Puritans+Learning+Plan

Students will:
 * Puritans Learning Plan **
 * Learning Objectives: **
 * Apply historical background to improve reading comprehension and analyze texts
 * Understand conflicting Puritan perspectives
 * Compare and contrast significant figures based on primary and secondary sources
 * Utilize research skills to inform literary context
 * Evaluate electronic sources
 * Analyze and use tone in writing
 * Analyze a conflict--specifically man vs. self and man vs. society (Bradstreet and Williams be the basis)
 * Analyze and use "basic" elements of poetry
 * Analyze literature using a biographical and sociological criticism lens (Bradstreet)
 * Identify elements of persuasion and rhetoric within text and apply in personal writing and speech

Literary Terms: Ø  Meter Ø  Archaic Language Ø  Inverted Syntax Ø  Transcript Ø  Bias Ø  Loaded Language Ø  Loaded Questions Ø  Persuasive Writing Ø  Logos Ø  Ethos Ø  Pathos Ø  Tone Ø  Rhetoric Ø  Imagery Ø  Metaphor  ·  ** Historical Background—Puritans ** o  Focus on the Puritan world view to allow discussion of why they do and do not do certain things o  Main Tenets: Share major points of Puritan Ideas gleaned from background reading and research (building intellectual capital) o  Key Points: Bible, Theocracy (emphasis on ANY religion—middle east), lack of choices, strictness o  Bible as Supreme Authority: Connections to Scripture §  “the way”—the way you live your life, the way you govern and expect/allow yourself to be governed §  “to be perfect”—Jesus’s expectations to the Apostles is to strive for perfection. This works against this idea of original sin, which sets up that human nature is inherently evil ·  This leads to a guilt complex  à  the mistake that you pay for that you never personally committed o  Review Text Box in Literature Book: §  KEY Tenets: Bible as Supreme Authority, Original Sin, Predestination §  DejaVu of Predestination—Chosen People—Introduces/Explains a people driven by God—spiritually driven §  DejaVu of Genesis: What did we learn from adam and eve? What happens if you disobey God? That’s why we are not given choice §  Believe that you do things because you do—why wouldn’t you? There is no questioning o  Traveling Points: §  Theocracy §  Puritans take their spiritual lives very seriously §  No Questioning §  Embedded Mythology of Genesis and support of Scripture §  Extension of “perfection” idea—preview Winthrop and Williams  ·  ** Intro APA Activity—Electronic Sources ** o  Generate Reference Information required to cite website in APA format Nonperiodical Web Document, Web Page, or Report (from OWL Purdue) List as much of the following information as possible (you sometimes have to hunt around to find the information; don't be lazy. If there is a page like http://www.somesite.com/somepage.htm, and somepage.htm doesn't have the information you're looking for, move up the URL to http://www.somesite.com/): Author, A. A., & Author, B. B. (Date of publication). //Title of document//. Retrieved month day, year (only if the text may potentially change over time), from http://Web address NOTE: When an Internet document is more than one Web page, provide a URL that links to the home page or entry page for the document. Also, if there isn't a date available for the document use (n.d.) for no date. o  Briefly discuss Web Site Credibility—give checklist for website evaluation o  Need: Index Card with APA format for Electronic Sources o  Ask for APA citation on tops of printed sources o  Next time: APA hunt: Large Citation—cut into pieces (different elements)—have one citation all have a number on the back, or be all one color. First, students have to find common members of their group, then work together to piece together APA citation. Then, briefly evaluate that source using checklist.  ·  ** Winthrop and Williams  ** o  Useful Background Information §  Great Migration ·  “The peak years of the Great Migration lasted just over ten years — from 1629 to 1640, years when the Puritan crisis in England reached its height. In 1629, King Charles I dissolved Parliament, thus preventing Puritan leaders from working within the system to effect change and leaving them vulnerable to persecution. The Massachusetts Bay Colony, chartered in the same year by a group of moderate Puritans, represented both a refuge and an opportunity for Puritans to establish a “Zion in the wilderness.” During the ten years that followed, over twenty thousand men, women, and children left England to settle permanently in the Massachusetts Bay Colony. In 1640, when Parliament was reconvened, attention was redirected from the New World back to the old and migration to New England dropped sharply.” ·  Interesting Caveat: “these Puritans did not so much seek freedom, as much as they sought to escape what they thought was a permissive environment, fostered by the Church of England.” o  Independent Research Option or In-Class Reading Assignment o  Literature Analysis to Extend Understanding §  John Winthrop—A Model of Christian Charity ·  Brief Background—educated at Cambridge—Arabella, 1630 ·   “knit together as one” **(POCKET QUOTE)** ·  “covenant” ·  “city on a hill”**(POCKET QUOTE)** ·  “his ways”—biblical society ·  “ always having before our eyes our commission and community in the work, as members of the same body” ·  Reformist ·  View of Native Americans ·  Other talking points: American exceptionalism—link to manifest destiny—Jacksonian Democrats o  “Refers to the belief that the United States differs qualitatively from other developed nations, because of its national credo, historical evolution, or distinctive political and religious institutions.” o  “Used by United States citizens to indicate that America and Americans have different states of mind, different surroundings, and different political cultures than other nations. Others use it to refer to the American dream and the slow, striving, ever-progressing journey of the people of the United States to build a more perfect union, to live up to the dreams, hopes, and ideals of its founders.” §  Roger Williams ·  Brief Background—educated at Cambridge ·  “Boast not proud English, of thy birth and blood Thy brother Indian is by birth as good. Of one blood God made him, and thee, and all. As wise, as fair, as strong, as personal.”  ·  “Soul Liberty” (POCKET QUOTE)—need for individual ability to make decisions on religious matters o  Scripture Support: Matthew, Peter ·  Desire to convert Native Americans through love o  Connect to Columbus (love than by force) o  “yet so much (through the help of God) I did speak, of the true and living only wise God, of the creation: of man, and his fall from God, etc. that at parting many burst forth, “Oh when will you come again, to bring us some more news of this God?” ·  Separatist ·  Asked to Leave Massachusetts Bay Colony—1636 §  Compare and Contrast the Winthrop and Williams ·  Group Activity—Discuss major points about John Winthrop and Williams—create list than initial compare and contrast—then divide room and two and have students work collaboratively on a compare contrast chart, one side of the room per figure. ·  Use a Chart or Venn Diagram Graphic Organizer ·  Suggested Compare/Contrast Categories: Background, Ideas/Beliefs, Key Words/Phrases, Literature, Church of England, Big Concepts ·  CONFLICT: man vs. man—external conflict || // Background // || Massachusetts Bay Colony Cambridge Great Migration (1631) || Rhode Island/Providence Cambridge Great Migration (1630) || // Ideas/Beliefs // || Colony Charter Conversion by force* Theocracy || Native Americans Land Rights Conversion by love* Separation of Church and State || // Key Words/Phrases // || “City on a Hill” “Knit Together as One” “Covenant” || “Soul Liberty” || // Literature // || “A Model of Christian Charity” || “A Key to the Language of America” || // Church of England // || Reformist || Separatist || // Big Concept // || Community || Tolerance || * DejaVu—Columbus  ·  ** Introduction to Anne Bradstreet ** o  Review: Content, Summary, Poetic Elements o  Relevant Historical Background: Author/Purpose—no one was supposed to read this—personal o  Preview these points: §  TONE—what is her tone? What is her attitude toward God? Is it black and white? Or gray? §  To what extent does Anne Bradstreet buy in to the Puritan tenets? ·  Perspective of buying in, but moments of doubt where she is convincing herself. ·  She does not buy in, but she does not take delight in God—dry worship and prayer vs. passionate expression for husband and children ·  ** Anne Bradstreet ** o  “To My Dear and Loving Husband” §  Initial four lines—she pours out her love for him in the opening §  Concept of Heaven’s reward---religious tie in   ·   Do this so we get the reward (being together forever)—this is a departure from the Puritan status quo of doing something just because you do it   ·   Introduces concept that if you follow God there is some type of reward §  Deep love and devotion to husband over duty §  Poetic elements: tone, imagery, repetition, paradox §  Where is God? o   “Upon the Burning of Our House” §  Let no man know is my desire—possibly implying that she wanted her house burned down… but why? Why would she want such a thing? §  Line 35—reinforces idea that what you have isn’t yours—dejavu to Winthrop’s “A Model of Christian Charity”—“GOD ALMIGHTY in His most holy and wise providence, hath so disposed of the condition of mankind, as in all times some must be rich, some poor, some high and eminent in power and dignity; others mean and in submission.”—God distributes blessings as he sees fit. §  Return to idea of “let no man know is my desire” §  Line 20—discuss memories of house—they are burnt §  Focus line—“adieu, adieu, all is vanity” ·  Ecclesiastes i. 14.---All is vanity and vexation of spirit. ·  Bidding her earthly possessions and dreams “Adieu, Adieu” steps outside of the Puritan belief system but the immediate use of the scriptural quote from Ecclesiastes creates the illusion of remaining within the acceptable system. Self-effacement (the act of making oneself or one's actions seem less important than they are because of modesty or timidity) is the vehicle Bradstreet uses to question, explore, and attempt to reconcile her love for the material with her desire for the eternal. The use of these literary confessions frees her to explore the Puritan belief system without a direct challenge. §  Lines 20-35 House burned down §  Line of 40—“arm of flesh”—connection to “Flesh and Spirit”—corruptible vs. uncorruptible §  “The world no longer let me love”  à  punishment for original sin—guilt complex §  Bradstreet feels too connected to those things—vanity: Ecclesiastes §  Last line “Hope and Treasure Lies above”—rid of possession holding her down/back §  God as “Architect”—builder/designer §  Internal Conflict—man vs. self Ending Activity: Referenced Sites: http://itech.fgcu.edu/&/issues/vol1/issue1/bradstreet.htm http://infomotions.com/etexts/gutenberg/dirs/1/6/7/3/16732/16732.htm Notes: “Zion in the Wilderness”?
 * If in class, give one reading on each figure. Have students read the secondary sources and pull out information individually in groups. Teach the proper APA format for the resource used.
 * Winthrop ** ||
 * Williams ** ||
 * Chart—Texts vs. Learning Objectives… have students sort what learning objective went with what