Writing Freedom Write Yourresponse Beforesharingyourideas

2 UNIT

Boston Tea Party 1 Words That Shaped aNation Writing Freedom Write yourresponse beforesharingyourideas. without representation” centraltoAmerica’s identityasanation?

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WHOLE-CLASS SMALL-GROUP INDEPENDENT LEARNING LEARNING LEARNING

Historical Perspectives EXPOSITORY NONFICTION ESSAY Focus Period: 1750–1800 from America’s from Democracy Is A New Nation Constitution: Not a Spectator A Biography Sport Akhil Reed Amar Arthur Blaustein with Helen Matatov ANCHOR TEXT: FOUNDATIONAL DOCUMENT GRAPHIC NOVEL SPEECH

Declaration of COMPARE from The Reflections on the Independence United States Bicentennial of Thomas Jefferson Constitution: the United States A Graphic Constitution  MEDIA CONNECTION: John F. Kennedy Reads the Adaptation Thurgood Marshall Declaration of Independence Jonathan Hennessey and Aaron McConnell POETRy ANCHOR TEXT: FOUNDATIONAL DOCUMENTS AUTOBIOGRAPHY Speech to the Young Speech to the Preamble to the from The Interesting Progress-Toward Constitution Narrative of the Life Gwendolyn Brooks Gouverneur Morris of Olaudah Equiano Olaudah Equiano The Fish Bill of Rights Elizabeth Bishop James Madison letter | biography SHORT STORY ANCHOR TEXT: SPEECH Letter to John Adams The Pedestrian Speech in the Abigail Adams Ray Bradbury Convention Benjamin Franklin from Dear Abigail: The Intimate Lives  MEDIA CONNECTION: The U. S. Constitution and Revolutionary Ideas of Abigail POLITICAL DOCUMENT Adams and Her Two from the Iroquois MEDIA: IMAGE GALLERY Remarkable Sisters Constitution Diane Jacobs The American Dekanawidah, translated Revolution: by Arthur C. Parker Visual Propaganda SPEECH Gettysburg Address Abraham Lincoln ARGUMENT from Common Sense Thomas Paine

PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-Based Assessment PRep Writing Focus: Speaking and Listening focus: Review Evidence for Write an Argument Present an Argument an Argument © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson PERFORMANCE-BASED ASSESSMENT Argument: Essay and Video Commentary

PROMPT: FPO What are the most effective tools for establishing and preserving freedom?

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. useful to you in this unit as you analyze and write arguments. precisionspeak with and clarity. Hereare words five academic that will be and usingUnderstanding terms academic help can you to read, write, and Academic Vocabulary: Argument “ - ROOT: supplement “show”; “pointout” - ROOT: demonstrate “strong”; “steadfast” - ROOT: confirm WORD “conquer” -vict-/-vinc- ROOT: convict “stand” - ROOT: establish

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fill Refer toadictionaryorotherresources if needed. For eachword, listatleast tworelated words. of each word. Use theinformationandyourownknowledgetopredict themeaning Review eachword, itsroot, andthementorsentences. ” - - - - ion MENTOR SENTENCES MENTOR 2. 1. 2. 1. 2. 1. 2. 1. 2. 1.

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PREDICT MEANING

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5 6 NOTES UNIT

evidence tosupportthemainclaim. examples thatprovidestrong viewpoints. Markfactsand the considerationofvarious the writer’s argument,including As youread, Assessment attheendofthe unit. develop inthePerformance-Based This isthetypeofwritingyouwill reasons tosupportthatclaim. claim andorganizesevidence in whichtheauthorpresentsa an This selectionisanexampleof LAUNCH TEXT UNIT 1•WRITING FREEDOM argument

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INTRODUCTION ARGUMENT MODEL 2 1 3 peaceably toassemble,and topetitiontheGovernmentforaredress the freedom ofspeech, or ofthepress; ortheright ofthepeople of religion, orprohibiting the free exercise thereof; or abridging They said,“Congress shall makenolawrespecting anestablishment They didnotsay, “Everyoneisfree todoasheorshechooses.” nation’s earlyleaderscarefully definedfreedoms intheBillofRights. lawless mayhem. people cruelly withoutfearofreprisal. Total freedom couldresult in screaming downthehallways if theychose,oreventotreat other anything theylike.Theywouldbefree toattendschoolornot,run total freedom meansthat they canhaveanythingwantanddo they were free todoso.Theymightevendrive they describe.Theymightdriveacarwithoutlicense,because should notconflictwithyourrighttoleadasafeandhappylife. essential humanfreedoms withtheunderstandingthatmyfreedoms as weexercise ourownfreedoms. A betterworldwouldcombine in acivilsociety, however, weneedtoconsiderotherpeople’srights the righttothink,speak,oracthoweveronewishes.Becausewelive anything Iwant.”Formanypeople,freedom isanabsolute.Itimplies I are thattenofthemwillanswer, “Freedom meansthatIcando f youaskadozenhighschoolstudentstodefine Despite theirdesperatedesire tobefree from England’srule, our Suppose thatthosetenhighschoolstudentshadthetotalfreedom Totally Free? your freedom car, because

MULTIMEDIA SCAN FOR , odds

of grievances.” They established a delicate line between the rights of individuals and the power of the government. NOTES 4 In his 1941 State of the Union address, President Franklin Roosevelt identified four key freedoms as being basic human rights: freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear. Those are not freedoms that one finds in a dictatorship. Nor are they freedoms that we grant to each other without the oversight and protection of government institutions. With the government’s help, and the writing of laws, my freedom from want does not allow me to steal your food, and your freedom of speech does not let you publish lies about me. We are free, but only up to the point at which our freedoms clash. 5 Is it even possible to be “totally free”? A person living “off the grid,” far away from civilization, might achieve that kind of liberation. Such a person could live as he or she pleased without ever imposing on the freedoms of others. 6 Most of us, however, live in a community. We are bound by laws that both restrict and protect us. If we live in a dictatorship, we may be more restricted and less protected. If we live in a democracy, we may be more protected and less restricted. Human history is a balancing act between the desire for individual freedom and the need to protect everyone’s freedoms. 7 Freedom implies a lack of restraint, but we are all better off if our freedoms are preserved and protected. At the same time, as members of a society, we must be sure that our freedoms do not conflict. “Life, liberty, and the pursuit of happiness” are powerful goals, but we must never allow one person’s liberty to impose on another’s happiness. ❧

 WORD NETWORK FOR WRITING FREEDOM

Vocabulary A word network is a collection of words related to a topic. As you read the restricted | curtailed unit selections, identify words related to freedom, and add liberty | liberation them to your Word Network. For example, you might begin by adding words from the FREEDOM Launch Text, such as restricted and liberty. For each word you add, note a related word, such as a synonym or an antonym. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Continue to add words as you complete this unit.

Tool Kit Word Network Model

Totally Free? 7 8 UNIT

UNIT 1•WRITING FREEDOM

INTRODUCTION one ofthesetasks. new answer. Then,share yourworkwiththe class. example, youmaycombine youranswers,oryoumayrevise themtowritea and considerhowbesttoconveyyourthinkingtherest oftheclass.For Find otherclassmateswhoperformedthesametask.Share yourresponses, of youropinionorananalysis. complete, andaccurateoverviewofatext.Itshouldnotincludestatement Write asummaryof“Totally Free?” Rememberthata Summary Define andExplain Activity Launch 2. 1. 6. 5. 4. 3.

Describe ahistoricalexampleoffreedom. Write adefinitionoftheword Explain howfreedom mightbeprotected orpreserved. Explain whyfreedom isimportanttoasociety. Explain whyfreedom isimportanttoyou. Describe acurrent exampleoffreedom.

Roll asix-sideddie,anduseyourresult toperform freedom . summary isaconcise,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the prompt. Record yourfirstthoughtshere. Consider classdiscussions,thevideo,andLaunchText asyouthinkabout QuickWrite PROMPT: your EvidenceLoglookslike. make. Thegraphicshowswhat gather andtheconnectionsyou Log to record theevidenceyou continue touseyourEvidence After eachselection,youwill that supports yourposition. evidence from “Totally Free?” your EvidenceLog.Then,record in onesentencetorecord in Summarize yourinitialposition Review yourQuickWrite.  Evidence LogModel

MULTIMEDIA Tool Kit EVIDENCE LOG FOR WRITING FREEDOM WRITING FOR LOG EVIDENCE SCAN FOR

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I T I O Unit Introduction D D NA a a t t e e L : :

N O T E S / ID E A S

9 10 share ideas and Interact understanding Monitor questions by asking Clarify Listen actively STRATEGY

UNIT

1 OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS strategies during Whole-Class Learning.strategies during Whole-Class yourwith class. Add ideas of whole your for own each step. Get ready to these use strategies you these Review take and can the actions to practicethem as you work continue to environments. learn and work in large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class From Text toTopic freedom. work your with class to whole the you meaning explore read selections, these ofAs What is the meaning of freedom? QUESTION: ESSENTIAL shape ourideasaboutfreedom today. American freedom during the country’s formativeyears,andhowtheycontinue to century. Asyouread, consider whattheselectionsshowaboutmeaningof easy task.Issuesrelating to independencegrippedAmericansinthemid-eighteenth after independence,freedom neededtobecodified inaconstitution—again,notan would takepersuasivewords andimages.ForJamesMadisonBenjaminFranklin, principles andindividualliberties.Convincingthecolonialmajorityofthatidea breaking awayfrom Great Britainandestablishinganationbasedondemocratic

•

WRITING

FREEDOM • • • • • • • • • • • • ACTION PLAN Notice whatinformationyoualready knowandbeready tobuildonit. clarification orif youwanttomakeanadditionalconnection. Ask follow-upquestionsasneeded—forexample,if you donotunderstandthe to helpyourwholeclass. If you’re confused,otherpeopleprobably are, too.Askaquestion Jot downbriefnotesonmainideasandpointsofconfusion. Eliminate distractions.Forexample,putyourcellphoneaway. Build ontheideasofothersbyaddingdetailsormakingaconnection. Share yourideasandanswerquestions,evenif youare unsure. Ask forhelpif youare struggling.

For ThomasJefferson and the otherfounders,freedom meant MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. A New Nation 1750–1800 Period: Focus H the country that resulted from it. from resulted that country the of governing challenges the of independence—and possibility as engagement, of deep social T PERFORMANCE TASK rights should it guarantee? it rights should do Why comes to propaganda. A Propaganda Visual Revolution: American The MEDIA: IMAGE GALLERY  agree? completely not do which they with adocument to support people persuade you do How Franklin Benjamin the in ConventionSpeech TEXT: SPEECHANCHOR Bill ofRights Preamble to the Constitution ANCHOR TEXT: FOUNDATIONAL DOCUMENTS  it? governs that country the from freedom seeking in justified acolony is When Jefferson Thomas Declaration of Independence ANCHOR TEXT: FOUNDATIONAL DOCUMENT write anargument relevance continuing aboutthe documents. foundational ofthese Britain andits T Write an Argument WRITING FOCUS media connection: he second half of the eighteenth century was a dramatic period period adramatic was century eighteenth of the half second he D media connection: he Whole- istorical picture is worth a thousand words—especially when it it when words—especially athousand worth is picture eclaration of eclaration A mericans need a governing document, and what what and document, agoverning need mericans C P lass readings betweenGreat whenconflicts were duringatime born A erspecti I ndependence merican colonieswere abouttochangehistory.

James Madison

T F. the John Reads Kennedy he U.he S. v es C A onstitution mericans wrestled with the the with wrestled mericans

Gouverneur Morris A fter reading, youwill Overview: Whole-Class Learning CONTENTS

11 HISTORICAL PERSPECTIVES • FOCUS PERIOD: 1750–1800

A New Nation Voices of the Period History of the Period “Courage, then, my countrymen; our contest is Founded on Freedom The quest for freedom not only whether we ourselves shall be free, but drove the establishment of the colonies. The whether there shall be left to mankind an asylum Pilgrims and Puritans settled Massachusetts so on earth for civil and religious liberty.” that they could practice their religion freely. The Quakers, who settled Pennsylvania, and the —Samuel Adams, advocate for colonial rights and Catholics, who settled Maryland, also brought signer of the Declaration of Independence their religious convictions with them as they fled from England’s restrictions. “The Enemy have now landed on Long Island, An “American” Society By the mid-eighteenth and the hour is fast approaching, on which the century, the thirteen disparate colonies had Honor and Success of this army, and the safety of created a new society. Each colony was fiercely our bleeding Country depend. Remember officers independent, but together they viewed themselves and Soldiers, that you are Freemen, fighting for as different from societies across the Atlantic. the blessings of Liberty—that slavery will be your “American” society generally valued equality and portion, and that of your posterity, if you do not opportunity. It was much more homogenous acquit yourselves like men.” than what was commonplace in Europe, without —George Washington, either nobility or a class of paupers who had then- Commander-in-Chief no chance of bettering their lives. (Enslaved of the Continental Army African Americans were the notable exception. Indentured servants also had limits on their “Accordingly he signed the manumission that freedom.) Furthermore, most of the colonial day; so that, before night, I who had been a slave governments had two-house legislatures, elected in the morning, trembling at the will of another, by voters. The colonial governments may not have been fully democratic by modern standards, but . . . became my own master, and completely free. colonists had—and expected—far more rights and I thought this was the happiest day I had ever freedoms than their counterparts in England did. experienced. . . . ” —Olaudah Equiano, Tightening Controls By the mid-1700s, most abolitionist and formerly Americans took pride in being in charge of their enslaved African colonial governments, so the demands that Great Britain began to make after winning the French

TIMELINE

1765: The British Parliament taxes 1768: British troops 1754: The Albany Congress the Colonies with the Stamp Act. occupy rebellious discusses Benjamin Franklin’s Boston. Plan of Union for the Colonies.

1755: England Samuel Johnson’s Dictionary of the English Language is published.

12 UNIT 1 • WRITING FREEDOM essentialESSENTIAL question:QUESTION: What doesis the it meaning take to survive?of freedom?

Integration of Knowledge and Ideas

Notebook How was each of the causes resolved as a result of the American Revolution? Which effect do you think may have been most on the minds of the Americans when they rebelled? Which may have been least?

Causes and Effects of the American Revolution

CAUSES EFFECTS • Britain imposes taxes without • The thirteen British colonies become the providing for colonial representation independent United States of America. in Parliament. • The United States becomes an example The American • Britain issues the Intolerable Acts for other peoples seeking freedom and Revolution to punish the American “rebels.” self-government. • A growing number of colonial leaders • American trade becomes free of British see themselves more as American than restrictions. as British. • Westward expansion becomes possible, extending to the Mississippi River.

and Indian War (known in Britain as the Seven Intolerable Acts. Then, in April 1775, the conflict Years’ War) led inevitably to trouble. Colonists turned from words and laws to bullets and deaths who were eager to move west were stymied when the first shots were fired at Lexington by the Proclamation of 1763, which forbade and Concord in Massachusetts, the hotbed settlement beyond the Appalachian Mountains. of rebellion. Furthermore, the taxes that Britain imposed to Declaring Independence Six months before pay the cost of securing victory grew more and patriots and redcoats clashed in Massachusetts, more onerous to the colonists. Quickly, “no colonial delegates had gathered to consider their taxation without representation” became a complaints at the First Continental Congress. colonial rallying cry. A few weeks after the events at Lexington and In response, England tightened its grip. In 1774, Concord, the Second Continental Congress Parliament cracked down on American freedoms convened in Philadelphia. By June, the colonies even more, with laws that the colonists called the were on the road to a real break from Britain.

