers, and therefore needed to be cleansed • Meanwhile, the Church of England making efforts to become uniform --> Puritans become excluded and seek to practice freely elsewhere • "Great Migration" of ~20,000 Puritans emigrated to Massachusetts Bay Colony

4. Beliefs • Predestination: God has selected few "elected" to heaven, only God controls individual's fate • Focus on the Bible and its teachers (power of God > power of King) • Man exists to serve God: man should not seek pleasure • no idols, artwork in churches • minimal holiday celebration • Belief in evil as a force that must be stopped • Eventually led to infamous Salem Witch Trials

5. Literary style • writing dominated by theological purpose: sermons, hymnals, biographies, histories, autobiographies • promoted self-examination • no drama or fiction (considered sinful) • poetry used as a vehicle for spiritual enlightenment, not an outlet for creative expression • plain style of writing • ornate or clever writing would be considered a sign of vanity, and therefore sinful

6. "Upon the Burning of our House" by Anne Bradstreet In silent night when rest I took, For sorrow neer I did not look, I waken'd was with thundring noise And Piteous shreiks of dreadfull voice. That fearfull sound of fire and fire, Let no man know is my Desire. I, starting up, the light did spye, And to my God my heart did cry To strengthen me in my Distresse And not to leave me succourlesse. Then coming out beheld a space, The flame consume my dwelling place. And, when I could no longer look, I blest his Name that gave and took, That layd my goods now in the dust: Yea so it was, and so 'twas just. It was his own: it was not mine; Far be it that I should repine. STOP HERE.

7. Journal Write & Activity Start here on Block Day: Take the Puritan “code” quiz on your own and then discuss the findings with the others at your table. Conduct a whole class “Group Think” aloud in response to the following question: What are other ways in which we as individuals, as a school community, and as a country have elements of Puritanism in our lives still today?

8. Age of Reason/ Enlightenment Keep it logical.

9. History • Late 1600s - late 1700s • Boom in science (Galileo) and decline in Puritanism (Salem witch trials) • Philosophers such as Jefferson, Paine, Franklin reconsider role of individual and government Consider: what kind of thinking led to the American Revolution?

10. Beliefs • Deism • God as the 'clockmaker' - set the world in motion, but does not need to be worshipped or turned to for counsel • not lacking religion entirely, but understood that religion was not the only form/source of truth • Focus on virtue and decision-making, rather than superstition and intolerance • Humans are inherently good and are capable of controlling themselves and making rational decisions • Need to understand and control science and nature • Focus on progress: making their lives better through control of actions, nature, and the world around them

11. Literary style/features • Straightforward writing style: clear explanations and descriptions • Honest reflection of what he experienced/knew • Can be witty or humorous; comfortable with poking fun at human imperfection • Intended mainly to inform, but also entertain

12. Journal & Notebook Check/Set up: 1. Journal Writing: Write for 5 minutes in response to the following: Consider what you learned this week about the progression from the Puritan era to the Age of Reason. What do you think might come next and why? 2.Notebook Set Up: Please take out your spiral notebooks, all handouts, notes and journals from this week, and your glue stick. In chronological order from Monday thru Friday, organize all your work. 3. Skip the first page of your notebook and glue in all of the above in order so that as you turn each page, on the front and back, there is a sequential progression of the work. 4. Each day you will add to your notebook. Use up all the space you can on each page; it will fill up!!

13. 8/20 Journal on Class NormsBegin as soon as the bell finishes ringing. 1. Journal Writing: Write for 5 minutes in response to the following: • What kind of classroom environment is important in order for you to feel safe and supported in developing as a reader, writer, thinker, speaker and listener? • What do think makes a classroom an effective learning environment? 2. When you finish your journal, please review what you wrote in your journal on Friday. We will be discussing in class before we move on to the next period in American Literature.

14. Romantic Era Keep it from the heart.

15. For each of the paintings you see: • Make a T-Chart like the one you see below. Observations: ( How I know it) Interpretations: (What I know) • Blue sky • Green trees on the left bank of a river • The weather appears peaceful and pleasant

18. For each of the paintings you see: Just using these two pictures, what conclusions can you draw about the difference between the Age of Reason/Puritan Era and the Romantic Era? Neoclassical/Puritan Era Art Romantic Era Art Thomas Cole, In the Wild Claude Lorraine, Landscape

19. History • An artistic, literary and intellectual movement originating in Europe and reaching its peak in the US between 1800-1840. • Partly a reaction against the Industrial Revolution and a revolt against the norms of the neoclassical rules and restriction and religious emphasis of the Puritan era • It was associated with liberalism and progressive thinking– writers were attracted to rebellion and revolution and concerned with human rights, individualism and freedom from oppression. • Gives rise to the Transcendentalist movement • Watch excerpt from Dead Poet’s Society “Rip It Up”

20. Reading Activities: Personal Reading History Journal Introduction: Everyone has a personal reading history. For some people, reading has mostly positive associations. For others, there are many frustrating and negative associations. For most of us, there are both. Being able to become a more self-aware, disciplined and effective reader, begins with thinking about your reading experience. Considering your skills and roadblocks to effective reading is key. Journal Write: Reflect on your own personal reading history. • What are the reading experiences that stand out for you? High points? Low Points? • Were there times when your reading experience or the materials you were reading made you feel like an insider? Like an outsider? • What supported your development as a reader? What discouraged it? Write for 7 minutes. Please be prepared to discuss your responses with your table and the class.

