CHARLES COUNTY PUBLIC SCHOOLS APEX English III Learning Packet 4/20 – 5/1
CHARLES COUNTY PUBLIC SCHOOLS
APEX English III Learning Packet
4/20 – 5/1
Student:_____________________________________ School:______________________________________ Teacher:_____________________________________ Block/Period:_________________________________
The Rhetoric of Revolution
You may know that around 250 years ago, many citizens of the American colonies were unhappy with
the way Great Britain was treating them. However, some colonists weren't so sure that going to war for
independence was the best option.
This reading will focus on what was happening in the colonies before the Revolutionary War and how
language and literature played a role in moving us toward what is now the United States of America.
1. Print and look over your reading guide.
2. Open your reading and look for the underlined text as you read. Each question in the first part of your
reading guide is related to an underlined word or passage. You can also find the questions at the bottom
of your reading.
19
Reading GuideEnglish 111.1.2 Read: The Rhetoric of Revolution
Name:Date:
While you read:
Each of the following questions is related to an underlined passage or word in the reading. Be ready to
answer the questions as you read. Write your answers below.
1. Define railed.
2. Define galvanized.
3. What does this tell you about what the colonies had to overcome?
4. Define legislature.
5. Define autonomy.
6. What does it mean to "levy" a tax?
20
7. What do you think is so bad about "taxation without representation"?
8. Do you think the colonists or the British gave the Intolerable Acts their name? Why?
9. In your own words, explain the difference between the first and second time the "Join, or Die" cartoon
was published.
10. What is a pamphlet?
21
11. Define eschewed.
12. "To enlighten" means to give knowledge or understanding. Why might this be an appropriate name
for the Enlightenment movement?
13. Define inalienable.
14. Define status quo.
15. Why do you think colonists considered themselves British subjects rather than Americans?
16. How do you think Paine's sign-off helps his case against the English?
22
After you've read:
1. How did the French and Indian War create the conditions that led Paine to write Common Sense?
2. Why did some colonists feel loyalty to Britain despite the unfair taxes?
3. What was the role of pamphlets in changing American attitudes?
23
4. What made Common Sense particularly effective in persuading Americans to support the revolution?
In one or two sentences, write down the gist, or main point, of this reading.
Copyright © 2018 Apex Learning Inc. Use of this material is subject to Apex Learning's . Any unauthorized copying, reuse, or redistribution
is prohibited. Apex Learning ® and the Apex Learning Logo are registered trademarks of Apex Learning Inc.
Terms of Use
24
Reading MaterialsEnglish 111.1.2 Read: The Rhetoric of Revolution
Name:Date:
The Rhetoric of Revolution
No "Paine," No Gain
When Englishman Thomas Paine arrived in America in the winter of 1774, he was a mess. The 37-year-
old had lost his job, his possessions were auctioned off to pay his debts, and his second marriage lay in
rubble. On top of that, he was deathly ill with typhus, contracted on his transatlantic voyage. But Paine,
like many of his countrymen before him, had made it to America. With an encouraging letter from
Benjamin Franklin in his pocket, Paine crossed the ocean in order to join the ranks of those pressing for
liberty and to encourage the rejection of the same king whose restrictions he'd railed [1] against in
England.
But once he felt well enough to turn his ear to the streets, taverns, and meeting halls of the colonies, he
was alarmed at what he found: Citizens were clearly agitated by British rule but unsure what to do about
it, if anything. At this point, the 13 colonies had made gestures toward unity — the First Continental
Congress convened in September 1774, four months before Paine's arrival — but there was still self-
interested squabbling and no galvanized [2] movement toward independence. [3] "Fetch my ink and
quill!" Paine likely called to no one in particular, as he was too poor for an assistant. He knew there was
work to be done.
Not Quite Ready for Revolution: How'd We Get Here, Exactly?
The 13 American colonies were founded between 1607 and 1733, established as part of the British
Empire. But between the first settlement at Jamestown, Virginia, and Thomas Paine's arrival in 1774,
much changed in the relationship between England and the colonies — changes that would ultimately
lead to all-out war.
