Mr. Josefino Rivera, Jr. AOSR: American Literature October 6/7, 2010 Annotation and The Puritans.

Mr. Josefino Rivera, Jr.

AOSR: American Literature

October 6/7, 2010

Mr. Josefino Rivera, Jr.

AOSR: American Literature

October 6/7, 2010

Annotation and The PuritansAnnotation and The Puritans

HomeworkHomework

• Annotate “Sinners in the Hands of an Angry God” in The American Experience and answer the questions on p. 73.

• Card quiz on “Sinners” tomorrow.

• Bring books to class.

• Annotate “Sinners in the Hands of an Angry God” in The American Experience and answer the questions on p. 73.

• Card quiz on “Sinners” tomorrow.

• Bring books to class.

ObjectivesObjectives

• To continue working with our essential question: How does the literature of a particular era reflect its values and beliefs?

• To learn/review how to annotate a text effectively

• To continue working with our essential question: How does the literature of a particular era reflect its values and beliefs?

• To learn/review how to annotate a text effectively

AgendaAgenda

• Daily Journal

• Bradford and Smith Jigsaw

• Annotations: “Tobacco’s but an Indian Weed”

• Puritan Quote Quiz

• Daily Journal

• Bradford and Smith Jigsaw

• Annotations: “Tobacco’s but an Indian Weed”

• Puritan Quote Quiz

Daily JournalDaily JournalDate: 6/7 October 2010Title: Puritan values todayPrompt: Now that you know more about Puritans, what Puritan values and beliefs do you see at work in the United States today? Where do you still see their influence? Provide specific examples to support your points.

Date: 6/7 October 2010Title: Puritan values todayPrompt: Now that you know more about Puritans, what Puritan values and beliefs do you see at work in the United States today? Where do you still see their influence? Provide specific examples to support your points.

JigsawJigsawBradford Similarities Smith

Voyage

Daily Life

Government

Indian Relations

Values

Writing Style

What inferences can we make about Puritan beliefs, values, and their personality/character from these writings?How would we characterize the Puritan writing style?

Bradford and Smith JigsawBradford and Smith Jigsaw

Now: Meet with people who read the same text. Debrief your work together.

Time: 10 minutes

• Note: Please do NOT pass your papers around and copy what others have written. That is not learning. Go around in a circle, have each person explain what he/she read, and then ask clarifying questions.

Now: Meet with people who read the same text. Debrief your work together.

Time: 10 minutes

• Note: Please do NOT pass your papers around and copy what others have written. That is not learning. Go around in a circle, have each person explain what he/she read, and then ask clarifying questions.

Jigsaw Part 2Jigsaw Part 2

• Now: Meet with people that read the other text. Take Notes on the sections you did not read so you understand what happened.

• Time: 15 minutes• Note: Please do NOT pass your papers

around and copy what others have written. That is not learning. Go around in a circle, have each person explain what he/she read, and then ask clarifying questions.

• Now: Meet with people that read the other text. Take Notes on the sections you did not read so you understand what happened.

• Time: 15 minutes• Note: Please do NOT pass your papers

around and copy what others have written. That is not learning. Go around in a circle, have each person explain what he/she read, and then ask clarifying questions.

Class Debrief QuestionsClass Debrief Questions

What inferences can we make about Puritan beliefs, values, and their personality/character from these writings?

How would we characterize the Puritan writing style?

What inferences can we make about Puritan beliefs, values, and their personality/character from these writings?

How would we characterize the Puritan writing style?

AnnotationsAnnotations

• To annotate = To ask critical questions, make insightful comments, or write explanatory notes about a text as you read

• To annotate = To ask critical questions, make insightful comments, or write explanatory notes about a text as you read

What makes good annotations?What makes good annotations?

• Questions

• Connections to yourself, other texts, contemporary society

• Summary of main ideas

• Paraphrase (putting the ideas into your own words)

• Questions

• Connections to yourself, other texts, contemporary society

• Summary of main ideas

• Paraphrase (putting the ideas into your own words)

“Tobacco’s but an Indian Weed” (1662)A Puritan favorite originated by George Wither, 1588-1667 “Tobacco’s but an Indian weed” is contained in a manuscript of the reign of James I, himself a bitter hater of the weed, and author of the famous tract, “ A Counter blaste to Tobacco.”

