1. Bellringer (3rd, 4th, and 7th Periods)
Meet in your groups from yesterday to make sure everyone is ready for your presentations!
Remember you will be graded based on collaboration and cooperation, accuracy of your presentation, and quality of your presentation.
You have five minutes to prepare before we begin presentations!
Bellringer for Wednesday.

2. Collaboration
How does the comparison to “a single living man” develop an idea about government?
How does Thoreau’s reference to “complicated machinery” develop an idea about government?
How does Thoreau support his claim that government “never of itself furthered any enterprise”?
How does the meaning of expedient change within part 1, paragraph 2?
What is the meaning of “letting one another alone” and “let alone” in part 1, paragraph 2?
Bellringer for Wednesday.

3. Quick Review
How does the wooden gun metaphor in paragraph 2 develop an idea about government and the people?
Sample Answer: In this context, the wooden gun metaphor clearly conveys the idea of a lack of power. Prior to this reference in the text, Thoreau has not been discussing war or weaponry. He is discussing the government. In thinking about his point regarding the government, it is clear that the Thoreau views the government as having no real power. Unlike a real gun, a wooden gun has no power and is, therefore, ineffectual or, as Thoreau would say, “inexpedient.”
Source: literary-devices
Bellringer for Wednesday.

4. Bellringer (1st, 5th, & 6th Periods)
What do you think Thoreau’s central idea is at this point in the text? What point has he made that best supports his central idea?
Bellringer for Wednesday.

5. Bellringer (1st, 3rd, 5th, and 6th Periods)
In paragraphs 3-4 of “Civil Disobedience,” did Thoreau use more ethos, pathos, or logos?
Find at least one example of ethos, pathos, or logos in paragraphs 3-4.
Bellringer for Thursday

6. Bellringer (4th and 7th Periods)
What do you think Thoreau’s central idea is at this point in the text?
What point has he made that best supports his central idea?
Bellringer for Thursday

7. “Civil Disobedience”
Lessons 3-4

8. Unit Objective
Students will analyze the complex ideas and language in Thoreau’s “Civil Disobedience.” In addition to exploring Thoreau’s ideas, students will consider the power of his language in particular, how his use of rhetoric and figurative language establishes his point of view.

9. Guiding Question
How is the author’s point of view conveyed throughout the text?

10. Daily Objective
TLW analyze how the author’s point of view is shaped and refined through the use of rhetoric, specific language, phrases, and intertextual connections.

11. Focus for Today’s Reading
As we read the next sections of “Civil Disobedience,” focus on how Thoreau circles back to the same ideas throughout the text.
Does he become redundant?
Does he make valid connections?
Do the repeated concepts enhance his argument?

12. DON’T FORGET TO ANNOTATE

13. But, to speak practically and as a citizen, unlike those who call themselves no-government men, I ask for, not at once no government, but at once a better government. Let every man make known what kind of government would command his respect, and that will be one step toward obtaining it.
Where do you see ETHOS, PATHOS, OR LOGOS in this passage?
How does Thoreau end this paragraph?

14. After all, the practical reason why, when the power is once in the hands of the people, a majority are permitted, and for a long period continue, to rule is not because they are most likely to be in the right, nor because this seems fairest to the minority, but because they are physically the strongest. But a government in which the majority rule in all cases cannot be based on justice, even as far as men understand it.
ETHOS, PATHOS, or LOGOS?

15. Where have we seen the idea communicated in the first sentence?
What kind of questions are being asked at the beginning of this section?
Where do you see a weak point that would be easy to argue?
ETHOS, PATHOS, or LOGOS?
Can there not be a government in which majorities do not virtually decide right and wrong, but conscience?- in which majorities decide only those questions to which the rule of expediency is applicable? Must the citizen ever for a moment, or in the least degree, resign his conscience to the legislation? Why has every man a conscience, then? I think that we should be men first, and subjects afterward. It is not desirable to cultivate a respect for the law, so much as for the right. The only obligation which I have a right to assume is to do at any time what I think right. It is truly enough said that a corporation has no conscience; but a corporation of conscientious men is a corporation with a conscience. Law never made men a whit more just; and, by means of their respect for it, even the well-disposed are daily made the agents of injustice.

