Unit Three -- Slave Narratives and The Puritans

Opening: Discussion of Standards

Before you begin this unit, you should review the Georgia Performance Standards it addresses. Please take a moment to read the standard below published by the Georgia Department of Education:

ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAALRL3.1.a.iii The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding;
iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion 


Eseential Questions:
1. How do we use emotion as a pursuasive tool?
2. What is the difference between emotion and reason?

Key Terms:
Puritan
Original Sin

• 
  

Imagery
Similie
Metaphor


1. Before you begin this unit, I want you to have a clear understanding of what you should be learning. Take a moment to post to your blog what you think the standard above addresses, and why you think it is important for you to master. Show me what you have written before you show me the rest.


Mini-Lesson:

Go to my drop box, and click on the Assignments folder. Watch the video called "Puritans". You should take some notes of the things that stand out to you -- direct quotes from the sermon will be helpful later. You should also take specific notice of their core beliefs:

Total Depravity - through Adam and Eve's fall, every person is born sinful - concept of Original Sin.

Unconditional Election - God "saves" those he wishes - only a few are selected for salvation.

Limited Atonement - Jesus died for the chosen only, not for everyone. Irresistible Grace - God's grace is freely given, it cannot be earned or denied. Grace is defined as the saving and transfiguring power of God.

Perseverance of the "saints" - those elected by God have full power to interpret the will of God, and to live uprightly. If anyone rejects grace after feeling its power in his life, he will be going against the will of God - something impossible in Puritanism.

The Puritans and Johnathan Edward's "Sinners in the Hands of an Angry God" from Dana Siegmund on Vimeo.


For some more real fun, check out some of these Puritan names.

Work Period:

2. Compare what your just heard to Native American examples from unit one. What are the differences in these two groups of people's cultures that stand out to you. How do their ideas of God differ? Do you see ways in which their cultures may clash? Post your thoughts to your blog. It should be at least a good paragraph with direct support from your example and the sermon in the video.

3. Does this sermon rely more on reason or emotion?  How do you know?  Provide evidence from the speech that supports your answer.

4. Johnathan Edwards relies on imagery, metaphos, and similies in "Sinners in the Hands of an Angry God".  How well can you identify them?  Provide one example of each:

Guide:

Similie / Metaphor example:

Imagery Example:

5. Read this chapter from:

 The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African

Once you have completed reading this chapter, post a short summary (one paragraph), and then in a second paragraph explain how Equiano uses emotion as a persuasive tool.  How did he make you feel?  What was his purpose in writing this narrative in the way he did?

6. Please read the following:

"To My Dear and Loving Husband" by Anne Bradstreet

Before you begin to respond to the questions below, you may want to review the Puritans' beliefs at the beginning of this post, or by watching the beginning of the video.

Can you summarize the thoughts in the poem?  What tone does she take as she writes? 

That should have been easy.

Now can you show me how this example illustrates what the Puritans believed?  Provide a line or two as evidence to support what you say.

Closing:

Spend a few moments evaluating your work.  Then once you are comfortable with what you have produced, review your repsonse to #1 in the opening, and then explain how you have addressed the Georgia Performance Standards or the essential questions.  Better responses will include direct evidence from your work.

Once you have completed everything above, leave me a comment to let me know it is time to check your work.