21. Characteristics • The primary focus is on free expression of feelings, ornate and sometimes indulgent descriptions • Imagination and emotion are more important that reason and formal rules • Belief that the ills of society are the result of the industrialization of the nation • Nature and natural feelings versus order and control; idealizes country life • A shift from: • faith in reason to faith in senses, feelings and emotions • interest in urban society to an interest in the rural and natural • Concern from science to mystery

22. Literary style • Emphasizes a love of nature, a respect for primitivism, and a valuing of the common man ie. “nobel savages” in James Fenimore Cooper’s The Last of the Mohicans • Some authors’ interest in the Medieval past, the supernatural, the mystical, the exotic and the horrific, creates a genre known as “Gothic” literature ie. Washington Irving’s The Legend of Sleepy Hollow, Edgar Allen Poe’s anything, Nathaniel Hawthorne’s The Scarlet Letter • Stylistically it is difficult to characterize given its philosophical rejection of rules and order

23. Reading: What is it? • Reading is a complex process with many layers. • Reading is problem solving. • Fluent reading is not the same as decoding words on a page. • Reading proficiency varies with situation and experience. • Proficient readers share some key characteristics– Metacognition helps reveal those characteristics.

24. Metacognitive Reading: Why should we do it? • To improve reading proficiency you must be aware of your strengths and deficits, specifically. • To improve reading proficiency you need to be conscious of the processes occurring while reading.

25. Metacognitive Reading: Teacher Model/ Think Aloud

26. Metacognitive Reading: Teacher Model/ Think Aloud A throng of bearded men, in sad-colored garments and gray, steeple-crowned hats, intermixed with women, some wearing hoods, and others bareheaded, was assembled in front of a wooden edifice, the door of which was heavily timbered with oak, and studded with iron spikes. – From Chapter 1, The Prison Door, The Scarlet Letter

27. 8/22-23: Please note the addition to homework tonight! • Add to HW for tonight: • Bring in a photo of a place • that you have strong feelings • about. • Possibilities: • A place that is scary • A place that you spend a lot time • Reflecting or enjoying nature • A place that is visually stunning in some way that appeals to you. • If you are sitting at tables 1-4, your notebooks are due on Friday. If you are sitting at tables 5-8, they are due next Friday. Bench at Crissy Field, Presidio, San Francisco, CA

28. As you read this text, pay attention to what you are thinking and doing as you read to make sense of it. When you have finished, I will ask you to discuss: What did you do? Where did you do it? How did it help you?

29. “The Raven” by Edgar Allen Poe Listen to the following dramatic reading by Vincent Price. At your table, discuss the questions below and then write your own responses individually in your notebooks (or on a piece of paper that you can add to your notebooks later if I am grading yours). • Summarize each of the major “sections” of the poem. Explain what is literally happening throughout the poem. • How is this piece of literature, from the “Gothic” genre of Romance writing, different from the other pieces we have read? • Why might this be the period during which literature of this type would flourish?

30. Happy Monday! Please get out your journals.

31. Journal Journal : Copy this quote down and spend a few minutes reflecting on it. What is the meaning of this? Do you see this playing out in the world today?

32. Transcendental Era/Movement

33. Transcendentalism History • A philosophical mov’t: 1830’s-1840’s. • Individual & nature = inherently “good” • Society corrupts individual & nature

34. Transcendentalism History • Man is best when truly self-reliant and independent. • True community • A protest of contemporary culture/society, “intellectuals”

35. Literary Style • Tone= serious, reflective • Reflection is deep and meaningful, highly intellectual • NOT a movement of the masses, (though it had an effect on the masses in the long run)

36. Literary Style • The first “American aesthetic”? • Accessible: Dime novels, serialized novels, sentimental fiction, journals etc.

37. Notable Transcendental Writers Ralph Waldo Emerson Margaret Fuller May 25, 1803-April 27,1882 In Emerson’s piecetitled: Friendship, he expresses his desire to, “not treat friendship daintily”. Nature is arguably considered his greatest work. May 23, 1810-July 19,1850 Wrote the book, Women in the 19th Century as the first women’s rights novel. She was a well known women’s rights advocate and had a strong opinion on marriage.

38. From Emerson’s Essay II: Self-Reliance “Trust thyself: every heart vibrates to that iron string. Accept the place the divine providence has found for you, the society of your contemporaries, the connection of events. Great men have always done so, and confided themselves childlike to the genius of their age, betraying their perception that the absolutely trustworthy was seated at their heart, working through their hands, predominating in all their being. And we are now men, and must accept in the highest mind the same transcendent destiny; and not minors and invalids in a protected corner, not cowards fleeing before a revolution, but guides, redeemers, and benefactors, obeying the Almighty effort, and advancing on Chaos and the Dark. “ Individual Reading: Use Talking to the Text to annotate the passage. Pair with another student at your table and problem solve for roadblocks you encountered. Be sure you understand the BIG PICTURE and can support your understanding with specific references to the text. Discuss how this quote is related to the previous quote from your journal.

39. From Emerson’s Essay II: Self-Reliance “The civilized man has built a coach, but has lost the use of his feet. He is supported on crutches, but lacks so much support of muscle. He has a fine Geneva watch, but he fails of the skill to tell the hour by the sun. A Greenwich nautical almanac he has, and so being sure of the information when he wants it, the man in the street does not know a star in the sky. The solstice he does not observe; the equinox he knows as little; and the whole bright calendar of the year is without a dial in his mind. His note-books impair his memory; his libraries overload his wit; the insurance-office increases the number of accidents; and it may be a question whether machinery does not encumber…” Individual Reading: Use Talking to the Text to annotate the passage. Pair with another student at your table and problem solve for roadblocks you encountered. Be sure you understand the BIG PICTURE and can support your understanding with specific references to the text. Discuss how you see evidence in society today of people trying to reclaim the ability to be individuals and stand up for injustices and wrongs they perceive.