1776: The Second 1770: Colonists and 1774: Colonial representatives meet Continental Congress British soldiers clash in for the First Continental Congress. the Boston Massacre. adopts the Declaration of Independence. 1776 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1773: Parliament’s Tea Act 1775: The American prompts the Boston Tea Party. Revolution begins.

Historical Perspectives 13 HISTORICAL PERSPECTIVES • FOCUS PERIOD: 1750–1800

When the delegates officially declared Defining Freedoms Having fought for the colonies’ independence, they made freedom, the new nation had to structure a freedom a central factor in their rationale. It government that would preserve it. The Articles is “self-evident,” they stated, that all people of Confederation, approved in 1777 and formally have “unalienable rights, that among these are ratified in 1781, confirmed the union of the life, liberty, and the pursuit of happiness.” In thirteen states as one nation. However, the concluding, they pronounced the colonies to be agreement largely left each state free to function “free and independent states.” on its own—an arrangement that created an often dysfunctional union. Correcting the Breaking the Bonds The new United States problems led to a complete re-creation of the battled for independence for the next seven years. governmental structure and triggered the writing The British had a clear goal: to keep the rebellious of the Constitution of the United States. colonies within the British Empire. The Americans were more divided, however. Although probably Not satisfied with the guarantees of freedom no more than 20 percent of the American embedded in the Constitution, however, many people were loyal to Great Britain, many others leaders urged the creation of what became the were uncertain about this radical venture of Bill of Rights. These first ten amendments to the independence. Undeterred, the patriots fought on. Constitution focus on guarantees of individual liberties, including freedom of speech, freedom of The colonies had a population of about the press, and the right to legal counsel and trial 2.5 million and no standing military forces. By by jury. contrast, Great Britain boasted a population of about 7.5 million as well as the world’s most These rights did not extend to all Americans, powerful army and navy. However, the colonists however. For all of the focus on freedom and were fighting on home territory, whereas the individual rights in the founding of the United British were 3,000 miles away from home and States, enslaved African Americans—about lacked easy access to supplies. 20 percent of the population—were left out of this discussion. In addition, even though property Then, in 1778, France entered the war on the requirements were abolished for male voters in side of the Americans. It was French aid that the new nation, 125 years would pass before enabled the Americans to win the decisive suffrage was extended to American women. battle at Yorktown. Tradition says that as the British surrendered, their band played “The World A Motivating Force Freedom has been a Turn’d Upside Down,” a fitting tune for what had defining goal throughout American history. The happened. The new nation that had demanded literature in this unit explores how freedom has and won its independence would be unique in shaped the United States, and how authors of the world of its day: a self-governing democracy. both the past and present have applied visions of In 1783, the Treaty of Paris officially brought the freedom to an ever-changing world. American Revolution to an end.

TIMELINE

1777: The thirteen original 1783: The Treaty 1788: The United states adopt the Articles of of Paris ends the States Constitution Confederation. American Revolution. is ratified.

1781: American forces defeat the 1787: Delegates meet British at Yorktown. in Philadelphia to create a new constitution.

14 UNIT 1 • WRITING FREEDOM essentialESSENTIAL question:QUESTION: WhatWhat doesis the it meaning take to survive?of freedom?

Literature Selections Literature of the Focus Period Several of the selections in this unit were written during the focus period and pertain to the establishment of a free United States and the rights granted to some, but not all, of its people:

Declaration of Independence, Thomas Jefferson Preamble to the Constitution, Gouverneur Morris Bill of Rights, James Madison Speech in the Convention, Benjamin Franklin from The Interesting Narrative of the Life of Olaudah Equiano, Olaudah Equiano Letter to John Adams, Abigail Adams from Common Sense, Thomas Paine

Connections Across Time A consideration of the importance of freedom both preceded and continued past the focus period. Indeed, it has influenced writers and commentators in many times and places.

from America’s Constitution: A Biography, Akhil Reed Amar from Dear Abigail: The Intimate Lives and Revolutionary Ideas of Abigail Adams and Her Two Remarkable Sisters, Diane Jacobs Gettysburg Address, Abraham Lincoln from Democracy Is Not a Spectator Sport, Arthur Blaustein with Helen Matatov Reflections on the Bicentennial of the United States Constitution, Thurgood Marshall “Speech to the Young | Speech to the Progress-Toward,” Gwendolyn Brooks “The Fish,” Elizabeth Bishop “The Pedestrian,” Ray Bradbury from the Iroquois Constitution, Dekanawidah, translated by Arthur C. Parker

1789: George Washington 1791: Ten amendments— 1800: Thomas Jefferson is elected the first President the Bill of Rights—are is elected the third of the United States. added to the Constitution. U.S. president.

1789: France The French 1796: John Adams is elected Revolution begins. the second U.S. president.

Historical Perspectives 15 16 of therange. scaffolding asneededatthehighend complexity bandproficiently, with nonfiction inthegrades 11–CCRtext read andcomprehendliterary RI.11–12.10  Model Annotation First-Read Guideand

Tool Kit St UNIT 1•WRITING FREEDOM MAKING MEANING andards

By the end of grade 11, You willencounterthefollowingwords asyouread theDeclarationof Concept Vocabulary of Independence Declaration opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand Then, rankthewords inorder from mostfamiliar(1)toleast(6). Independence. Before reading, notehowfamiliaryouare witheachword. have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. notice isinvolved? unalienable the generalideasof constrains acquiesce What rectitude tyranny

assent WORD ideas within ideas within isitabout? the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A NNOT R E SP YOUR RANKING ON A TE D

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. writer. a skilledviolinist,anartenthusiast,andbrilliant the decimalsystemforAmericanmoney.Hewas for sendingfoodfrom floortofloor, andcreated designed hisownhome,inventedatypeofelevator helpedestablishthepublicschoolsystem, Virginia, president, buthealsofounded theUniversityof nation winitsindependenceandserveasthird leader intheeffort towinindependence. erupted intorevolution, Jefferson emergedasa When conflictbetweenthecolonistsandBritish became anoutspokendefenderofAmericanrights. HouseofBurgesses,he While servingintheVirginia alawdegree. andMarywentontoearn William family,JeffersonVirginia attendedthe Collegeof Thomas Jefferson (1743–1826) Author the About Building theNation Valued Statesman Revolutionary Leader northeastern NewMexico,northern northeastern It alsoincludedmostofNorthandSouthDakota, Missouri, Iowa,Oklahoma,Kansas,andNebraska. of landincludedallpresent-day Arkansas, north intowhatisnowCanada.Thisvastexpanse extending from coastofLouisiana thesouthern negotiated withFrancetobuyatractofland becoming president in1801. secretary ofstateandsecondvicepresident before for severalyears.Hethenservedasthenation’s first Jefferson servedastheAmericanministertoFrance reach. Notonlydidhehelp our almost nothingwasbeyondhis Jefferson’s achievements,itseems When youlookatallofThomas of Independence Author oftheDeclaration

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While inoffice, Jefferson

Born intoawealthy Born ESSENTIAL QUESTION:Whatisthemeaningoffreedom? The LewisandClarkExpedition A PatrioticDeparture allocate $2,500tofundanexpedition,writing: strengthened hisresolve. HeconvincedCongress to Northwest. ThecompletionoftheLouisianaPurchase long wantedtopursueexplorationofthePacific Mountains tothePacific coast,andbacktoMissouri. the source oftheMissouriRiver, across the Rocky completed an8,000-miletrek from St.Louisto Discovery. Between1804and1806,theteam group, whichbecameknownastheCorpsof Clarkbecameco-leaderofthe Captain William secretary, CaptainMeriwetherLewis(1774–1809). The “intelligentofficer” hehadinmindwas his of thenation,effectively doubling itssize. than 800,000unchartedsquare milestotheholdings presidency. Inasingletreaty, Jefferson addedmore was oneofthedefiningachievementsJefferson’s deal becameknownastheLouisianaPurchase, andit Montana, andWyoming.Thisenormousreal-estate Texas, andportionsofMinnesota,Colorado, last words were “ThomasJefferson stillsurvives.” several hourslater, afterhislongtimefriend.Adams’s contributor totheDeclarationofIndependence,died the ageof83.JohnAdams,Jefferson’s fellow Declaration ofIndependence,Jefferson died at July 4,1826,thefiftieth anniversaryofthe twelve chosenmen.mightexplorethewhole with us..Anintelligentofficer, withtenor connection withtheMississippi,andconsequently not aswellknownrendereddesirablebytheir The riverMissouri,andIndiansinhabitingit,are line, eventotheWestern Ocean.. Declaration of Independence

On the morning of On themorning

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UNIT 1•WRITING FREEDOM

adj. MULTIMEDIA SCAN FOR impossible totake Declaration of Thomas Jefferson (uhn AYL yuhnuh

FOUNDATIONAL DOCUMENT Independence 2 1 3 one peopletodissolvethepoliticalbandswhichhave connected instituted amongmen,deriving theirjustpowersfrom theconsent pursuit ofhappiness;that tosecure theserights,governments are unalienable created equal;thattheyare endowedbytheircreator withcertain them totheseparation. mankind requires thattheyshoulddeclare thecauseswhichimpel of nature’s Godentitlethem,adecentrespect totheopinionsof the separate andequalstationtowhichthelawsof nature and them withanother, andtoassumeamongthepowersofearth, IN CONGRESS,IN July 1776. 4, representatives mettoconsideranofficial break withBritain. unfair. Inthesummerof1776,afteraboutayearwaragainstBritain, to coordinate resistance toBritishlawsconsidered bymostcoloniststobe The ContinentalCongress wasformedin1774 bytheAmericancolonies BACKGROUND We holdthesetruths tobeself-evident: thatallmenare When inthecourseofhumanevents,itbecomesnecessaryfor The unanimousdeclarationofthethirteenunitedstatesAmerica,

rights,thatamongtheseare life, libertyandthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 9 8 7 6 5 4 shall seemmostlikelytoeffect theirsafetyandhappiness.Prudence, such principlesandorganizing itspowersinsuchform,astothem abolish it,andtoinstitutenewgovernment,layingitsfoundationon destructive oftheseends,itistherightpeopletoalteror of thegoverned;thatwheneveranyformgovernmentbecomes 1. abuses andusurpations, the formstowhichtheyare accustomed.Butwhenalongtrainof while evilsare sufferable, thantorightthemselvesbyabolishing experience hathshown,thatmankindare more disposedtosuffer, not bechangedforlightandtransientcauses;accordingly all indeed, willdictatethatgovernmentslongestablishedshould and usurpations, the present KingofGreat Britainisahistoryofrepeated injuries them toaltertheirformersystemsofgovernment.Thehistory of thesecolonies;andsuchisnowthenecessitywhich guards fortheirfuture security. Suchhasbeenthepatientsufferance it istheirduty, tothrow off suchgovernment,andtoprovide new a designtoreduce themunderabsolutedespotism,itistheirright, raising theconditionsofnewappropriations oflands. refusing topassothers encourage theirmigrationshither, and that purposeobstructing thelawsfornaturalizationofforeigners, invasion from without,and convulsionswithin. the stateremaining inthe meantimeexposedtoallthedangersof annihilation, havereturned tothepeopleatlarge fortheirexercise, others tobeelected,whereby thelegislativepowers,incapableof with manlyfirmnesshisinvasionsontherightsofpeople. his measures. records, forthesolepurposeoffatiguingthemintocompliancewith uncomfortable, anddistantfrom thedepositoryoftheirpublic formidable totyrantsonly. of representation inthelegislature, arightinestimabletothemand districts ofpeople,unlessthosepeoplewouldrelinquish theright neglected toattendthem. assent shouldbeobtained;andwhensosuspended,hehasutterly pressing importance,unlesssuspendedintheiroperationtillhis necessary forthepublicgood. submitted toacandidworld. an absolute

possessions. usurpations He hasendeavored toprevent thepopulationofthesestates;for He hasrefused foralongtime,aftersuchdissolutions,tocause He hasdissolvedrepresentative housesrepeatedly, foropposing He hascalledtogetherlegislativebodiesatplacesunusual, He hasrefused topassotherlawsfortheaccommodation oflarge He hasforbiddenhisgovernorstopasslawsofimmediateand He hasrefused his

tyranny (yoo zuhr(yoo PAY shuhnz) 1 all havingindirect objecttheestablishmentof overthesestates.To prove this,letfactsbe assent 1 pursuinginvariablythesameobjectevinces tolawsthemostwholesomeand n. unlawful or violent seizures of power or or power of seizures violent or unlawful constrains

Declaration of Independence especially strong orextreme. of paragraph3thatseem in thelasttwosentences assent constrains officials? colonists? TheBritish had ontheAmerican might thislanguagehave CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES tyranny requires orforces oppressive power strong language? Jefferson employsuch or agreement (uh SEHNT) (TIHR uhnee) (kuhn STRAYNZ) Whywould Markwords Whateffect

approval n.

v. v. 19 effect ofthislanguage? 20 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES these verbs? think Jefferson chose done tothecolonists. describe whatthekinghas verbs inparagraph27that

UNIT 1•WRITING FREEDOM Whydoyou Mark the Markthe Whatisthe

13 12 11 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 their offices, andtheamountpaymentoftheirsalaries. assent tolawsforestablishingjudiciarypowers. assent totheiractsofpretended legislation: to ourconstitution,andunacknowledgedbylaws;givinghis to, thecivilpower. the consentofourlegislatures. of officers toharassourpeople,andeatouttheirsubstance. 2. civilized nation. in themostbarbarous ages,andtotallyunworthytheheadofa begun withcircumstances ofcruelty andperfidyscarcely paralleled to completetheworksofdeath,desolationandtyranny, already and destroyed thelivesofourpeople. protection andwagingwaragainstus. invested withpowertolegislateforusinallcaseswhatsoever. and alteringfundamentallytheformsofourgovernments: for introducing thesameabsoluterule intothesecolonies: its boundariessoastorender itatonceanexample andfitinstrument province, establishingtherein anarbitrarygovernment,andenlarging murders whichtheyshouldcommitontheinhabitantsofthesestates: redress inthemosthumble terms:Ourrepeated petitions havebeen destruction ofallages,sexes,andconditions. Indian savages,whoseknownrule ofwarfare, isanundistinguished endeavored tobringonthe inhabitantsofourfrontiers, themerciless their friendsandbrethren, ortofallthemselvesbytheirhands. seas tobeararmsagainsttheircountry, tobecomethe executionersof

quartering He haserected amultitudeofnewoffices, andsenthitherswarms He hasmadejudgesdependentonhiswillalone,forthetenure of He hasobstructed theadministrationofjustice,byrefusing his For quartering He hascombinedwithotherstosubjectusajurisdictionforeign He hasaffected torender themilitaryindependentof,andsuperior He haskeptamongusintimesofpeacestandingarmieswithout In everystageoftheseoppressions wehavepetitionedfor He hasexciteddomesticinsurrections amongstus,andhas He hasconstrainedourfellowcitizenstakencaptive onthehigh He isatthistimetransportinglarge armiesofforeign mercenaries He hasplundered ourseas,ravagedcoasts,burnedtowns, He hasabdicatedgovernmenthere, bydeclaring usoutofhis For suspendingourownlegislatures, anddeclaringthemselves For takingawayourcharters,abolishingmostvaluablelaws, For abolishingthefree systemofEnglishlawsinaneighboring For transportingusbeyondseastobetriedforpretended offenses: For deprivingusinmanycases,ofthebenefitstrialbyjury: For imposingtaxesonuswithoutourconsent: For cuttingoff ourtradewithallpartsoftheworld: For protecting them,byamocktrial,from punishmentforany

v. housing. 2 large bodiesofarmedtroops amongus:

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 32 33 have warnedthemfrom timetoofattemptsbytheirlegislature ruler ofafree people. marked byeveryactwhichmaydefineatyrant,isunfittobethe answered onlybyrepeated injury. A princewhosecharacteristhus 3. consanguinity. correspondence. Theytoohavebeendeaftothevoiceofjusticeand usurpations, which,wouldinevitablyinterrupt ourconnectionsand conjured thembythetiesofourcommonkindred todisavowthese have appealedtotheirnativejusticeandmagnanimity, andwehave them ofthecircumstances ofouremigrationandsettlementhere. We to extendanunwarrantablejurisdictionoverus.We havereminded that asfree andindependentstates,theyhavefull powertolevywar, and thestateofGreat Britainisandoughttobetotallydissolved; to theBritishCrown, andthatallpoliticalconnectionbetweenthem and independentstates;thattheyare absolvedfrom allallegiance declare thattheseunitedcoloniesare andofrightoughttobefree authority ofthegoodpeoplethesecolonies,solemnlypublishand the worldfor in GeneralCongress assembledappealingtotheSupreme Judgeof mankind, enemiesinwar, inpeacefriends. denounces ourseparation,andholdthem,aswetherest of

consanguinity Nor havewebeenwantinginattentionstoourBritishbrethren. We We, therefore, therepresentatives oftheUnitedStates America, Declaration ofIndependence Image ofthefinal,signedversion ofthe

3 (kon sang GWIHN uh tee) uh GWIHN sang (kon We must,therefore, rectitude ofourintentions,dointhenameandby n. blood relationship. blood acquiesce inthenecessity, which Declaration of Independence thinking; uprightness morally correct behavioror rectitude acquiesce NOTES but withoutprotest accept somethingreluctantly (REHK tuhtood) (ak wee EHS)

v. v.

21 22 NOTES

UNIT 1•WRITING FREEDOM our lives,fortunesandsacred honor. protection ofdivineprovidence, wemutuallypledgetoeachother do. And forthesupportofthisdeclaration,withafirmreliance onthe do allotheractsandthingswhichindependentstatesmayofright war, concludepeace,contractalliances,establishcommerce, andto The 56signatures ontheDeclarationappearinpositionsindicated: George Walton Lyman Hall Button Gwinnett Georgia: Column 1 Thomas McKean George Read Caesar Rodney Delaware: George Ross James Wilson George Taylor James Smith George Clymer John Morton Benjamin Franklin Benjamin Rush Robert Morris Pennsylvania: Column 4

Arthur Middleton Thomas Lynch, Jr. Thomas Heyward,Jr. Edward Rutledge Carolina:South John Penn Joseph Hewes William Hooper Carolina:North Column 2 Abraham Clark John Hart Francis Hopkinson John Witherspoon Richard Stockton New Jersey: Lewis Morris Francis Lewis Philip Livingston William Floyd New York: Column 5

Benjamin Harrison Thomas Jefferson Richard HenryLee George Wythe Virginia: Charles Carroll Thomas Stone William Paca Samuel Chase Maryland: John Hancock Massachusetts: Column 3 Carter Braxton Francis LightfootLee Thomas Nelson,Jr. Matthew Thornton New Hampshire: Oliver Wolcott William Williams Samuel Huntington Roger Sherman Connecticut: William Ellery Stephen Hopkins Rhode Island: Elbridge Gerry Robert Treat Paine John Adams Samuel Adams Massachusetts: William Whipple Josiah Bartlett New Hampshire: Column 6 of Carrollton

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension of Independence expressed their convictions the document. about of expressed Independence 4. 3. 2. 1. Research to Explore Research to Clarify Research RESEARCH document? that detail. what In way the information does you of learned shed light the an on aspect Media Conne John F. KennedyReadstheDeclaration

understanding ofthetext. document? What newrelationship betweenGreat BritainandtheUnitedStatesisannounced inthis According toJefferson, whatisapeople’s isabusive? dutywhentheirgovernment What doesJefferson statedirectly asthereason thisdeclarationhadtobewritten?

Notebook of Independence c

Write asummaryoftheDeclarationIndependencetoconfirmyour tion

Choose unfamiliar at one least Briefly research detail from the text.

Conduct research to find of signers out how the Declaration some Write yourresponsebeforesharingideas. reading wouldhavemeant toradiolisteners? Independence Dayradiobroadcast. Whatdoyouthinkthe read theDeclarationofIndependence aspartofan

Discuss It

In 1957,then-SenatorJohnF. Kennedy Declaration of Independence MULTIMEDIA SCAN FOR

23 DECLARATION OFINDEPENDENCE Model Annotation 24 features. their themes, purposes, andrhetorical historical andliterary significancefor foundational U.S. documentsof eighteenth-, andnineteenth-century RI.11–12.9 public advocacy. purposes, andargumentsin worksof of legalreasoningandthepremises, of constitutionalprinciplesanduse U.S. texts, includingtheapplication evaluate thereasoninginseminal RI.11–12.8 uncertain where thetextleavesmatters from thetext, includingdetermining explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RI.11–12.1  Close-Read

S T UNIT 1•WRITING FREEDOM tandards ool Kit making meaning

Analyze seventeenth-,

Delineate and Cite strongand Guide and 1. TextClose Readthe 3. 2. 5. Analyze the TextAnalyze the 2. 1. 4. 3.

another detailtoannotate.Then,writeaquestionandyourconclusion. along withquestionsandconclusions.Closeread thepassage,andfind This model,from paragraph 2ofthetext,showstwosampleannotations, author makethischoice?”Whatcanyou A Revisit asectionofthetextyoufoundimportantduringyourfirstread. For more practice,gobackintothetextandcompleteclose-read notes. Jefferson connectthemeaningoffreedom to theideaofhumanrights? aboutAmericanfreedomsyou learned from reading thistext?Howdoes E in thedocument? well knew thattheirannouncementcouldmeanwarwithpowerful, people bemore thatislessthan inclinedtoputupwithagovernment for“light reasons”?change governments (a) rights before discussingthecolonists’specific grievances? Make Historical Perspectives important factorinthedecisiontodeclare independence? toward thelawsofcolonies? (a) satisfactory ratherthanchangeit?

N ssential Question: nnotate

otebook I Generalize importance. of politicaltiesbetweennationsismomentous CONCLUDE: in thecontextofentirety ofhumanhistory? QUESTION: of humanhistory. ANNOTATE: ‑ nterpret the separation. declare thecauseswhichimpelthemto of mankindrequires thattheyshould . . .adecentrespect totheopinions have connectedthemwithanother, to dissolvethepoliticalbandswhich it becomesnecessaryforonepeople When inthecourseofhumanevents, equipped Britain.Inyouropinion,whyisn’tthatideamore prominent I nferences whatyounotice.Askyourself

Respond tothesequestions WhydoesJefferson present thisargument Thisisverygrandlanguage,referring toall Jefferson issayingthatthesevering WhatdoesJefferson meanbysayingthatpeopledonot

According toJefferson, whathasbeentheking’s attitude

Why doesJefferson beginwithpointsabouthuman What isthemeaningoffreedom?

The signersoftheDeclarationIndependence (b)

A nalyze questions . conclude (b)

Speculate Why isthatattitudean to supportyouranswers. Cite textualeviden ? suchas“Whydidthe

logical, andnot reasoned and argument sound to makehis Perhaps hewanted CONCLUDE: language? have chosensuch might Jefferson QUESTION: gentle. words seemtobe ANNOTATE: angry. Why might

What have Why These

c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. ways offramingideasforspecific effect: convincing evidence.Heorshealsousesavarietyof an effective argument,the writerpresents reasons andsupportsthemwith meant togetreaders tothink inacertainwayortakeparticularaction.In Author’s Purpose:Argumentation Analyze CraftandStructure • • • 4. 3. 2. 1. Practice attention onthesubject. special expertiseordemonstratescharacterinawaythatmeritsreaders’ Appeals toAuthority: evidence, suchasfacts,andconsequencesoroutcomes. rationality orreason; appealstologicemphasizerelationships between Appeals toLogic: anecdotes. the divine,references andstoriesor toconceptslikejusticeorfairness, strong words withpowerfulconnotations—aswellasreferences to readers’ feelings;appealsto emotionmayinclude Appeals toEmotion:

Declaration ofIndependencereflect Jefferson’s faithinreason? characterized bylogicandscientific methodology.Howdoesthe Jefferson wrote thisdocumentduringtheAgeofReason,anera argument? of grievances? (a) constitute chargedlanguage?Explain,citingspecific words. (b) paragraph 2. (a) his argument? (b) (a) Notebook Markexamplesofappealstoemotioninthisexcerptfrom WhatappealtoemotiondoesJefferson use in paragraph1? Whichkindofappealisrepresented byJefferson’s organizedlist HowdoesthedescriptionofGreat Britainanditsking Whyisthisanimportanttechniqueforhimtouseashebegins over thesestates. having indirectobjecttheestablishmentofanabsolute tyranny ofrepeatedinjuriesandusurpations,all Great Britainisahistory ofthepresentking former systemsofgovernment.Thehistory and suchisnowthenecessitywhichconstrainsthemtoaltertheir security. Suchhasbeenthepatientsufferanceofthesecolonies; such government,andtoprovidenewguardsfortheirfuture absolute despotism,itistheirright,duty,tothrowoff invariably thesameobject,evincesadesigntoreducethemunder But whenalongtrainofabusesandusurpations,pursuing

Respond tothesequestions. (b) ideasorlanguagethatconnectstoreaders’ Howdoestheevidenceheprovides addtohis ideasorlanguagethatattemptstoinfluence ideasorlanguagethatsuggeststhewriterhas

An argument essential question: persuasive to supportyouranswers. CITE TEXTUALEVIDENCE charged language iswritingthat

appeals , or — Whatisthemeaningoffreedom? Declaration of Independence

25 DECLARATION OFINDEPENDENCE 26 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b when reading. syntax tothestudyofcomplextexts needed; applyanunderstandingof consulting referencesforguidanceas L.11–12.3.a consulting referencesasneeded. of complexorcontestedusage, L.11–12.1.b and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a   your Word Network. freedom from thetextto Add words related to

STANDARDS UNIT 1•WRITING FREEDOM WORD NETWORK LANGUAGE DEVELOPMENT

Consult general and Vary syntaxforeffect, Apply the Identify andcorrectly Resolve issues 2. 1. rectangular is thebasisformanyEnglishwords, including suchmathematicaltermsas Concept Vocabulary Latin Root:- Word Study 2. 1. Practice Why TheseWords? 2. 1. established absolute pursuit ofhappinessas power andrights.Forexample,Jefferson refers tolife, liberty,andthe

constrains unalienable rectify Use aprintoronlinecollege-leveldictionarytofindthe meaningsof Latin root. Write adefinitionof Which onemakesthesentenceseemmore positive ormore negative? synonym. Whatistheeffect? Forexample,which sentenceisstronger? In twoofyoursentences,replace theconcept vocabularyword witha understanding oftheword’s meaning. Use eachconceptvocabularyword inasentence thatdemonstratesyour What otherwords intheselection connecttotheseconcepts? the DeclarationofIndependence? How doestheconceptvocabularyhelpreaders grasptheissuesleadingto Notebook astheword relates tochemistryandasitrelates toelectronics. (havingrightangles)and rect

Complete theseactivities. -

The Latinroot tyranny

These conceptvocabularywords conveyideasabout unalienable rectitude assent tyranny overthecolonies. thatdemonstratesyourunderstandingofits -rect- rights.Hestatesthattheking’s actions rectilinear means“right”or“straight.”It (formedbystraightlines). rectitude acquiesce

Conventions and Style Changes in Syntax and Usage Language changes over time. During the eighteenth century, when Jefferson wrote the Declaration of Independence, English spelling was almost identical to that of today’s English. However, there are elements of Jefferson’s style—the style of his era—that may seem old-fashioned to today’s readers.

• Syntax: the structure of sentences. Some of Jefferson’s sentences are very long by today’s standards; in fact, the second paragraph of the Declaration is a lengthy single sentence.

• Usage: the way in which a word or phrase is used. Jefferson uses some words that would rarely be used—and might even be contested—today. For example, the word consanguinity in paragraph 32 is a term that few modern writers would use. • Formality: the level of familiarity with which writers address the reader. While there are still ceremonial and public forums that require formal language, American culture is more casual now than it was in the eighteenth century. Both the purpose of the document and the style of the era are reflected in the Declaration’s high level of formality.

Read It 1. Reread paragraphs 1–2 of the Declaration of Independence. Identify four words or phrases that represent an earlier style of English.

2. Locate Jefferson’s use of conjured in paragraph 32. What does the word mean to Jefferson in this context? What does the word often mean today? Use an etymological dictionary or other source to explain how the two meanings are connected by word origin and word history.

3. Connect to Style What qualities of eighteenth-century style do you find in paragraphs 28–29? Consider syntax, usage, and level of formality.

Write It

Notebook Rewrite this excerpt from the Declaration of Independence. Use modern English usage and syntax to express the same meaning. Then, compare the two versions and take note of ways in which each version would likely appeal to different audiences.

He has refused his assent to laws, the most wholesome and necessary for the public good. He has forbidden his governors to pass laws of immediate and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson pressing importance, unless suspended in their operation till his assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

Declaration of Independence 27 EFFECTIVE EXPRESSION

Writing to Sources The Declaration of Independence represents the position of one side in a conflict. There were numerous other colonial writings, including speeches, pamphlets, and essays, that centered on the same conflict. Together, these multiple writings are a record of the ongoing debate over the colonies’ DECLARATION OF INDEPENDENCE relationship with Britain. Today, debates over public issues often take place in the media—in newspaper articles and editorials.