From the beginning, each colony had its own legislature [4] — at times offering the illusion of autonomy
[5] — but they were ultimately ruled from afar by the British Parliament and the king of England, who
often installed his own "royal governors" when necessary to keep things in line. Overall, though, the
American colonists were content: They were able to assemble locally, their economies were fairly
prosperous, and they actually paid lower taxes than British citizens in England. The king's American
subjects even displayed their loyalty by fighting alongside the British in the French and Indian War (1754
– 1763), a victory for the British Empire. War is pricey, though, and somebody was going to have to pay
the bills.25
Most colonists were farmers, so textiles, metal wares, and other manufactured goods were generally
imported from other countries, as were crops such as sugar and tea. To help pay for the French and
Indian War, Parliament levied a series of taxes [6] on the goods the colonists imported. Because no
colonists served in British Parliament to represent their own interests, many resented this "taxation
without representation." [7]
The colonists' resentment eventually turned to protest. The Stamp Act of 1765, which taxed newspapers,
pamphlets, and other documents, led to rioting, and occasionally these protests become violent. In 1770,
five colonists in Boston were killed after heckling British soldiers, an event that became known as the
Boston Massacre. Three years later, a Boston mob boarded a merchant ship and threw its tea into the
harbor. As punishment for what is now known as the Boston Tea Party, Parliament imposed harsh
regulations on the colonists, closing Boston Harbor and requiring British approval to hold town
meetings. These penalties, which became known as the Intolerable Acts, infuriated the colonists, but
Parliament refused to repeal them. [8]
The Intolerable Acts increased unity among the colonists. Following the closing of Boston Harbor,
people throughout the colonies sent food and supplies to help the city's residents, though open rebellion
or any other public hostility toward the king was still opposed by many. After the First Continental
Congress met in Philadelphia in 1774, colonists were urged to boycott British imports until the
Intolerable Acts were lifted. Colonists worked hard to produce their own clothing, furniture, and other
goods. However, the boycott of British goods did not stop the Intolerable Acts, leaving the colonists little
choice but to unite and fight for their independence.
Revolution, Then! Wait, Not Quite Yet . . .?
Even though all signs seemed to point to revolt — oppressive taxes, lack of representation, an entire city
under siege — the issue at hand was quite complex for many of the colonists for a variety of reasons.
While some colonists had varied ancestries, many still considered themselves British, via either heritage
or loyalty, or both. Also, for those and others, life under a king was all they knew, and, despite the lack of
representation and liberty, it had always come with relative prosperity, safety, and security. If they
rebelled and lost, they'd likely lose everything: homes, farms, businesses, land, and more.
In addition, war would require much of what the colonies did not have: unity and military assets. Despite
their efforts in opposing the Intolerable Acts and building consensus during the First Continental
Congress, the colonies still had separate legislatures and separate economies to consider. On top of
that, they had no real means with which to fight a major war. Each colony had its own militia, but there
was no unified national army or navy; Britain, on the other hand, had a vast army and the most powerful
26
navy in the world. Even if colonists could manage to raise an army, the Americans did not exactly
impress the British as soldiers during the French and Indian War. Georgia's royal governor, Henry Ellis,
described the American soldiers as "poor species of fighting men," while British general James Wolfe
offered the phrase "cowardly dogs."1
These kinds of comments don't exactly create a recipe for success, though the motivation was there in
many of the colonists, as was the will. The fire, however small, was smoldering in America, and certain
writers and patriots were doing their best to douse it in gasoline.
Read This Pamphlet!
As far back as the French and Indian War, some prominent colonists wrote newspaper editorials
advocating the unification of the colonies. For his part, in 1754, Benjamin Franklin published his famous
"Join, or Die" political cartoon — depicting a snake broken into segments representing the different
colonies — and an accompanying editorial in the Pennsylvania Gazette to argue the necessity of unity to
defend the colony from the French. The cartoon would resurface a decade later as the postwar taxes
were levied, though this time it urged colonial unity against the British, not the French. [9] Writers like
Franklin used editorials to bring ideas about unity and liberty to a wide audience. They wanted to expose
the dangers of being connected to, and exploited by, an empire that offered a large portion of its citizens
no voice in Parliament.
Along with editorials, pamphlets [10] like John Dickinson's series of essays titled Letters from a Farmer
in Pennsylvania (1767) echoed the concerns of those struggling under the oppressive British taxes that
would eventually stir up the Boston Massacre and Tea Party. Pamphlets had the benefit of a wide
distribution — almost everyone read them — without being burdened by the schedule, overhead, and
editorial restrictions of a newspaper.
Once the Intolerable Acts locked down the port of Boston a few years later, Paul Revere and fellow
patriot (and fellow Boston tea–dumper) Samuel Adams took to the editorial pages to call for the
commoners of America to rise up — not just in protest, but to claim independence.
