Unit 3: The American Revolution

The Emergence of American Diversity Becoming distinctly American South and Mid-Atlantic New England remain homogeneous

Quakers English and Welsh decent Based on equality of citizens and tolerance of religious diversity First group in America to advocate the abolition of slavery

Quakers (continued) Women had a voice, unlike in Puritanism Attracted Native Americans, free Africans, and progressive thinkers Benjamin Franklin adopted a Quaker rhetoric of equality.

Capitalist Culture Ethic of profit-making Land becomes a commodity. Southern colonies center on plantations

American Colonies Represent opportunity and growth Begin to prosper Offer economic advancement through hard work

Rebellion Against Great Britain Stamp Act-colonist boycotted British goods Boston Tea Party

Historical Documents Common Sense by Thomas Paine Declaration of Independence Thomas Jefferson, Benjamin Franklin, and John Adams

Philosophical Background of the Revolution Enlightenment (Age of Reason) Romanticism Bill of Rights

Enlightenment Thinkers Sir Isaac Newton John Locke Thomas Hobbes Jean-Jacques Rousseau

The New Nation Adopted Articles of Confederation Increasing literacy Diverse authors

Unit 4:The New England Renaissance

Social Expansion Louisiana Purchase in 1803 Invention of telegraph (Samuel Morse) Steam locomotive (John Stephens)

Democratization Andrew Jackson’s shift to “common people” Mann’s studies leading to public education. The Lyceum Movement ◦ Institutions that offered educational and inspirational lectures, debates, and entertainments in large public halls.

Romanticism In Romanticism, nature was a repository of and stimulus for intuitions, transforming an individual by granting him or her access to a higher truth. Romantic writers: Irving and Franklin

Transcendentalism Transcendentalism is the belief in the realm of spiritual or transcendent truths beyond sense perception and material existence. Transcendentalists: Emerson, Thoreau, Hawthorne, Poe

The Writing Profession and Social Purpose Writers could not make a living off of writing even if they were successful. No copyright protection until 1891 Authors would sell books without claiming royalties. Writers found purpose in writing with political and social issues.

New England Renaissance Poetry Poets used their work to address various social and political issues—including slavery. Fireside / Schoolroom Poets Oliver Wendell Holmes “The Chambered Nautilus”

“The Chambered Nautilus” p.207 Apostrophe- rhetorical device by which a speaker turns the audience as a wholes to address a single person or thing. Stanza- a recurring pattern of grouped lines in a poem (like paragraphs in a story) “ A moment’s insight is sometimes worth a life’s experience”—Oliver Wendell Holmes

TPCASTT Title What do the words of the title suggest to you? What denotations are presented in the title? What connotations or associations do the words posses? Paraphrase Translate the poem in your own words. What is the poem about?

TPCASTT Connotations What meaning does the poem have beyond the literal meaning? (Form, diction, imagery, point of view, details, allusions, symbolism, figurative language) Attitude What is the speaker’s attitude? How does the speaker feel about himself, about others, and about the subject? What is the author’s attitude? How does the author feel about the speaker, about other characters, about the subject, and the reader?

TPCASTT Shifts Where do the shifts in tone, setting, or voice occur? Look for time and place, keywords, punctuation, stanza divisions, changes in length or rhyme, and sentence structure. What is the purpose of each shift? How do they contribute to effect and meaning?

TPCASTT Title Reanalyze the title on an interpretive level. What part does the title play in the overall interpretation of the poem? Theme List the subjects and the abstract ideas in the poem. Then determine the overall theme. The theme must be written in a complete sentence.

TPCASTT for “The Chambered Nautilus” Title-The title "The Chambered Nautilus" refers to a sea creature that lives in the sea and has a hard external shell.

Paraphrase First stanza: A poet pretends the nautilus is a ship of pearl is sailing the high seas. Its purple wings are the sails. The coral reefs can damage a ship. Second stanza: The ship of pearl is wrecked. The purples sails or webs of living gauze are not sailing anymore.

Paraphrase Third Stanza: Each year the chambered nautilus has created a new dwelling and cannot move backwards. Fourth Stanza: The poet thanks Triton for sending him a message. He hears a message singing. Fifth Stanza: The poet writes about building more stately mansions and leaving the past.

Connotations Allusions embedding the poem are found in the first stanza, the sirens and sea-maidens. Also, Poseidon's son, Triton, is alluded to in stanza four. Each of these are references to Greek mythology. The chambered nautilus is compared to a ship of pearl metaphorically.

Connotations The diction used refers to the sea and its mysteries. The poem is divided into five stanzas with a specific rhyme scheme. AABBBCC

Attitude The poet is grateful to have been sent this message. He feels admiration towards the chambered nautilus and meditates on the message it sending.

Shifts The first three stanzas address the chambered nautilus’s life and death. In the last two stanzas, the poem shifts and begins addressing the audience (apostrophe).

Title The title now means that the chambered nautilus continually is moving forward and growing.

Theme The theme of this poem is just like that chambered nautilus, individuals must move forward and grow. We, the audience are to create a new and stronger life out of a weak past.

Emily Dickinson Lived as a recluse Kept her writing to herself Her work reflected ‘keen observations’ “Because I could not stop for Death—” [The poem is] “one of the greatest in the English language; it is flawless to the last detail…Every image is precise and…fused with the central idea.” –Allen Tate