Assignment An editorial is a brief argumentative essay that appears in a newspaper or on a news site and expresses a position on an issue. Write an editorial for a local or school newspaper in which you argue your side of an issue that affects your school or community. Use modern syntax and usage, but apply some of Jefferson’s persuasive techniques. For example, present a list of reasons just as Jefferson does in the Declaration of Independence. Your editorial should include: • a clear statement of your claim, or position • a list of reasons that support and clarify your claim • appeals to emotion, logic, and—if warranted—authority • a concluding statement that follows from the argument

Vocabulary and Conventions Connection Consider including several of the concept vocabulary words. Also, remember to use appropriate word choices, grammar, syntax, and a style that makes your ideas clear.

unalienable tyranny acquiesce

constrains assent rectitude

Reflect on Your Writing After you have drafted your editorial, answer the following questions.

1. How did writing your editorial help you understand Jefferson’s writing process?  STANDARDS W.11–12.1 Write arguments to support claims in an analysis of substantive topics or texts, using 2. Which of the reasons that you listed do you think offers the strongest valid reasoning and relevant and evidence in support of your argument? sufficient evidence.

SL.11–12.1.c Propel conversations by posing and responding to questions that probe reasoning and 3. Why These Words? The words you choose can greatly increase All rights reserved. or its affiliates. Inc., Education, © Pearson evidence; ensure a hearing for a full the effect of your writing. Which words helped you create a clear and range of positions on a topic or issue; memorable argument? clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

28 UNIT 1 • WRITING FREEDOM essential question: What is the meaning of freedom?

Speaking and Listening

Assignment You may have listened to the 1957 recording of Senator John F. Kennedy reading the Declaration of Independence. Listen to that recording again and think about his presentation. Then, participate in a class discussion about these questions:

• Would you find it meaningful to hear a modern politician of your choice reading this historical document today? Why or why not? • Would it be just as meaningful to hear the document read by a classmate or a neighbor? Explain.

1. Think About the Question Before the discussion, consider the meaning of the Declaration of Independence. • Does Kennedy’s reading enhance your understanding of the document? • Which aspects of the Declaration would a modern politician most likely consider important?

2. Prepare Your Contribution Make some notes for the discussion. • Which modern politician would you choose as a reader? Why? • In what ways would a reading from a classmate or a neighbor be more or less meaningful?

3. Discuss the Questions Keep these principles in mind. • Speak clearly so that your listeners can follow what you are saying. • Respond respectfully to the opinions of others. • Be prepared to answer questions that your teacher or classmates ask about your positions.

4. Listen and Evaluate As your classmates speak, listen attentively. Decide whether you agree or disagree with their ideas, and why. Contribute your responses with care, and support them with specific examples. In addition, take brief notes that will help as you complete a presentation evaluation guide.

Presentation Evaluation Guide  evidence log Rate each statement on a scale of 1 (not demonstrated) to 5 (demonstrated). Before moving on to a new selection, go to Classmates made meaningful contributions to the discussion. your Evidence Log and record what you learned All of the details in the assignment were discussed. from the Declaration of Independence. Each person spoke clearly and in an appropriate tone of voice. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

Speakers supported their positions with specific examples.

Declaration of Independence 29 30 of therange. scaffolding asneededatthehighend complexity bandproficiently, with nonfiction inthegrades 11–CCRtext read andcomprehendliterary RI.11–12.10  Model Annotation First-Read Guideand fourth president. served astheUnitedStates’s followed it.Madisonlater and theBillofRights,which in draftingthatdocument Constitution” forhisrole often called“Fatherofthe held opposingviews.Heis working withdelegateswho Congress, hewasskilledat member oftheContinental legislature. Theyoungest and laterservedinthestate’s 1836) grew upinVirginia James Madison Constitution.” him thetitle“Penmanof to theConstitutionearned His workonthePreamble them inoppositiontoslavery. the Convention,manyof during theproceedings of He madesome173speeches the ConstitutionalConvention. represented Pennsylvaniaat 1816), adistinguishedscholar, Morris Gouverneur About the Authors

Tool Kit STANDARDS UNIT 1•WRITING FREEDOM MAKING MEANING

By theendofgrade 11, (1751– (1752– Bill of Rights of Bill Preamble Constitution to the opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourratings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand familiar (6). with eachword. Then,rank thewords inorder from mostfamiliar(1)toleast Constitution andtheBillofRights.Before reading, notehowfamiliaryouare You willencounterthefollowingwords asyouread thePreamble tothe Concept Vocabulary have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. notice isinvolved? prescribed abridging infringed exercise petition redress WORD the generalideasof What

ideas within ideas within isitabout? the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A NNOT R E YOUR RANKING SP ON A TE D

by marking by completing

BACKGROUND After the Framers approved the Constitution, several of them called for the SCAN FOR addition of more protections for individual liberties. James Madison wrote MULTIMEDIA up a list of amendments. Congress passed them, and the states ratified ten of them. These ten amendments are now known as the Bill of Rights.

Preamble to the United States Constitution NOTES 1 We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the CLOSE READ ANNOTATE: Mark the blessings of liberty to ourselves and our posterity, do ordain and nouns in paragraph 1, establish this Constitution for the United States of America. which is the Preamble to the Constitution. * * * QUESTION: Why does the author list this particular Bill of Rights series of nouns? Preamble CONCLUDE: What do these 2 Congress of the United States begun and held at the City of New nouns establish as the York, on Wednesday the fourth of March, one thousand seven purpose of this document? hundred and eighty-nine. 3 THE Conventions of a number of the States, having at the time of their adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the ground of public confidence in the Government, will best ensure the beneficent ends of its institution. 4 RESOLVED by the Senate and House of Representatives of the United States of America, in Congress assembled, two thirds of both Houses concurring, that the following Articles be proposed to the

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Legislatures of the several States, as amendments to the Constitution of the United States, all, or any of which Articles, when ratified by three fourths of the said Legislatures, to be valid to all intents and purposes, as part of the said Constitution; viz.1

1. viz abbr. that is; namely.

Preamble to the Constitution • Bill of Rights 31 prescribed violated abridging putting somethingintoaction implementation; stateof Amendment VI. adjectives thatappearin as arule stated inwriting;setdown crime? on someoneaccusedofa might thislanguagehave redress from formally request; seekhelp infringed some wrong correction; settingrightof 32 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ exercise NOTES section important? few adjectivesusedinthis petition limiting

UNIT 1•WRITING FREEDOM

(rih DREHS) (rih

(EHK suhrsyz) (puh TIHSHuhn) (ihn FRIHNJD) (uh BRIHJihng)

(prih SKRYBD)(prih Whyare the Markthe Whateffect n.

n v. .

v v adj. . .

11 10 9 8 7 6 5 A wellregulated militia,being necessarytothesecurityofafree 3. fifth Article oftheoriginalConstitution. ratified bytheLegislatures oftheseveralStates,pursuantto of theUnitedStates America, proposed byCongress, and No personshallbeheldtoanswerforacapital, Amendment V place tobesearched, andthepersonsorthingstobeseized. supported byoathoraffirmation, andparticularlydescribingthe be violated,andnowarrantsshallissue,butuponprobable cause, and effects, againstunreasonable searches andseizures, shallnot The rightofthepeopletobesecure intheirpersons,houses,papers, Amendment IV prescribed the consentofowner, norintimeofwar, butinamannertobe No soldiershall,intimeofpeacebequartered inanyhouse,without Amendment III infringed State, therightofpeopletokeepandbeararms,shallnotbe Amendment II assemble, andto of speech,orthepress; ortherightofpeoplepeaceablyto or prohibiting thefree Congress shallmakenolawrespecting anestablishmentofreligion, Amendment I 2. defense. In allcriminalprosecutions, theaccusedshallenjoyrightto Amendment VI taken forpublicuse,withoutjustcompensation. property, withoutdueprocess oflaw;norshallprivateproperty be to beawitnessagainsthimself, norbedeprivedoflife, liberty, or jeopardy oflife orlimb;norshallbecompelledinany criminalcase shall anypersonbesubjectforthesameoffence tobetwiceputin militia, wheninactualservicetimeofwarorpublicdanger;nor Jury, exceptincasesarisingthelandornavalforces, orinthe infamous crime,unlessonapresentment orindictmentofaGrand witnesses inhisfavor, andtohavethe Assistance ofCounsel witnesses againsthim;tohavecompulsoryprocess forobtaining of thenature andcauseof theaccusation;tobeconfronted withthe shall havebeenpreviously ascertainedbylaw, andtobe informed district wherein thecrime shallhavebeencommitted,whichdistrict a speedyandpublictrial,byanimpartialjuryofthe Stateand

clients in court. in clients Counsel capital ARTICLES inadditionto,and Amendment oftheConstitution

adj.

n. . bylaw. lawyer or group of lawyers giving advice about legal matters and representing representing and matters legal about advice giving lawyers of group or lawyer punishable by execution. by punishable petition exercise theGovernmentfora thereof; or abridging 2 orotherwise redress thefreedom ofgrievances. 3 forhis

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension 12 15 14 13 Research to Clarify Research RESEARCH 4. 3. 2. 1. of documents? these research that detail. what In way the information does you learned shed light an on aspect In suits Amendment VII 4. respectively, ortothepeople. nor prohibited byittotheStates,are reserved totheStates The powersnotdelegatedtotheUnitedStatesbyConstitution, Amendment X construed todenyordisparageothersretained bythepeople. The enumerationintheConstitution,ofcertainrights,shallnotbe Amendment IX cruel andunusual punishmentsinflicted. Excessive bail Amendment VIII United States,thanaccording totherules ofthecommon law. fact triedbyajury, shallbeotherwise re-examined inanyCourtofthe twenty dollars,therightoftrialbyjuryshallbepreserved, andno 5.

of theBillRightstoconfirmyourunderstanding texts. Which amendmentscoverlegalproceedings? What lawsare forbiddeninAmendmentIoftheBillRights? According toitsPreamble, whoisresponsible forestablishingtheConstitution?

suits from custody will return at a certain time. acertain at return will custody from bail

Notebook

n. n. 4 property or money given to the court to ensure that an arrested person released released person arrested an that to ensure court to the given money or property atcommonlaw, where thevalueincontroversy shallexceed lawsuits, or legal actions brought by one party against another. against party one by brought actions legal or lawsuits, 5 shallnotberequired, norexcessivefinesimposed,

Write asummaryofthePreamble totheConstitutionandasummary

Choose unfamiliar at one least Briefly detail from texts. these

❧ Preamble to theConstitution NOTES • BillofRights

33 34 features. their themes, purposes, andrhetorical historical andliterary significancefor foundational U.S. documentsof eighteenth-, andnineteenth-century RI.11–12.9 text featuresinpublicdocuments. RI.11–12.5.a convincing, andengaging. the structuremakes pointsclear, or argument, includingwhether author usesinhisorherexposition the effectivenessofstructurean RI.11–12.5  Model Annotation Close-Read Guideand CONSTITUTION |BILLOFRIGHTS

S T UNIT 1•WRITING FREEDOM tan ool Kit making meaning

d Analyze andevaluate Analyze seventeenth-,

ar Analyze theuseof PREAMBLE TOTHE d s 5. 4. 3. 2. 1. TextAnalyze the 3. 2. 1. TextClose Readthe

you learned aboutAmericanfreedomsyou learned byreading thesedocuments? E freedoms andrightssetforthintheConstitution the BillofRights? Historical Perspectives amendment relate tothethemeoffreedom? Explain. own words. ParaphraseAmendmentVIII. (a) Amendment I? Connect meant todomore thanmerely resolve the country’s issuesatthattime? A conclude such as“Whydidtheauthormakethischoice?”Whatcanyou first read. Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetextandcomplete Then, writeaquestionandyourconclusion. Close read thepassage,and findanotherdetailtoannotate. sample annotations,alongwithquestionsandconclusions. This model—AmendmentIIIoftheBillRights—showstwo

N ssential Question: nalyze

otebook Paraphrase by law. war, consent oftheowner quartered inanyhouse,withoutthe No soldier, shallintimeofpeacebe unless itwasneeded. Americans wantedtolimitmilitarypower CONCLUDE: early Americanattitudestoward themilitary? QUESTION: both peaceandwartimesituations. ANNOTATE:

butinamannertobe ? How canyoutellfrom thePreamble thattheConstitutionis A How doesAmendmentIIoftheBillRightsreinforce nnotate

Respond tothesequestions.

Whatdothesedetailssayabout Theseparallelphrasesspeakto Theysuggestthatearly When you whatyounotice.Askyourself What isthemeaningoffreedom?

Which Americanswere notgrantedthe , nor in time of , norintimeof paraphrase prescribed , yourestate atextinyour (b)

A nalyze to supportyouranswers. Cite textualeviden questions choice overrides peacetime, personal CONCLUDE: these termssuggest? balance ofpowerdo QUESTION: “prescribed bylaw.” of theowner”and ideas—”consent presents contrasting The paragraph ANNOTATE: true duringwartime. the oppositemaybe concerns; government

How doesthis

What have

What

In c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. amendments followsaregular structure, beginningwitha ideas (thefirsttenamendments)are listedinnumericalorder. Eachofthe illustrates asimplestructure called for whatpurpose.ThetextthatfollowsthePreamble a set ofdecisionsapprovedbody.Likewise,bothbeginwith by agoverning Rights Author’s Choices:Structure Analyze CraftandStructure preamble 4. 3. 2. 1. Answer thesequestions. Practice A X VII VI IV III II

Amendment IXdifferent from theotheramendments?Explain. what rightsorrelated setofrightsdoeseachamendmentprotect? (a) Explain whyenumerationisaneffective fortheBillofRights. organizational pattern Why is“RESOLVED” usedtobeginthesecondparagraphofPreamble? document wascreated? What doesthepreamble to theBillofRightstellreaders aboutthereasons the mendment are

In thechart,record themajorideaofeachamendmentlisted—specifically, resolutions , a statement that explains who is issuing the document and , astatementthatexplainswhoisissuingthedocumentand , or legal foundational statements that explain a , orlegalfoundationalstatementsthatexplaina MA J O R

Both the Constitution and the Bill of Both theConstitutionandBillof IDEA enumeration

, in which the major , inwhichthemajor essential question: to the Bill of Rights theBillofRights heading Preamble to theConstitution•BillofRights , orlabel. (b) Whatisthemeaningoffreedom? Howis to supportyouranswers. CITE TEXTUALEVIDENCE

35 36 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c range ofstrategies. content on meaning wordsandphrases based meaning ofunknownandmultiple- L.11–12.4 and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a   your Word Network. freedom from thetextto Add words related to CONSTITUTION |BILLOFRIGHTS

grades and 11–12reading

STANDARDS UNIT 1•WRITING FREEDOM WORD NETWORK , choosingflexiblyfroma LANGUAGE DEVELOPMENT

Determine orclarifythe

Consult general and Apply the PREAMBLE TOTHE 2. 1. 1. training ortheactionofimplementingone’s righttodosomething. or displaysaparticularskill.Asverb,itcanrefer totheactionofphysical that maintainsorimproves health.Italsocan refer toanactivitythattests more thanonemeaning.Asanoun, Concept Vocabulary 2. Multiple-Meaning Words Word Study Practice Why TheseWords? 2. 1. and what rights butdoesnotexplaincertainpointsindetail—forexample,exactly that nothing limitations orremedies. Forexample,theBillofRightswaswrittentoensure

clearer, more precise word? Then, considerwhichword bestexpresses yourmeaning.Whichisthe Replace eachconceptword withasynonym. Useathesaurus,if youwish. understanding oftheword’s meaning. Use eachconceptvocabularyword inasentence thatdemonstratesyour abridging exercise dictionary toverify yourwork. Rights. Then,writeasecond meaningforeachword. Useacollege-level meaning words. Foreachword, writeitsmeaningasitisusedintheBillof The conceptwords demonstrate oneofthefourmeaningsword notedabove. Write foursentencesusingtheword limitations orremedies? What otherwords inthese documentsconnecttotheconceptoflegal both formalityandprecision? How doestheconceptvocabularyallowwriterstopresent ideaswith