George Wither, (1588-1667) who wrote the words, was a “Presbyterian satirist,” according to Wood, and may well have written this song to show contempt for the King. However that may be, it secured great popularity on its own merits. Its symbolic character appealed strongly to the mass of people, and though it originally figured as a comic song in the “Merry Drollery” collection of 1670 and in Tom Durfey’s “ Wit and Mirth” of 1690, it soon came into use as a hymn, being adapted by Ralph Erskine as a gospel sonnet under the title of “ Smoking Spiritualized.”

No less a person than Samuel Wesley reset the words of the original poem to music of his own, but the old air kept its place and is still sung in Dissenting chapels in England.

“Tobacco’s but an Indian Weed” (1662)A Puritan favorite originated by George Wither, 1588-1667 “Tobacco’s but an Indian weed” is contained in a manuscript of the reign of James I, himself a bitter hater of the weed, and author of the famous tract, “ A Counter blaste to Tobacco.”

George Wither, (1588-1667) who wrote the words, was a “Presbyterian satirist,” according to Wood, and may well have written this song to show contempt for the King. However that may be, it secured great popularity on its own merits. Its symbolic character appealed strongly to the mass of people, and though it originally figured as a comic song in the “Merry Drollery” collection of 1670 and in Tom Durfey’s “ Wit and Mirth” of 1690, it soon came into use as a hymn, being adapted by Ralph Erskine as a gospel sonnet under the title of “ Smoking Spiritualized.”

No less a person than Samuel Wesley reset the words of the original poem to music of his own, but the old air kept its place and is still sung in Dissenting chapels in England.

Verse 1Verse 1

Tobacco's but an Indian weed,

Grows green in morn, cut down at eve;

It shows our decay; we are but clay.

Think on this when you smoke tobacco!

Tobacco's but an Indian weed,

Grows green in morn, cut down at eve;

It shows our decay; we are but clay.

Think on this when you smoke tobacco!

Verse 2Verse 2

The pipe that is so lily white,

In which so many take delight,

Gone with a touch; man's life is such.

Think on this when you smoke tobacco!

The pipe that is so lily white,

In which so many take delight,

Gone with a touch; man's life is such.

Think on this when you smoke tobacco!

Verse 3Verse 3

The pipe that is so foul within

Shows how the soul is stained with sin;

It doth require to be purged with fire;

Think on this when you smoke tobacco!

The pipe that is so foul within

Shows how the soul is stained with sin;

It doth require to be purged with fire;

Think on this when you smoke tobacco!

Verse 4Verse 4

The ashes that are left behind,

Doth serve to put us all in mind

That unto dust return we must;

Think on this when you smoke tobacco.

The ashes that are left behind,

Doth serve to put us all in mind

That unto dust return we must;

Think on this when you smoke tobacco.

Verse 5Verse 5

The smoke that doth so high ascend,

Shows that our life must have an end.

The vapor’s gone; man’s life is done.

Think on this when you smoke Tobacco!

The smoke that doth so high ascend,

Shows that our life must have an end.

The vapor’s gone; man’s life is done.

Think on this when you smoke Tobacco!

Jonathan Edwards (1703-1758)Jonathan Edwards (1703-1758)

•From Connecticut

•Devout Puritan

•Spoke Latin, Greek, Hebrew by age of 12

•Graduated from Yale when 17 (entered at 13); valedictorian

•Received Master’s in theology

•Became a Puritan pastor/preacher

“Sinners in the Hands of an Angry God”“Sinners in the Hands of an Angry God”

• Leader of the Great Awakening

(1730s and 1740s)– After 100 years, Puritan

influence was waning, so Edwards wanted to revive it.

• Sermon delivered in Connecticut in 1741

• Caused listeners to rise from their seats in hysteria

• Leader of the Great Awakening

(1730s and 1740s)– After 100 years, Puritan

influence was waning, so Edwards wanted to revive it.

• Sermon delivered in Connecticut in 1741

• Caused listeners to rise from their seats in hysteria

Your TaskYour Task

• Annotate the sermon and answer the questions.

• Walk into class tomorrow knowing…– What the sermon is about– What Puritan ideas are prominent in the sermon– Your stance on whether you think this kind of

sermon would be effective today– And all the questions, of course!

• Annotate the sermon and answer the questions.

• Walk into class tomorrow knowing…– What the sermon is about– What Puritan ideas are prominent in the sermon– Your stance on whether you think this kind of

sermon would be effective today– And all the questions, of course!

Reading QuizReading Quiz