The Rhetoric of Revolution
The editorials and public speeches in Boston and elsewhere were often fiery and rabble-rousing, relying
on emotion first and foremost. Patrick Henry's famous "Give me liberty, or give me death" declaration
from this era is etched into American consciousness because of its passion and force. Often, writings
during this time accused the king of stripping the colonists' God-given rights and forecasted the bleak
future to come if battle lines were not drawn.
27
Surprisingly, though, many of the popular writings of the time — including Letters from a Farmer in
Pennsylvania — eschewed [11] fiery indignation for a more thoughtful, measured approach, employing
logic and reason to great effect.
The educated among the colonial leadership — such as Franklin and Thomas Jefferson — were students
of the Enlightenment, a movement in Europe supported by famous thinkers like John Locke, who drew
conclusions about the true powers of government, the rights of man, and the role of law. [12]
Enlightenment thinking was the basis for the inalienable [13] rights that would be listed in Jefferson's
Declaration of Independence and the basis for both revolution and the new nation that would be born
from it. Thus, solid logic and reasoning would become just as much a part of the American rhetoric of
the time as the emotionally charged rallying cries often associated with the revolution. Emotion and
logic worked together in prerevolutionary writing: one to express the outrage of the masses, the other to
clearly declare why the status quo [14] would not stand. No piece of writing, though — outside of
perhaps Jefferson's Declaration itself — had the effect of a 47-page pamphlet by Englishman Thomas
Paine.
Common Sense
By the winter of 1775 – 1776, Paine was back on his feet and healthy enough to produce one of the
most influential pieces of literature in American history, Common Sense. It was published in January
1776, nine months after the revolution began, in the period between the bold beginnings of the war and
the signing of the Declaration of Independence the following July. Despite the constant stream of prowar
rhetoric, a majority of colonists still identified more as agitated British subjects than as Americans
whose human rights needed to be reclaimed. [15] The 500,000 copies of Common Sense that spread
throughout the colonies that winter would change those sentiments for good.2
How? The pamphlet leans on a combination of emotion and logic, and it adds to these an appeal to
American virtue. It engages the character of American citizenry, the hardworking farmers, craftsmen,
and laborers who — Paine asserts — know the difference between right and wrong: "The sun never shone
on a cause of greater worth. 'Tis not the affair of a city, a county, a province, or a kingdom; but of a
continent — of at least one-eighth part of the habitable globe. 'Tis not the concern of a day, a year, or an
age; posterity are virtually involved in the contest, and will be more or less affected, even to the end of
time, by the proceedings now."3 Paine signed his pamphlet "Written by an Englishman," a rhetorical nod
to the value of perspective. [16]
In declaring how "Europe, and not England, is the parent country of America,"4 Paine reminded the
colonists that they were not bound by loyalty to the "monster" across the sea, but that they were free to
28
forge their own path. And, in doing so, he built on the work of those before him to reinvigorate a fledgling
revolution with appeals to emotion, reason, and character. John Adams, second president of the United
States, said it best: "Without the pen of the author of Common Sense, the sword of Washington would
have been raised in vain."5
Works Cited
1. John Ferling, "Myths of the American Revolution," Smithsonian, January 2010,
http://www.smithsonianmag.com/history-archaeology/Myths-of-the-American-Revolution.html?
c=y&page=1.
2. "This Day in History: Thomas Paine Publishes Common Sense," History.com, accessed October 24,
2013, http://www.history.com/this-day-in-history/thomas-paine-publishes-common-sense.
3. Thomas Paine, Common Sense (New York: Peter Eckler Publishing, 1918), 19-20.
4. Thomas Paine, Common Sense (New York: Peter Eckler Publishing, 1918), 22.
5. Jill Lepore, "The Sharpened Quill: Was Thomas Paine Too Much of a Freethinker for the Country He
Helped Free?," The New Yorker, October 16, 2006,
http://www.newyorker.com/archive/2006/10/16/061016crbo_books.
1. Define railed.
2. Define galvanized.
3. What does this tell you about what the colonies had to overcome?
4. Define legislature.
5. Define autonomy.
6. What does it mean to "levy" a tax?
7. What do you think is so bad about "taxation without representation"?
8. Do you think the colonists or the British gave the Intolerable Acts their name? Why?
9. In your own words, explain the difference between the first and second time the "Join, or Die" cartoon was published.
10. What is a pamphlet?
11. Define eschewed.
12. "To enlighten" means to give knowledge or understanding. Why might this be an appropriate name for the29
Enlightenment movement?