Notebook redress redress refer tolegalmatters. willbeavailablewhenawrong iscommitted.Both infringed

Complete theseactivities. redress petition

uponcitizens’rights.Thedocumentoutlinesbasic abridging These conceptvocabularywords suggestlegal

The conceptvocabularyword , petition prescribed infringed exercise exercise , and canrefer tophysicalexertion prescribed . Eachsentenceshould are alsomultiple- exercise infringed has

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. 1. sentences. Usecommastomaketheenumerationclear. Punctuation forEnumeration andStyle Conventions Write It 2. 1. Read It phrases. prepositional phrases,then theremaining itemsshouldalsobeprepositional demonstrate conjunction (usually it isused,theserialcommaplacedimmediatelybefore thecoordinating comma place acommabetweeneachitemintheseries.Thechoicetouse characteristic ofthestyleusedinthesedocuments.Whenenumeratingideas, T clauses phrases single words

YP Today, theBillofRights does manythingsforAmericans. James Madisonincludedseveral freedoms inAmendmentI. represented byalawyer. will haveaspeedyandpublictrial,facewitnesses, Sentence withEnumeration: Original Sentence: EXAMPLE c. b. a. what typeofitemhasbeenenumeratedineachsentence. Add commastoeachsentenceaboutthesedocuments.Then,identify of informationinacompactspace. Constitution. ExplainhowenumerationhelpsMadisonconveyagreat deal

Notebook

on display. purchase printedcopiesortheycanseeoneoftheoriginaldocuments Today, Americanscanread thetextofBillRightsonlinetheycan aspects ofAmericanlife. These briefhistoricandcomprehensive amendments shapemany the Americanpeopletotheirdescendantsandeverygeneration. The Preamble totheConstitutionsecures “theblessingsofliberty”to

Notebook O inalistofthree ormore enumerateditemsisamatterofstyle.If F

ITE M parallel structure.

Use enumerationtorevise andexpanduponthese

Connect toStyle Amendment VIII cruelandunusualpunishments[be]inflicted [shall] notberequired,Excessive bailshall excessivefines[be]imposed,nor nor[shall] phrases, fromthePreambletoConstitution and [to]secure toourselvesandourposterity blessingsofliberty the [to]providetranquility, commondefense,[to]promote forthe generalwelfare, the in order amore [to]insure justice, toform perfectunion,[to]establish domestic orproperty liberty, nor bedeprivedoflife, E and, or, X A AmendmentVIidentifies rightsofdefendants. MP LE or

O F P nor Forinstance,if twoitemsinthelistare

According toAmendmentVI,defendants A Listing, orenumeration,isanimportant ). Inaddition,enumeratedtextmust R ALLEL )

Reread thePreamble tothe

ST R U C TU R essential question: E and

( Preamble to theConstitution•BillofRights nouns, fromAmendmentV

will be serial )

( independent clauses,from Whatisthemeaningoffreedom? this ambiguity. the serialcommaeliminates separate characters?Useof Or didsheplaythree mermaid andacomedian? person, Marina,whoisa Did theactress playone mermaid andacomedian.” “The actress playsMarina,a without aserialcomma: Consider thissentence the clarityofyourwriting. Serial commascanincrease CLARIFICATION

( infinitive )

37 38 volume, andclearpronunciation. appropriate eyecontact, adequate of formalandinformaltasks. Use to purpose, audience, andarange substance, andstyleareappropriate and theorganization, development, opposing perspectivesareaddressed, line ofreasoning, alternativeor such thatlistenerscanfollowthe perspective andalogicalargument, conveying aclearanddistinct findings, andsupportingevidence, SL.11–12.4 audience’s knowledgeofthetopic. and examplesappropriatetothe quotations, orotherinformation extended definitions, concretedetails, significant andrelevant facts, thoroughly byselectingthemost W.11–12.2.b  CONSTITUTION |BILLOFRIGHTS

STANDARDS UNIT EFFECTIVE EXPRESSION

Present information,

• Develop thetopic

PREAMBLE TOTHE WRITING

FREEDOM readers. of techniques these at two to your least clarify information and engage concept and any shades of meaning in the amendment. reflected Use meaningdefinition should of explain the word both the dictionary or of akey word concept or presented in that amendment. Your extended amendment from the Bill of Then, write an Rights. paragraphs—that explains akey concept. Choose and reread one definition is an informative extended An two or one text—usually Assignment you includeenumeration. of theconceptvocabularywords. Also,remember tousecommascorrectly written primarilytoconveyfacts.Thefactsare organizedandpresented ina informative writing.Likeotherkindsofwriting,theywere The Preamble totheConstitution andtheBillofRightsare examplesof Writing toSources 3. 2. 1. After youhavedraftedyourextendeddefinition,answerthesequestions. on YourReflect Writing Vocabulary andConventionsConnection way thatbestsuitsthewriter’s purposeandtheaudience’s needs. • • • • •

abridging Why TheseWords? In whatwaysdidthosetechniquesstrengthen yourwriting? Which techniquesdidyouusetodevelopyourextended definition? exercise writing. Whichwords madeyourtextmore powerfulorprecise? or concept. Share apersonalexperiencethathelpedyouunderstandtheword used today. Provide examplesofwaysinwhichtheword orconceptis Identify meaningsthatpeopleoftenassigntotheword orconcept. Discuss whattheword orconceptdoes words orconcepts. Compare andcontrastthe word orconceptwithmore familiar redress petition

The words youchoosemakeadifference inyour prescribed infringed not mean.

Consider includingseveral extended definition extended

if if

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 3. 2. 1. Speaking and Write anddelivera Assignment lecture seriescalled“It’s MyRight!” your life. Ifyouwish,work asaclasstoshare thesespeechesaspartofa how thedocumentasawhole,orparticularamendment,appliesto Presentation 5 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated) to

which topauseorstopforeffect, andsoon. and practicepresenting it.Markthewords youwillemphasize,pointsat your life? Whichamendments are especiallysignificant toyou?Why? Evaluate Your Presentation Deliver theSpeech Write theSpeech presentation. Use yourself-evaluation toestablishseveralgoalsforyournextoral your ideaslogical,clear, andappropriate toyouraudienceandsubject? assignment byshowinghowtheBillofRightsappliestoyourlife? Were guide toassesshowwellyoupresented your ideas.Didyoufulfill the • • • • • •

I did notrushandpronouncedI did words correctly andclearly. to beheard. I usedappropriate eyecontacttoconveymeaningandsufficient volume audience’sI heldthe attention. ofRights. Bill ofthe I conveyedapersonalunderstanding speech before. Givethemtimetoabsorbyourwords andmeaning. Avoid rushing.Rememberthatyouraudiencehasnotheard your voice carries. rows. Carryyourself proudly, andholdyourheadupsothat Use appropriate volumesoeveryonecanhearyou,evenintheback make sure theyunderstandyourmessage. Don’t stare; rather, lookataudiencemembersforafewsecondsto As youdeliverthespeech,makeeyecontactwithyouraudience. response tothedocument. Draft yourspeech,usingfactsandexamplestoillustratepersonal How doyouexpecttheBillofRightstoaffect yourlife inthefuture? offered byAmendmentI. of speech,orfreedom ofthe press? Ifso,thinkabouttheprotections Have youhadanyexperiencesinvolvingfreedom ofreligion, freedom E valuation Guide speech

Think abouttheBillofRights.Howdoesitrelate to L

To istening

prepare abouttheBillofRights,inwhichyouexplain

After yourspeech,usetheevaluation

to deliveryourspeech,review yourtext essential question: Preamble to Whatisthemeaningoffreedom? the

Constitution Bill ofRights. Constitution andfrom the from thePreamble tothe record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto 

evidence log

•

Bill of

Rights

39 40 needed atthehighendofrange. proficiently, with scaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10  Model Annotation First-Read Guideand

Tool Kit St UNIT 1•WRITING FREEDOM MAKING MEANING andards

By theendof

You willencounterthefollowingwords asyouread thespeechBenjamin Concept Vocabulary Convention the in Speech opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand most familiar(1)toleast(6). how familiaryouare witheachword. Then,rankthewords inorder from Franklin gaveattheConstitutionalConventionin1787.Before reading, note have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. notice isinvolved? despotism infallibility prejudices corrupted the generalideasof What integrity salutary

WORD ideas within isitabout? the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A NNOT R E SP YOUR RANKING ON A TE D

by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. was a colonial bestseller. colonial a was contained information, and and advice observations, publication, which was published from 1732 to 1752, culture, ofone enduring his most contributions to American hisopen print own shop. This move gave to birth to Philadelphia to moved Franklin seventeen, was satirizing daily life in he and Boston. politics When the name “Silence Dogood,” hewrote letters of his brother’sbut writing parts newspaper. Using the time was Ben hewas not sixteen, only printing, his readers. in many while also entertaining moral messages, of sayings allowedand these brevity him to weave of of the Almanack’sbottom most wit The pages. popular. Franklin included an aphorism at the top or was aphorisms these that made the aphorisms, many of which are still quoted today. It a wealth of or homespun sayings and observations, the sun and moon, and the weather. also featured It contained information practical the calendar, about Like almanacs, most pious, andfunny. character developed,becomingmore thoughtful, and foolishastronomer. However, overtheyearshis Saunders, orPoorRichard, firstappeared asadull editor forthe brother’s paper, Franklincreated afictitiousauthor/ “Silence Dogood”tothelettershewrote for his Benjamin Franklin Author the About The “Write” Reputation Poor Richard’sPoor Almanack Almanack From his teen until years his James Franklin, printer. aBoston By as an apprentice tostart his brother worked as aprinter. got his He (1706–1790) Franklin Benjamin retirement at forty-two, age Poor Richard’sPoor Almanack . ThechattyRichard

Just ashehadsigned . This annual Almanack

so so ESSENTIAL QUESTION:Whatisthemeaningoffreedom? ambassador toEnglandandthenFrance.Even In hislateryears,hewastheUnitedStates Britain, anddraftingtheUnitedStatesConstitution. Revolutionary War, negotiatingapeacetreaty with Independence, enlistingFrench supportduringthe an importantrole indrafting theDeclarationof was considered tobe“thefatherofhis country.” before GeorgeWashington the title,Franklin earned remembered forhiscareer inpolitics. In spiteofalltheseachievements,Franklinisbest understanding ofearthquakesandoceancurrents. the Gulf Stream, andcontributedtothescientific stove. Heconfirmedthelawsofelectricity,charted the lightningrod, bifocals, andanewtypeof of hislife, Franklinwasresponsible forinventing scientist ashehadbeenaprinter. Overthecourse himself toscience.Heproved tobeassuccessfula two, heretired from theprintingbusinesstodevote also anunderstandingofhisextraordinary character. provides notonlyarecord ofhisachievements,but autobiography, filledwithhisopinionsandadvice, only totheyear1759.Thoughnevercompleted,his but succeededinbringingtheaccountofhislife more sections—thelastshortlybefore hisdeath— years old.Attheurgingoffriends,hewrote three section oftheworkin1771,whenhewassixty-five American successstory.Franklinwrote thefirst a classicofthegenre aswellaprototype forthe story ofhis life. Franklin’s longevity, andhistoricimportancewouldwritethe that apersonofFranklin’s accomplishments, Statesman andDiplomat Inventor andScientist American SuccessStory Speech intheConvention

The Autobiography W

Perhaps itisnosurprise

hen Franklinwasforty- Franklin played remains

41 ANCHOR TEXT 42

UNIT 1•WRITING FREEDOM Speech Convention Benjamin Franklin

SPEECH in the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 were affected bystateboundaries.Theseproblems ledtotheConstitutional it hadnopowertotaxthestatesorregulate issues,suchastrade,that created itsownconstitution. WhileCongress wasabletopasslimitedlaws, After theAmericanRevolution,eachofnewlyindependentstates BACKGROUND because Iamnotsure thatitisnotthebest.Theopinions Ihavehad I consent,Sir, tothisConstitution, becauseIexpectnobetter, and throats. Thus meet hereafter forthepurposeofcuttingoneanother’s of Babel,andthatourstatesare onthepointofseparation,onlyto to hear, thatourcouncilsare confoundedlikethoseofthebuilders think itwillastonishourenemies,whoare waitingwithconfidence find thissystemapproaching soneartoperfectionasitdoes;andI a local interests, andtheirselfish views.From such anassemblycan men alltheir advantage oftheirjointwisdom,youinevitablyassemble withthose constitution; for, whenyouassembleanumberofmen,tohavethe any otherconventionwecanobtain,maybeabletomakeabetter government, beingincapableofanyother. Idoubt,too, whether it, whenthepeopleshallbecomeso and canonlyendin farther, thatthisislikelytobewelladministered foracourseofyears, may beablessingtothepeople,if welladministered; andIbelieve, necessary forus,andthere isnoformofgovernmentbutwhat faults,—if theyare such;becauseIthinkageneralgovernment que moiquiaietoujoursraison. meet withnobodybutmyself thatis certain French lady, who,inalittledisputewithhersister, said,“ButI infallibility Though manyprivatepersonsthinkalmostashighlyoftheirown truth, andthatwherever othersdiffer from them,itissofarerror. . . . well asmostsectsinreligion, thinkthemselvesinpossessionofall I amtodoubtmyownjudgmentofothers.Mostmen,indeed,as to beotherwise.Itistherefore that,theolderIgrow, themore apt even onimportantsubjects,whichIoncethoughtright,butfound better informationorfullerconsideration,tochangemyopinions lived long,Ihaveexperiencedmanyinstancesofbeingobliged,by present; but,Sir, Iamnotsure Ishallneverapprove it;for, having I confess,thatdonotentirely approve ofthisConstitutionat President, Mr. brought hisdiplomaticskills tothedebate. the ageofeighty-one,BenjaminFranklin—representing Pennsylvania— national constitution.Theargumentwaslivelyandoftencontentious.At Convention in1787.Representatives from twelvestatesmettoapprove a perfect In thesesentiments,Sir, Iagree tothisConstitution,withallits production beexpected? It therefore astonishesme,Sir, to asofthattheirsect,fewexpress itsonaturallyasa prejudices despotism , theirpassions,errors ofopinion,their ” , asotherformshavedonebefore corrupted always intheright.”“ astoneeddespotic Je netrouve Speech intheConvention translation inparagraph1. words andtheirEnglish French lady.”Markher humorously to“acertain uhm) effect ofthisquotation? NOTES or withoutfactualsupport feelings formedbeforehand n prejudices adj. despotism CONCLUDE: QUESTION: ANNOTATE: CLOSE READ infallibility his pointinthisway? Franklin choosetoillustrate tee) corrupted tyranny . unfavorableopinionsor

dishonest n

n . inabilitytobeinerror . absoluterule;

(kuh RUHPT ihd)

(PREHJ uhdihsihz) (DEHS puhtihz (ihn fal uhBIHL (ihn fal Whydoes MULTIMEDIA Franklinrefers Whatisthe SCAN FOR

43 integrity positive purpose adj. 44 salutary NOTES or ethicalprinciples virtue; commitmenttomoral

beneficial;promoting a Media Conne UNIT 1•WRITING FREEDOM

(SAL yuhtehr ee) (ihn TEHG ruh tee)(ihn TEHGruh The U.S.Constitution c

tion

n . 3 gain partisansinsupportofthem,wemightprevent itsbeing were toreport theobjectionshehashadtoit,andendeavor they shalldie.Ifeveryoneofus,inreturning toourconstituents, syllable ofthemabroad. Within thesewallstheywere born,andhere of its make manifest our with meonthisoccasiondoubtalittleofhisowninfallibility, and,to member oftheconventionwhomaystillhaveobjectionstoit,would and endeavorstothemeansofhavingit wherever ourinfluencemayextend,andturnfuture thoughts act heartilyandunanimouslyinrecommending thisConstitution, as apartofthepeople,andforsakeourposterity, thatweshall and opinion ofthegoodnessthatgovernment,aswellwisdom securing happinesstothepeople,dependson of thestrength andefficiency ofanygovernment,inprocuring and well asamongourselves,from ourreal orapparent unanimity. Much advantages resulting naturallyinourfavoramongforeign nations,as generally received, andthereby loseallthe On thewhole,Sir, Icannothelpexpressing awish,thatevery integrity errors Write yourresponsebeforesharingideas. delegates toapprove theConstitution? the challengesthatFranklinfacedinpersuading Isacrifice tothepublicgood.Ihaveneverwhispered a

Discuss It ofitsgovernors.Ihope,therefore, forourownsakes, unanimity

How doesthisvideohelpyouunderstand , puthisnametothisinstrument. well administered salutary opinion effects andgreat MULTIMEDIA , onthegeneral SCAN FOR .