16. A common and natural result of an undue respect for law is, that you may see a file of soldiers, colonel, captain, corporal, privates, powder-monkeys, and all, marching in admirable order over hill and dale to the wars, against their wills, ay, against their common sense and consciences, which makes it very steep marching indeed, and produces a palpitation of the heart.
How does this section connect back to the first paragraph of the text?
How do you think the audience would receive this excerpt?
How does Thoreau’s description of the “undue respect for law” develop a central idea?

17. How does the tone shift in this section of the text?
They have no doubt that it is a damnable business in which they are concerned; they are all peaceably inclined. Now, what are they? Men at all? or small movable forts and magazines, at the service of some unscrupulous man in power? Visit the Navy- Yard, and behold a marine, such a man as an American government can make, or such as it can make a man with its black arts- a mere shadow and reminiscence of humanity, a man laid out alive and standing, and already, as one may say, buried under arms with funeral accompaniments, though it may be,
How does the tone shift in this section of the text?
Does it sound more like fiction or nonfiction?

18. "Not a drum was heard, not a funeral note,
As his corse to the rampart we hurried;
Not a soldier discharged his farewell shot
O'er the grave where our hero we buried."
What literary devices do we see here?
Why would Thoreau use poetry in an essay about the government?

19. Check It
Take a few minutes to compare your annotations to those of your neighbors!
If you see a point that you are not certain about, then discuss with your neighbors or ask Mrs. Thomas.

20. Let’s Reflect & Predict…
What were Thoreau’s main points in paragraphs 3-4?
How did the central idea shift in this section of the text?
How do you predict it will change moving forward?

21. The mass of men serve the state thus, not as men mainly, but as machines, with their bodies. They are the standing army, and the militia, jailers, constables, posse comitatus, etc. In most cases there is no free exercise whatever of the judgment or of the moral sense; but they put themselves on a level with wood and earth and stones; and wooden men can perhaps be manufactured that will serve the purpose as well. Such command no more respect than men of straw or a lump of dirt. They have the same sort of worth only as horses and dogs. Yet such as these even are commonly esteemed good citizens.
What idea do we see repeated from paragraph 2?
What IRONY is Thoreau implying here?

22. Which label in the opening list seems out-of-place?
Do you think that was strategic placement?
How is this tactic similar to how Thoreau introduced military criticism in the first paragraph?
Others- as most legislators, politicians, lawyers, ministers, and office-holders- serve the state chiefly with their heads; and, as they rarely make any moral distinctions, they are as likely to serve the devil, without intending it, as God.

23. How is this list different from the opening list in the previous slide?
How is Thoreau’s perspective on these individuals different from his perspective in the previous slide?
A very few- as heroes, patriots, martyrs, reformers in the great sense, and men- serve the state with their consciences also, and so necessarily resist it for the most part; and they are commonly treated as enemies by it.

24. "I am too high-born to be propertied, To be a secondary at control,
A wise man will only be useful as a man, and will not submit to be "clay," and "stop a hole to keep the wind away," but leave that office to his dust at least:
"I am too high-born to be propertied,
To be a secondary at control,
Or useful serving-man and instrument
To any sovereign state throughout the world."
ETHOS, PATHOS, or LOGOS?
Why do you think Thoreau might have cited something that uses first-person POV?

25. What is the significance of the irony in the first section of this excerpt?
What point do you think Thoreau is making in the last sentence of this section?
He who gives himself entirely to his fellow-men appears to them useless and selfish; but he who gives himself partially to them is pronounced a benefactor and philanthropist.
How does it become a man to behave toward this American government today? I answer, that he cannot without disgrace be associated with it. I cannot for an instant recognize that political organization as my government which is the slave's government also.

26. Check It
Take a few minutes to compare your annotations to those of your neighbors!
If you see a point that you are not certain about, then discuss with your neighbors or ask Mrs. Thomas.

27. LET’S HAVE A LITTLE CONTEST
LET’S HAVE A LITTLE CONTEST! Directions: The right side of the room should answer the question about paragraph 4. The left side of the room should answer the question about paragraph 5. Write a CCC response to your question. If you get “writer’s block,” call on Mrs. Thomas for help!
PARAGRAPH 4
How does Thoreau’s statement, “I ask for, not at once no government, but at once a better government” relate to his earlier idea that “government is best which governs least” (part 1, par. 1)?
PARAGRAPH 5
How does Thoreau’s description of those who serve the state with their bodies develop the ideas that Thoreau introduces in part 1, paragraph 4?