13. Define inalienable.
14. Define status quo.
15. Why do you think colonists considered themselves British subjects rather than Americans?
16. How do you think Paine's sign-off helps his case against the English?
Copyright © 2018 Apex Learning Inc. Use of this material is subject to Apex Learning's . Any unauthorized copying, reuse, or redistribution
is prohibited. Apex Learning ® and the Apex Learning Logo are registered trademarks of Apex Learning Inc.
Terms of Use
30
The Rhetoric of Revolution
Take a minute to review your answers on the reading guide.
31
Persuasion is everywhere.
Understand Rhetoric
Imagine this: You wake up to the radio blasting a commercial for
ZipZoo Energy Drink. You turn on your computer to check your
email, and you see an ad flashing: "Everyone is buying it! Get
yours now!" Next, you saunter through the living room, where your
older brother is watching the morning news, only to hear an
advertisement for a breakfast cereal.
You've officially encountered three persuasive messages, and it's
not even 9 a.m. If you think too much about the amount of
persuasion you deal with on a daily basis, it might be a little
overwhelming!
Where do you encounter persuasive messages throughout the day? Check all that apply.
TV commercials
Radio ads
Internet ads
Newspaper ads
Friends
Family members
Other
READING SUPPORT REDISCOVER CHECK IT OUT
SUBMIT
32
Complete the questions on your study guide as you work through this activity. Reviewing your notes
before quizzes and tests will help you succeed. You'll be able to check your answers once you've
completed the study activity.
1. Louise Story, "Anywhere the Eye Can See, It's Likely to See an Ad," New York Times, January 15, 2007,http://www.nytimes.com/2007/01/15/business/media/15everywhere.html?pagewanted=all&_r=1&.
33
Study GuideEnglish 111.1.3 Study: Understand Rhetoric
Name:Date:
Write the definitions of the following words.
If you come across a word you don't know, write it in a blank space below. Try to figure out what the word
means by looking at its context. Then use your dictionary or the Internet to look up the correct definition
for the word.
34
Word Definition
rhetoric
audience appeals
ethos
logos
pathos
rhetorical device
rhetorical question
diction
parallelism
figurative language
metaphor
simile
personification
author's purpose
tone
Rationalism
35
Write a short answer to each question.
1. What is the purpose of rhetoric?
2. Name two ways that a writer can use an appeal to logos.
3. Name two ways that a writer can use an appeal to pathos.
4. Name two ways that a writer can use an appeal to ethos.
36
5. What is the purpose of using rhetorical questions in persuasive writing?
6. What is the purpose of using figurative language in persuasive writing?
7. What is the difference between a simile and a metaphor?
8. How does the author's purpose affect his or her rhetorical choices?
37
9. What was the main purpose of the colonists' writings?
In one or two sentences, write down the gist, or main point, of this study.
Copyright © 2018 Apex Learning Inc. Use of this material is subject to Apex Learning's . Any unauthorized copying, reuse, or redistribution
is prohibited. Apex Learning ® and the Apex Learning Logo are registered trademarks of Apex Learning Inc.
Terms of Use
38
Rhetorical Appeals
When people attempt to persuade you, they're using rhetoric. They use
specific tactics even if they don't know they're doing it. Often, these
tactics include three particular audience appeals: logos, pathos, and
ethos.
Logos
This is an appeal to logic — to your brain. Specific examples, logical
conclusions, and indisputable facts all fall under the category of logos.
Pathos
Pathos is an appeal to emotions — to your heart. Emotional anecdotes
and words that have strong connotations (liberty, slaughter) are ways
to appeal to emotions.
Read on to learn more about ethos.
READING SUPPORT REDISCOVER CHECK IT OUT
39
Ethos creates a gut-level reaction: This
person is trustworthy.
A Little More about Ethos
The idea behind ethos is a little more complicated than it is for
logos and pathos. If you want your audience — whoever that may
be — to believe you, you have to get them to trust you. Here are
some ways to develop that trust:
Address the Counterclaims
By acknowledging the views that are opposite of yours, you show
you've thought about all sides of the issue.
Prove Your Knowledge
If you can show you're knowledgeable about a topic, people are
more likely to believe you.
Use Credible Evidence
Certain sources are more trustworthy than others. If you have to use sources other than your own brain
to support your argument, find ones that everyone trusts. Your Uncle Malcolm probably isn't the best
authority to quote on the need for unmanned space vehicles — unless he works at NASA.