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension figures of his time. example, you might research why Franklin was popular of one and authors the most public Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the speech? that detail. what In way the information does you of learned shed light an on aspect

the text. Whose “opinion”doesFranklinbelieveiskeytoagovernment’s strength andefficiency? the Constitutionisapproved? Why doesFranklinwantthedelegatestokeeptheirdividedopinionsthemselvesonce imperfect document? Why doesFranklinbelievethatanyconstitutiontheConventionapproves willbean What doesFranklinadmithascausedhimtochangehismindinthepast?

Notebook

Write asummaryofFranklin’s speechtoconfirmyourunderstandingof

Choose unfamiliar at one least Briefly research detail from the text.

Conduct you find of interesting. research the text an on aspect For Speech intheConvention

45 46 persuasiveness, orbeautyofthetext. content contributetothepower, effective, analyzinghowstyleand in whichtherhetoricisparticularly point ofvieworpurposeinatext RI.11–12.6 uncertain. where thetextleavesmatters from thetext, includingdetermining explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RI.11–12.1  Model Annotation Close

Standard T Speech inthe UNIT 1•WRITING FREEDOM ool Kit - making meaning Read Guideand

Determine anauthor’s Cite strongand s C onvention 1. TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2. 5.

passage, andfindanotherdetailtoannotate.Then,writeaquestion annotations, alongwithquestionsandconclusions.Closeread the This model,from paragraph 1ofthespeech,showstwosample Historical Perspectives this allusiontobeeffective? Explain. Franklin’s allusiontothebuildersofBabel? history orculture. An (b) (a) remarks Washington donotconcern alone? George Washington, wholedtheproceedings. Howcanyoutellthathis D you questions Read thissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. notes. For more practice,gobackintothetextandcompleteclose‑read and yourconclusion. you learned aboutthenatureyou learned offreedom byreading thisspeech? E undermine theConstitution even aftertheysignit?Explain.

N ssential Question: raw Conclusions Early in the speech, what does Franklin admit that he sometimes doubts? Earlyinthespeech,whatdoesFranklinadmitthathesometimes doubts?

otebook Connect allusion conclude change myopinions.. information orfullerconsideration,to many instancesofbeingobliged,bybetter having livedlong,Ihaveexperienced am notsure Ishallneverapprove it;for, of thisConstitutionatpresent; but,Sir, I I confess,thatdonotentirely approve not asignofweakness. struggle, Franklinshowsthatcompromise is CONCLUDE: QUESTION: startling beginningtoaspeech. ANNOTATE: suchas“Whydidtheauthormakethischoice?”Whatcan

isapassingorunexplainedreference tosomethingfrom

How doesthisadmissionrelate tohisoverallargument? Respond tothesequestions. ? WhydoesFranklinsaythis? Theword “confess”isa

By confessingtohisown (a)

Franklin addresses hisremarks to“Mr. President”—

I What isthemeaningoffreedom? nterpret

In what ways does Franklin fear the delegates may In whatwaysdoesFranklinfearthedelegatesmay annotate

In paragraph2,whatisthepurposeof whatyounotice.Askyourself (b)

Criticize to supportyouranswers. Cite textualeviden

Do youconsider experience—he of hisageand is reminding them CONCLUDE: point? does hemakethis QUESTION: old age. listeners ofhis Franklin reminds ANNOTATE: listeners lack. has authorityhis Whathave Why

He c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. humorous, andsoon. friendly,distant,cynical,earnest, and word choicecombinetoconveytone,whichmaybeironic, serious, attitude toward thesubjectandaudience,canalsoswaylisteners.Phrasing While notstrictlyanexampleofarhetoricaldevice,speaker’s oratory. language foreffect, thatappeal toanaudienceandproduce asuccessful text provides examplesofseveral Constitution wasapproved andsenttothestatesforratification. Franklin’s Author’s Purpose:Rhetoric Analyze CraftandStructure • • • 2. 1. Practice 3. RH rhetorical question: concession: paradox: answer, becausetheanswerisobvious. or introduce atopic.Thespeaker doesnotexpecttheaudienceto Rhetorical questions Concession in order from toriseaboveorlearn it. demonstrates adeepertruth:Sometimes,onemustfacepainfulreality “I mustbecrueltokind”seemsillogical.Onreflection, however, it presents atruth.Forexample, inShakespeare’s Paradox

of thisspeech. (a) influence hisaudience. noted. Explainhoweachdeviceservestostrengthen Franklin’s argumentor Use thecharttoidentify examplesfrom Franklin’s speechofeachrhetoricaldevice what waysdoesthisspeech reflect adiplomaticapproach toconflict? Explain. During hislongpoliticalcareer, Franklinhadextensiveexperienceasa diplomat.In (b) Notebook ETO Choosethesetofadjectivesthatbestdescribestone ofthefirstparagraph Explainyourchoice,citingspecific words andphrasesthatsupportyouranswer.

R serious, witty,andinformal andfrustrated concerned, deeply earnest, slyly humorous andself-deprecating I

C isastatementorideathatseemscontradictorybutactually AL D istheacknowledgmentofanopponent’s arguments.

E Complete theseactivities. V I C E are questionsaskedforeffect—to makeapoint, e

FF Franklin’s speechwassuccessful:The rhetorical devices E C T Hamlet essential question: , orwaysofusing , thestatement tone, or Whatisthemeaningoffreedom? to supportyouranswers. CITE TEXTUALEVIDENCE Speech intheConvention

47 48 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c when reading. syntax tothestudyofcomplextexts needed; applyanunderstandingof consulting referencesforguidanceas L.11–12.3.a and spellingwhenwriting. English capitalization, punctuation, of theconventionsstandard L.11–12.2   Add words related to your Word Network. freedom from thetextto

S Speech inthe UNIT 1•WRITING FREEDOM WORD NETWORK T LANGUAGE DEVELOPMENT A N

DARDS Demonstrate command

Consult general and Vary syntaxforeffect, C onvention 6. 5. 4. 3. 2. 1. Practice Concept Vocabulary 2. Latin Suffix: - Word Study Why TheseWords? 1. incapable offailing.” means “incapableoffailing.”Theresulting noun means“thestateofbeing in theword suffix isaddedtoanadjective,theresulting word isanoun.Forexample, 2. 1. and thatthoseinpositionsofleadershipshouldhave canbe can wieldovercitizens.Franklinbelievesanygovernment human vicesandvirtues,especiallywhenitcomestothepowergovernments

Would youvoteforacandidatewhodisplayed What Name twowaysinwhich willbe a government What safeguards couldaconstitutionincludetominimizethechancethat by What are twonegativeeffects thatmightresult from ruled agovernment infallibility Why mightitbedifficult todealwithpeoplewhoneverdoubttheirown despotism infallibility dictionary toverify yourdefinitions. Identify anddefinetwootherwords thatendwiththesuffix college-level dictionary. that endwiththesuffix Find anddefinetwootherwords neartheendofFranklin’s speech What otherwords inthespeech connecttothisconcept? failings thatmaketheachievementofthosegoalsdifficult? How doestheconceptvocabularysuggesthumangoals—and Notebook despotism salutary infallibility, ? ity

? Respond tothesequestions. effects canresult from cooperation?

prejudices corrupted The suffix

thesuffix isaddedtotheadjective These conceptvocabularywords are usedtodescribe corrupted -ity prejudices -ity . Checkyourdefinitionsinaprintordigital means“stateorqualityof.”Whenthis ? integrity salutary canaffect humanbehavior. integrity integrity ? Whyorwhynot? infallible, . -ity corrupted . Usea which ,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Syntax andRhetoric andStyle Conventions Write It 2. 1. Read It action verbinthesimplepasttense. The parallelsentencestatesthree similarideasasphrasesthatbeginwithan grammatical forms. parallelism presents equalideas inadistractingandpotentiallyconfusingmixof and balancetowritingstrengthens connectionsamongideas.Faulty toexpressor patterns similarideas.Effective useofparallelismaddsrhythm 1. 2.

examples ofparallelism.Explaintheideasparallelitemsexpress. Connect toStyle c. b. a. Underline theparallelelementsinthesesentences. others, and Parallel: express Nonparallel: EXAMPLE government, Incorrect: EXAMPLE and whenWashington waspresident, thisgroup continuedto function. At theConstitutionalConvention, throughout thefight forstateratification, serve people. political topics,andthere were can discussionsabouthowgovernments The society’s members considered wrote issuesof government, essayson founded theSocietyforPoliticalInquiriesin1787. government, Correct: founded theSocietyforPoliticalInquiriesin1787.

Notebook place commastoseparatetheideasordetails.

delegates. proceedings, addressed theneedforcompromise, andswayedseveral read thespeech,whichcameatacriticalmomentin Wilson compromise, orhisexhaustionafterdaysofargument? the weaknessduetohisunremitting pain,hisunceasingworkfor Franklin wastooweaktodeliverthespeechhimself—but was delegates from Pennsylvania. wasamongthe The sensible,brilliant,andinfluentialJamesWilson hisfeelings,and

Franklin Fueled byloveforliberty,eagernesstoformaneffective

Fueled byloveforliberty,eagertoformaneffective wrote

and and Franklin Rewrite eachsentencesothatitusesparallelism.Besure to withpersonaldetermination, personal determination supported

emphaticallyaboutthedocument. Reread paragraph2ofFranklin’s speech.Identify two

Parallelism was supportiveof was writing theConstitution, is the use of similar grammatical forms is theuseofsimilargrammaticalforms emphaticallyaboutthedocument. , severalpoliticalleaders theConstitution, severalpoliticalleaders expressed essential question: hisfeelingsto went to Whatisthemeaningoffreedom? Speech intheConvention USAGE civility. only Correct civility. unanimity wanted Incorrect order. correct in the make sure are that words the pairs) to parallelism, achieve in (which appear conjunctions correlative use you When unanimity unanimity : Franklin wanted wanted Franklin : : Franklin Franklin : but also but not only but also but

not not

50 add interest. reasoning, and evidenceandto enhance understandingoffindings, of digitalmediainpresentationsto SL.11–12.5 tone used. word choice, pointsofemphasis, and stance, premises, linksamongideas, evidence andrhetoric, assessingthe point ofview, reasoning, anduseof SL.11–12.3 devices tosupportassertions. W.11–12.1.f sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using support claimsinananalysisof W.11–12.1 

S Speech inthe UNIT T EFFECTIVE EXPRESSION A N

DARDS 1

Write argumentsto

Make strategic use Evaluate aspeaker’s

• Use specificrhetorical

WRITING C onvention

FREEDOM parallelism toemphasizerelated ideasandcreate rhythminyourwriting. of theconceptvocabularywords inyourevaluation. Also,remember touse author soughttoachieveinapieceofwritingandwhetherheorshewas other readers, orjustinyour ownthinkingprocess—you considerwhatan When youevaluateatext—whetherdosoinwriting,discussionswith Writing toSources 3. 2. 1. After youhavedraftedyourevaluation,answerthefollowingquestions. on YourReflect Writing Vocabulary andConventionsConnection successful. in your evaluation: your in the techniques to heused accomplish it. sure Be to include elements these agree? Write an Franklin’s in the Convention speech hasamasterpiece. called been you Do Assignment

Why TheseWords? What rhetoricaldevicesdidyouuseinyourevaluation? What evidencedidyouprovide inyourevaluation? despotism infallibility writing. Whichwords helpedyouexpress yourideas? • • • • • • a conclusionthatreasserts youropinionina memorable way original rhetoricaldevicesthathelpyoumakeyourpoints rhetorical devices specific references totheideasFranklinconveyedandhisuseof each point valid reasoning, supported bytextualevidencethatclearlyrelates to at leastonereference toFranklin’s goal an introduction thatincludes astatementofyourposition evaluation prejudices corrupted

The words youchoosemakeadifference inyour of Consider the speech. Franklin’s and goal integrity salutary

Consider includingseveral

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. 3. 1. Speaking and E (demonstrated). Beprepared usingexamples. todefendyourrating, Rate eachstatementonascaleof1(notdemonstrated)to5 As aclass,prepare tomakea Assignment Franklin’s speech.Followthesestepstocompletetheassignment.

valuation Guide text asyouandyourclassmatesrespond tothesequestions. about thespeech.Beprepared toshare notesyoumadewhilereading the speech asyourteachermakesavideorecording. Rememberthesepoints: reading movessmoothlyfrom onespeakertothenext.Then,present the the pronunciation ofchallengingwords. Next,practicetogethersothatthe individually, usingFranklin’s punctuationtohelpwithphrasingandchecking of thespeech.Haveclassmatestakeafewminutestopracticetheirparts Evaluate theVideo Practice andPresent Discuss theSpeech portfolio. to contribute.Ifpossible,addthevideoclasswebsiteordigital evaluation guidetoanalyzewhatyousawandheard. Encourageeveryone Allow abouttenminutesforthefollow-updiscussion.Then,use • • • • • • •

Speakers usedappropriate gestures andbodylanguage. he wrote speech. the intendedwhen likely Franklin tone andemphasisthat Speakers usedthe audience’sSpeakers heldthe attention. text’sSpeakers clearlyconveyedthe meaning. expressed inadramaticreading? What are someoftheways inwhichFranklin’s tonecouldbe and helppersuadethemofthevalidityhisopinion? What ishistone?HowdoesFranklin’s toneappealtohisaudience How doesheuseconcessionandparadoxasargueshisposition? What isFranklin’s opinionoftheConstitutioninitsdraftform? Use appropriate gestures toconveykeypoints. he haddelivered thespeechhimself. Use thetoneandemphasisthatyouthinkFranklinmighthaveusedif Be quietandattentivewhileothersare presenting theirparts. L

Use aclassdiscussiontoclarify yourthoughts Schedule sufficient timetowatchthevideo. istening Work togethertodecidewho willread variousparts video recording ofadramaticdelivery essential question: Whatisthemeaningoffreedom? Speech intheConvention Convention. Franklin’s speechinthe fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log

51 52 in 2250 victory amilitary announcing carvings Mesopotamian in seen be can examples war.as earliest of the One such of turmoil, times during especially message, persuasive to conveya slogans) simple (and sometimes images striking visual propaganda forms, inother presented or commercials, in television broadcast of aflag, design the into sewn innewspapers, or posters on printed Whether About Visual Propaganda Conquest in Conquest Norman the about propaganda visual woven provided Tapestry patriotic fervor. to rouse created was poster political the War when World I, in1917,Revolution during and Russian the during critical especially was propaganda needed atthehighendofrange. proficiently, with scaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10 

Standard UNIT 1•WRITING FREEDOM Making Meaning b . c . The Bayeux Bayeux The

a By theendof . d . 1066. Visual Visual 1066. s uses uses Visual Propaganda The AmericanRevolution: Apply these strategies these as you review. your conduct Apply first First ReviewMEDIA:ART ANDPHOTOGRAPHY write visual about propaganda. words concepts or willThese useful be to you as you analyze, discuss, and VocabularyMedia represent ideas or qualities or ideas represent to objects or images symbolism: emotions or mind audience’s an engage and attract appeal: or nation cause, movement, group, aperson, harm or to help deliberately and widely spread rumors or ideas, propaganda: it portrays. determine CONNECT LOOK or imagesyou’veseen. experienced, textsyou’veread, images to othermediayou’ve the ability to ability the at each image and at eachimageand the use of of use the information, whom details in the details inthe or what

• • • • • • • •

Symbolism usesimagesandobjectsthatmany pathos thanuponlogos. Propaganda dependsmuchmore heavilyupon manipulates people’s feelings. An emotionalappeal(called A logicalappeal(called cause outofanger. to voteacertainwayoutoffearoroppose emotionally ratherthanlogically—forexample, Propaganda encouragespeopletoreact strongly suggestaparticular people bypresenting imagesandwords that Creators ofpropaganda attempttopersuade one culture toanother. symbolic meaning.Themeaningcanvaryfrom An imageorobjectcanhavemore thanone convey meaning. in visualsbecauseitprovides aquickwayto In propaganda, symbolismappearsprimarily love, orthecolorred torepresent danger. a flagtorepresent acountry,rose torepresent people associatewithcertainconcepts,suchas to revisit. interesting andwant image thatyoufind RESPOND NOTE at the end. the Comprehension Check elements in each elements ineach logos by completing by completing pathos slant ) influencesreason. , orviewpoint. ) targetsor

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. by boththecolonistsandBritishinsupportoftheirrespective causes. period. Theimagesthatfolloware examplesofvisualpropaganda published of imageshasalonghistoryintheUnitedStates,datingbacktocolonial The practiceofpersuadingpeoplewithpaintings,drawings,andotherkinds Background The AmericanRevolution: Franklin in1754.Thesegmentsofthe cartoon waspublishedbyBenjamin image 1:JoinorDie G as asymbolofcolonialprotest against R and IndianWar. unite againsttheFrench intheFrench cartoon wastourge thecoloniesto A snake are labeledwiththeinitialsof evolution, ittookonnewmeaning merican colonies.Thepurposeofthe reat Britain. Visual PropagandaVisual D uring the

This political A merican NO TES The American Revolution: Visual PropagandaThe American Revolution: Visual MEDIA

IMAGE GALLERY MULTIMEDIA SCAN FOR

53 54

UNIT 1•WRITING FREEDOM the crowd. surrounded andwere strugglingwith clear firingline.Rather, theyhadbeen fired. Also,theBritishdidnothavea British authoritieswhentheshotswere Americans hadbeenriotingagainstthe they happened.Forexample,the does notshowtheeventsexactlyas by Britishsoldiers.Revere’s depiction several colonistswere shottodeath after theBostonMassacre, inwhich Paul Revere engravedthis imagein1770 image 2:TheBoston M assacre

NOTES

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. image, colonistsfeedcagedBostonians blockade ofBostonin1774.Inthe London newspaperduringtheBritish Distress image 3:TheBostoniansin among Americanswhosawit. have provoked verydifferent feelings have amusedtheBritish—butitmay Boston Harborclosed.Theimagemay as theBritishnavycontinuestokeep

This printwaspublishedina NOTES The American Revolution: Visual PropagandaThe American Revolution: Visual

55 56 whole snakeready tostrike. the flagisexpressly directed attheEnglish,showinga Revolution. Referencing Franklin’s “JoinorDie”cartoon, Gadsden created thisflagduringtheAmerican image 4:The

UNIT 1•WRITING FREEDOM of Independence. 1777, fourteenmonthsafterthe signingoftheDeclaration the king’s wishes. ThiscartoonwaspublishedinLondon who shownosignsofeitherrespecting orsubmittingto by KingGeorge IIItoharnessandcontrol thecolonists, Wicked AmericanChildren.” Thescenerepresents efforts reads, “PoorOldEngland,EndeavoringtoReclaimHis image 5:PoorOld G adsden Flag E ngland

Colonist Christopher

The captionforthiscartoon NOTES NOTES

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. as apieceofpropaganda. In thefinalcolumn,expressyourideaaboutoverallpurposeofimage objects intheimageandactivitydepicted.Usecaptionswherehelpful. Use thecharttonotedetailsabouteachimage.Identify themainpeopleand/or Comprehension Check

image 5 image 4 image 3 image 2 image 1 IMAGE PEOPLE AND/OR OBJECTS ACTIVITY INTHE The American Revolution: Visual PropagandaThe American Revolution: Visual IMAGE PURPOSE OFTHE IMAGE

57 58 interest. reasoning, and evidenceandtoadd enhance understandingoffindings, of digitalmediainpresentationsto SL.11–12.5 problem. to addressaquestionorsolve formats aswellinwordsorder presented indifferentmediaor multiple sourcesofinformation RI.11–12.7 text featuresinpublicdocuments. RI.11–12.5.a 

STANDARDS THE AMERICANREVOLUTION: UNIT 1•WRITING FREEDOM MAKING MEANING

VISUAL PROPAGANDA Integrate andevaluate Make strategic use

Analyze theuseof do youhave?Whatcan any new observationsthatseemimportant.What Revisit theimagesandyourfirst-review notes.Write down Close Review 3. 2. 1. Use thesewords asyoudiscussandwriteabouttheimages. M 4. 3. 2. 1. A

nalyze thenalyze propaganda as asource of reliable information? Explain. that is favorable to side? one (a) against Britain? your Explain choice, citing details from the image. the in resolve colonists’ their fight clearlyWhich image expresses most the colonies?with your Explain choice, citing details from the image. in clearly theWhich British image the conflict presents most as aggressors propaganda aboutAmericanfreedomslearned from analyzing theseimages? Essential Question: identity? Explain. colonists’ growing senseofanAmericanversusaBritish Historical Perspectives two imagessuggestthatslant?Explain. Images 2and3haveasimilarslant? (a) that representation shedlightonthemeaningofImage4? (a) Notebook edia edia

InImage1,whatdoesthesnakerepresent? In what ways does Image 2 distort facts in order to present facts astory 2distort what Image In ways does Compare andContrast V ocabulary

Respond tothesequestions. M appeal

edia What isthemeaningoffreedom?

What dotheseimagessuggestaboutthe conclude

(b) From thecolonialpointof view, howdo What does this What image does about suggest symbolism language development ? (b)

Analyze questions (b)

Which detailsinthe

to supportyouranswers. CITE TEXTUALEVIDENCE Connect

Whathaveyou

How does

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. emotional symbolism, information, impact, another purpose. serves or the these questions. decide how youdecide will weave them together to create your infomercial. 1. Project the Plan Speaking andListening 4. Present and Discuss 4. Script the Prepare 3. Consider Image2. Choices Revolutionary War propaganda. Revolutionary of techniques and compare used imagestypes students to that of American class. After all of the infomercials have presented, been discuss how the ELEMENT appeal, andsymbolism.Record andpresent theinfomercial totheclass. and alogo.Asyouwork,takeintoaccountaspectsofpropaganda, including imagesthattakeaparticularslant.Includecampaignslogan informative advertisement.Designandwritethescriptforapresentation, for amajoroffice, anddevelop a apartner,With create animaginarycandidatewhoiscampaigning Assignment • • • • • •

appeal create avideo,usepresentation software, orproject onawhiteboard. How willyoudisplayyourideasandimages?Forexample,might information inawaythathelpsthecandidate’s cause? research forthatinformation?Whichvisualswillbestpresent that What factsfrom real life willyouinclude?Whichsources willyou issues suchaseducation,theeconomy,andnationaldefense? What ideasdoesthecandidaterepresent? Whatishisorherstanceon Choose whichpartnerwillnarrate,andallowtimetopractice. on eachimage. Create apacingguidetodeterminetheamountoftimeyouwillspend Decide ontheorder ofpresentation. Addtransitionstolinkrelated ideas. EFFECTIVE EXPRESSION

that

each one

To help you prepare your infomercial, consider

Once you have afinal of set images and ideas,

will

Record the infomercial and share it the with

have.

As you select or create or images, you consider select As

political infomercial, For example,For whether it adds decide PURPOSE orextended, The American Revoution: Visual PropagandaThe American Revoution: Visual say them. about to what decide and images choose you help will so Doing your infomercial present. will slant the that understand to and agree your partner Make sure that and you PROCESS interest. reasoning, and evidenceandtoadd enhance understandingoffindings, of digitalmediainpresentationsto RI.11–12.5.a   what you learned fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa Visual Propaganda.”Visual “The AmericanRevolution:

STANDARDS

EVIDENCE LOG EVIDENCE

Make strategic use

59 60 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using to supportclaimsinananalysisof W.11–12.1.a–f  Argument Student Modelofan • • • • • the unit. in thebeginningof vocabulary youlearned some oftheacademic argument, considerusing As youcraftyour v A conviction establish supplement demonstrate confirm

WRITING TOSOURCES

PROPAGANDA REVOLUTION: THE CONVENTION SPEECH BILL CONSTITUTION PREAMBLE INDEPENDENCE DECLARATION oca cade Tool Kit S UNIT tandards Performance Task: Wri

AMERICAN OF b

RIGHTS m u 1 IN

l Write routinelyover ic

•

THE TO ar

WRITING Write arguments

VISUAL

THE

y OF

FREEDOM

argument seetheLaunchText, “Totally Free?” Review argument. these elementsasyouprepare towriteyourown effective argument.You willlookmore closelyat the LaunchText forexamplesoftheelementsan Each textreveals, initsown way,theprinciplesthatguidednation’s You havejustread avarietyofdocumentsfrom theearlyyearsofournation. Write Model Argument An effective argumentcontainstheseelements: minds aboutanissueortotakeacertainaction. on anissue.Well-written argumentsmayconvincereaders tochangetheir In an Elements ofanArgument founders andotherAmericansofthatera. your claim. today tosupportyourclaim.Makesure thatyourreasons linkdirectly to from thetexts,historicalexamples, andyourobservationsofoursociety Begin bychoosingapositionandstatingclaim.Then,usespecific details Write abrief Assignment • • • • • • • • error-free grammar, includingcorrect andconsistentuseofverbs formal andobjectivelanguagetone a concludingstatementorsectionthatlogicallycompletestheargument clear reasoning andwell-chosenevidence word choicesthatare appropriate foragivenaudience counterclaims, reasons, andevidence logical organizationthatmakesclearconnectionsamongclaim, of theirstrengths andweaknesses consideration ofcounterclaims, oropposing positions, andadiscussion a precise claim argument of Independence? firstsentenceofparagraphthreethe Declaration ofthe PreambleAmericans today:the or Constitution tothe for Which statementdoyoufindmostcompelling

t an argumentative essay ing focus awriterarticulatesposition,viewpoint,belief,orstand

Argument For amodelofwell-crafted in whichyouaddress thisquestion: LIT17_SE11_U01_LT.indd 6 6 NOTES UNIT

LAUNCH TEXT , atypeofwriting look closely at look closelyat |

INTRODUCTION ARGUMENT MODEL 3 2 1 peaceably toassemble,andpetitiontheGovernmentforaredress the freedom ofspeech,orthepress; ortherightofpeople of religion, orprohibiting thefree exercise thereof; orabridging They said,“Congress shallmakenolawrespecting anestablishment They didnotsay, “Everyoneisfree todoasheorshechooses.” nation’s earlyleaderscarefully definedfreedoms intheBillofRights. lawless mayhem. people cruelly withoutfearofreprisal. Total freedom couldresult in screaming downthehallwaysif theychose,oreventotreat other anything theylike.Theywouldbefree toattendschoolornot,run total freedom meansthattheycanhaveanythingwantanddo they were free todoso.Theymightevendrive they describe.Theymightdriveacarwithoutlicense,because should notconflictwithyourrighttoleadasafeandhappylife. essential humanfreedoms withtheunderstandingthatmyfreedoms as weexercise ourownfreedoms. A betterworldwouldcombine in acivilsociety, however, weneedtoconsiderotherpeople’srights the righttothink,speak,oracthoweveronewishes.Becausewelive anything Iwant.”Formanypeople,freedom isanabsolute.Itimplies I are that tenofthemwillanswer, “Freedom meansthatIcando f youaskadozenhighschoolstudentstodefine Despite theirdesperatedesire tobefree from England’srule, our Suppose thatthosetenhighschoolstudentshadthetotalfreedom Totally Free? your freedom car, because

MULTIMEDIA SCAN FOR , odds

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Prewriting /Planning 3. 1. are beingaskedtoaccomplish. your planning.Completethesesentencestoensure thatyouunderstandthetask Break DownthePrompt Develop aClaim I believethat gather detailsandclarify yourideas,adjustclaimtoreflect yournewthinking. develop yourresponse into aclaim.Usethesentenceframebelowtodoso.Then,asyou 2. because 4. • • texts youhaveread. TheLaunchText shows youtwomeansofdoingthis: Connect Across Texts Always confirmyourevidencebyusingmore thanonesource. Gather Evidence some possibilitieshere. resources mightyoufindthetypesofhistoricalinformationneed?Write including examplesfrom history,tosupportyour position.Inwhatsortsof

quotes from the Declaration of Independence. You may also use (his 1941speech State of the Union address). aparaphrasepresents in the discussion of Roosevelt’s “Four Freedoms” You may My writingmustinclude I amsupposedtowritea(n) connect my ideas In myownwords, thequestion Imustansweris I needtouseexamplesfrom and paraphrase