READING SUPPORT REDISCOVER CHECK IT OUT
40
Combining Appeals
The best appeals are usually some combination of logos, ethos, and pathos. See if you can determine
which appeals exist in the following examples in which Jeremiah argues for a new family dog by
referencing his last dog, Rex.
SUBMIT
Combining Appeals
1 of 2
I felt incredibly happy and lovedwhen I would come home fromschool every day to �nd Rexwagging his tail.
Which two appeals does thisstatement combine?
Logos and pathos
Ethos and pathos
READING SUPPORT REDISCOVER CHECK IT OUT
41
Combining Appeals
The best appeals are usually some combination of logos, ethos, and pathos. See if you can determine
which appeals exist in the following examples in which Jeremiah argues for a new family dog by
referencing his last dog, Rex.
SUBMIT
Combining Appeals
2 of 2
I fed and walked Rex every day forthree full years until I gave over theresponsibility to Gwen.
Which two appeals does thisstatement combine?
Ethos and pathos
Logos and ethos
READING SUPPORT REDISCOVER CHECK IT OUT
42
Diving into the Rhetoric
An audience appeal is just one type of rhetorical device. Within audience appeals, and in other
persuasive language, there are many other rhetorical devices used to support arguments. Three very
common ones appear in the image below. Let's take a closer look at each of them.
43
Transcript: Diving into the Rhetoric
No audio.
Animation illustrates three common rhetorical devices: rhetorical questions, diction, and parallelism. The
starting image shows a car dealership with a large sign reading "SALE." A customer stands next to a car,
facing a salesman. Down the right side of the frame are three buttons labeled "Rhetorical Questions,"
"Diction," and "Parallelism." When you click on each button, an example of that type of rhetorical device
appears in a speech bubble above the salesman's head.
Rhetorical Questions: Really, what's not to like about this car?
Diction: This car is reliable and stylish.
Parallelism: I know you like it. I know you want it.
44
Rhetorical Questions
A rhetorical question is one that is not meant to be answered. In fact, it is supposed to prove a point
because the answer is so obvious.
You might run across this device when someone is trying to warn you about something without actually
warning you. That person might say,
Are you sure you want to do that?
The answer should be obvious: No, I guess I'm not sure I want to do that. See if you can tell the
difference between a rhetorical question and a question that's meant to be answered.
READING SUPPORT REDISCOVER CHECK IT OUT
45
Is It Rhetorical?
Rhetorical question Regular question
How can people do that?
Have you really thought about what you're saying?
When will there be a better time? Did you remember to do the dishes?
How long until we get to the theater? Where do you want to eat tonight?
46
Writers are choosy about their words
and sentence structures.
Diction and Parallelism
Choosing My Words
"Strategic word choice" is the basic definition of diction.
Someone who is making an argument or trying to persuade
another person usually chooses words pretty carefully. A writer or
speaker might use emotional diction, critical diction, or some
other type of diction to affect the audience.
Usually, a writer's word choice depends on the audience and the
message he or she wants to convey.
And Now for Some Emphasis
When an author uses parallelism in an argument, he or she is crafting sentences with similar structures
so that they stand out and can be more easily remembered.
Check out how President Kennedy repeats the structure of his list to make his point:
Let every nation know . . . that we shall pay any price, bear any burden, meet any
hardship, support any friend, oppose any foe, in order to assure the survival and
the success of liberty.1
Kennedy's parallelism emphasizes that the United States will do just about anything to protect liberty.
1. John F. Kennedy, Inaugural Address, Washington, D.C., January 20, 1961, http://www.bartleby.com/124/pres56.html.
READING SUPPORT REDISCOVER CHECK IT OUT
47
Explore Words and Structures
Take a minute to explore how diction and parallelism work. See if you can choose the most powerful
word or the correct parallel phrase to complete the following sentences.
Drag the tiles to the blanks.
SUBMIT
Creating Rhetoric
1 of 3
The result of this trial could be .
unpleasant di�cult bad
disastrous
48
Explore Words and Structures
Take a minute to explore how diction and parallelism work. See if you can choose the most powerful
word or the correct parallel phrase to complete the following sentences.
Drag the tiles to the blanks.
SUBMIT
Creating Rhetoric
2 of 3
You can't pressure me, manipulate me, or to
change my mind.
lie to me tell me something new
trick me
49
Explore Words and Structures
Take a minute to explore how diction and parallelism work. See if you can choose the most powerful
word or the correct parallel phrase to complete the following sentences.
Drag the tiles to the blanks.
SUBMIT
Creating Rhetoric
3 of 3
If we want to , we're going to have to try harder.
do well succeed get better
50