Start bydecidingonabasicresponse tothequestioninprompt. Then, The assignmentasksyoutouseavarietyofevidence,

direct quotations direct to

, or restate, or ideas in your Text Launch words. own The

The prompt asksyoutoconnectyourideasthe

Reading theprompt carefully andthoroughly canassistyouin , as happens Text the Launch when

ESSENTIAL QUESTION:Whatisthemeaningoffreedom? Performance Task: Write anArgument asevidenceand devices tosupportassertions. W.11-12.1.f values, andpossible biases. audience’s knowledgelevel, concerns, in amannerthatanticipatesthe strengths andlimitationsofboth for eachwhilepointingoutthe supplying themostrelevant evidence counterclaims fairlyandthoroughly, W.11–12.1.b reasons, andevidence. sequences claim(s), counterclaims, create anorganizationthatlogically alternate oropposingclaims, and distinguish theclaim(s)from the significanceofclaim(s), knowledgeable claim(s), establish W.11–12.1.a  argument. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog 

tan evidence log d

Use specificrhetorical Introduce precise, Develop claim(s)and rd . . . . . s

61 62

UNIT 1•WRITING FREEDOM Performance Task: Wri rather than just the word justthe than rather writerusedaphrase the To narrow search, the support for the claim. support forthe bestpossible found the writer the so onuntil specific search, and led toasecond,more howonesearchNotice freedom own freedoms. needs asweexercise our people’sother rightsand we needtoconsider claimthat support the American historyto specific speechfrom The writerlocateda . thoughtful, logicalsupport.You mayfindsupportforyourideasinonlineor library resources. Using Research ENRICHING WRITINGWITHRESEARCH that freedoms shouldnotclash. Franklin D.Roosevelt’s “FourFreedoms” speechtosupportthecontention researched evidence.Afterdoingsomereading, thewriterdecidedtouse This excerptfrom theLaunchText provides anexampleoftheuse Read It may haveusedapathlikethis. wisely todevelopyourargument’s support.ThewriteroftheLaunchText specific examplesandreasons inmind.You mayneedtouseasearch engine Using aSearch Engine Result: LAUNCH TEXTEXCERPT me. We are free, butonlyuptothepointatwhichourfreedoms clash. your food,andfreedom ofspeechdoesnotletyoupublishliesabout and thewritingoflaws,myfreedom from wantdoes notallowmetosteal and protection ofgovernmentinstitutions.With thegovernment’shelp, Nor are theyfreedoms thatwegranttoeachotherwithout theoversight freedom from fear. speech andexpression, freedom ofworship,freedom from want,and identified fourkeyfreedoms asbeingbasichumanrights:freedom of In his1941StateoftheUnionaddress, President FranklinRoosevelt 3. 2. 1. Action:

A websiteondifferent meaningsoffreedom overtimeinAmerica Cold War: TheFree World World War II:TheFourFreedoms Civil War: Anewbirthoffreedom t abouttheFourFreedoms.Actions: Skimarticletolearn Result: ing focus Skim articletolocateinteresting andrelevant examples. from theFDRPresidential Library An articleaboutthe“FourFreedoms” speech

argument—and, if so,how. Decide whethertheyapply to theoriginal A strong argumentisalways basedonsoundevidenceand Search: Freedom inAmericanHistory Those are not freedoms thatonefindsinadictatorship. not are Those Search: TheFourFreedoms

As youdevelopanargument,maynothave

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. about Roosevelt’s speechanddemonstratedhowitsupportstheclaim. excerpt from theLaunchText, thewriteranalyzedresearched information require someinterpretation orexplanationonyourpart.Forexample,inthe direct andfairlyobvioussupportforyourclaim.Otherinformationmay frequently discard aflawedplanandstartover. evidence changesyourmind.Justasarchitects orengineersdo,goodwriters you rethink yourclaim.Donotbeafraidtoscraporiginalplanif new send youinanewdirection. Itmaychangeyouroriginalideasandmake counterclaim thatyoumention. Remember tosupplyevidencethatsupportsyourrejection ofany organize yourmaterials. Review thefactsandevidencethatyouhavegathered. Usethisflowchartto Write It Notes ThatMakeMeRethinkMyClaim Notes ThatOpposeMyClaim Notes ThatSupportMyClaim these ways: material intothediscussionofacounterclaim. You mightstartinoneof may findsomematerialthatcontradictsyourclaim.Considerworking • • • SUPPORT MYCLAIM [Research source] claimsthat that Despite [research source]’s assertionthat Although [research source] statesthat NOTES THAT .

. OPPOSE MYCLAIM NOTES THAT

MY CLAIM As youread andreview sources, you Some informationyoufindmayoffer . Nevertheless,itisclearthat

Sometimes, yourresearch will , Ibelievethat NOTES THATMAKEME , itseemsmore likely ESSENTIAL QUESTION:Whatisthemeaningoffreedom? RETHINK MYCLAIM Performance Task: Write anArgument CollegeandCareerReadiness

. correctly. Be sure toquotesources CONVENTIONS endnotes. for citationincludingfootnotesand and followingastandardformat overreliance onanyonesource of ideas, avoidingplagiarism and selectively tomaintaintheflow integrate informationintothetext of thetask, purpose, andaudience; limitations ofeachsourceinterms effectively; assessthestrengthsand sources, usingadvanced searches authoritative printanddigital information frommultiple W.11–12.8 values, andpossiblebiases. audience’s knowledgelevel, concerns, in amannerthatanticipatesthe strengths andlimitationsofboth for eachwhilepointingoutthe supplying themostrelevant evidence counterclaims fairlyandthoroughly, W.11–12.1.b  • • marks. enclose itinquotation a source intothetextand Run ashortquotationfrom not usequotationmarks. Such blockquotationsdo indented from theleft. in ablockwithalllines Set off alongquotation

S tan

d Gather relevant

ar Develop claim(s)and d s

63 64 devices tosupportassertions. W.11–12.1.f presented. from andsupportstheargument statement orsectionthatfollows W.11–12.1.e reasons, andevidence. sequences claim(s), counterclaims, create anorganizationthatlogically alternate oropposingclaims, and distinguish theclaim(s)from the significanceofclaim(s), knowledgeable claim(s), establish W.11–12.1.a 

S UNIT tandards Performance Task: Wri

• Use specificrhetorical Provide aconcluding Introduce precise,

WRITING

FREEDOM

• • • essay: way. Considerusingoneormore ofthefollowingrhetoricaldevicesinyour reasoning andevidence,theycanhelptopresent yourideasinamemorable that create emphasisandbuildemotion.Whiletheydonotreplace sound Organize Your Text Drafting Use RhetoricalDevices Write aFirstDraft thoughts. personal (“I”)statements.Thefollowingchartwillhelpyouorganizeyour Use aformalstyletogetyourpointsacross. Avoid slang,contractions,and claim, andaddsinterest toyourwriting. Write aconclusionthatfollowslogicallyfrom yourargument, supportsyour sure toincludeaprecise claimandtoaddress counterclaims where possible. 3. 2. 1. 3. 2. 1. Question: Topic: • • • Analogy: Parallelism: Repetition: REASONS/SUPPORT FOREVIDENCE

the and evidence evidence. Eachparagraphofyourbodyshouldfocusononeidea the the introduction conclusion body Use comparisons Use to grasp help readers ideas. , inwhichyouprovide analysis,supportingreasons, and t EVIDENCE Repeat related ideas grammatical in the same structures. Repeat key words to focus your argument. ing focus CLAIM

that , inwhichyousummarizeorrestate yourclaim

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areoflanguage patterns COUNTERCLAIM EVIDENCE

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. situations. The LaunchText usesverbscorrectly topointbothpastandcurrent Read It time frameoftheactionchanges. maintain of verbsinrelated sentences orclauses.Informalwriting,itisimportantto A Create Cohesion:Tense Sequence LANGUAGE DEVELOPMENT: CONVENTIONS Here are some examples. Here are examples. some compounddependent clauses. most sentences, In keep the tense consistent. independent clause plus any key transitional words to determine the tense of you your draft essay,As to logic use sequence verbs. the tense Use of the Write It applies today,andthoselawsrestrict andprotect usinthepresent. this example,theactionofdevelopinglawstookplaceinpastbutstill When actionsvaryintime,thewriterapplieslogictosequenceverbs.In in time. asentence,verbsare consistentintenseifWithin the actions are consistent sequence oftenses past +perfect future +future perfect past perfect+ present +present present +future present present perfect+ present +past protect Our government (all presenttense) rights andneedsaswe Because we These President FranklinRoosevelt consistency oftense are us.(presentperfect;present;present) notfreedomsthatone live meansthatthere isagreement amongthetenses inasociety,we has Until the senator the Until Quebec. she Now that recommended. I had We consequences. We ignored The colonists listens Actors her office.

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follow identified in plenty of time, but the tourguide butthe inplentyoftime, the Bill of Rights, and the audience audience ofRights,andthe Bill the ourownfreedoms. need had lawsthatboth has finds the law, the orwe returns,

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inadictatorship.(present) four keyfreedoms…(past) I will French, Alice ESSENTIAL QUESTION:Whatisthemeaningoffreedom? restrict will

but the king butthe wait

face patiently in patiently usand the the enjoys Performance Task: Write anArgument had

writing orspeaking English grammar andusagewhen of theconventionsstandard L.11–12.1 counterclaims. evidence, andbetweenclaim(s) and and reasons, betweenreasons and the relationshipsbetweenclaim(s) text, createcohesion, and clarify to linkthemajorsectionsof and clausesaswellvaried syntax W.11–12.1.c  In general: timing ofanactionchanges. Change tenseonlywhenthe USAGE • • analyses. or completedstudies writing aboutpastevents Use thepasttensewhen written work. known, oractionsina topics thatare widely ideas andopinions,factual writing aboutyourown Use thepresent tensewhen

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65 66 which theyarewriting. and conventionsofthedisciplinein tone whileattendingtothenorms maintain aformalstyleandobjective W.11–12.1.d   your argument. from yourWord Networkin Include interesting words FOCUS ANDORGANIZATION

S UNIT WORD NETWORK tandards

Performance Task: Wri Uses words, phrases,andclauses alogicalorganizationEstablishes Provides follows aconclusionthat claimfrom the Distinguishes Provides anintroduction that and amongideas. relationshipsto clarifythe between throughout argument. the and developsaprogression from argument. the opposing claims. apreciseestablishes claim.

• Establish and

WRITING

FREEDOM

are someexamplesofinformalandformaltransitionalwords andphrases. consider replacing informalwords andphraseswithmore formalchoices.Here • • • • words thatclarify relationships betweenideasare underlined. Consider thesestrong andweakreasons forapayincrease. Connecting logic thatincludesstrong reasons, definitiveevidence,andclearconnections. Use thischecklisttoevaluatetheeffectiveness ofyourfirstdraft.Then,use Evaluating Your Draft Revising Word ChoiceandStyle Revising forEvidenceandElaboration Strong, LogicalConnections Revising forFocusandOrganization your evaluationandtheinstructionsonthispagetoguiderevision. Weak araise Reasoning: Ideserve Weak Reasoning: months. six increase after Strong araise Reasoning: Ideserve consistently ask to work me. with Strong araise, Reasoning: as shown by Ideserve the fact so plus basically anyway also INSTEAD OF. EVIDENCE ANDELABORATION

t Establishes andmaintainsaEstablishes Uses word choicesand Provides adequateexamples claimandDevelops the tone. formal styleandanobjective rhetorical deviceseffectively. for eachmajoridea. reasons. provide relevant evidenceand using factsanddetailsthat responds tocounterclaims by ing focus Since my brother makes araise. more than Ido, Ideserve

As youworktocreate anobjective,formaltone,

An argumentshouldbebuiltonsound because because therefore furthermore in summary nevertheless in addition USE . Iwant one. my contract calls for an CONVENTIONS

Attends to the norms tothe Attends tenses. and consistencyofverb regarding sequence especiallydiscipline, oftheand conventions that clients clients that

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. differently thenexttime youwriteanargument. difficult partofthisassignment?Why?Thinkaboutwhatyoumightdo effectively tofindsupportforyourclaim?Whatdidyoubethemost bywritingyourtext. DidyouuseresearchConsider whatyoulearned Reflecting others’ postsandpointoutwhatyoulikebestabout youread. online discussionboard. Askclassmatestocommentonyourpost.Review Post yourclaimandstrongest reason orpieceofevidenceonyourclass’s andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing documents correctly. spelling andpunctuation.Besure tocapitalize placenamesandof tense inrelated sentencesandclauses. Correct errors ingrammarandword usage.Checkforconsistencyofverb and provide supportivefeedback. Exchange argumentswithaclassmate.Usethechecklisttoevaluateyourclassmate’s argument PEER REVIEW 1. 4. 3. 2.

Is theclaimclear? What isthestrongest partofyourclassmate’s argument?Why? Does theessayconcludeinalogicalway? Do youfindtheargumentconvincing?

yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors in If no,indicatewhatyoumightchange. If no,tellwhatyouthinkmightbemissing. If no,explainwhatconfusedyou. ESSENTIAL QUESTION:Whatisthemeaningoffreedom? Performance Task: Write anArgument for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.11–12.5 

S tan

d Develop andstrengthen ar d s

67 68 Clarify Support Participate Prepare STRATEGY

UNIT 1•WRITING FREEDOM

OVERVIEW: SMALL-GROUP LEARNING Learning. Add ideas of your at own each step. continue to strategies learn and these Use during work others. with Small-Group Throughout your life, in school, in your community, and in your career, you will Small-Group Learning Strategies TextFrom to Topic freedom. of work your with group you read selections, to the these meaning explore As What is the meaning of freedom? QUESTION: ESSENTIAL continuing to define freedom. efforts United you States. read, show consider the nation’s about As what selections these the foundation for the Civil War, arguably tragic of the most time the in the history approximately African were Americans enslaved. 700,000 issue of laid The slavery by 1790,issue of slavery—and census the first when in the United States was taken, free nation, but had freedom not come to all. Constitution The the had not settled others

fully • • • • • • • • • • • • ACTION PLAN someone’s State Build Use Make Take Complete Ask Paraphrase

follow-up The coloniesThe had gained their independence and created a text

notes

on the eye

evidence ideas

relationship

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point, on the

questions.

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refuting

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Abraham Lincoln Address Gettysburg SPEECH torn apart by war? is nation the when mean ideals founders’ the do What Life of Olaudah Equiano Life of Olaudah in its freedom? pride takes that aslave aland in to be mean it does What Olaudah Equiano from AUTOBIOGRAPHY force them apart. force them circumstances when couple afamous connects Letter-writing from to Adams John Letter |BIOGRAPHY LETTER Two Remarkable Sisters Her and Adams ofAbigail Revolutionary Ideas PERFORMANCE TASK Present an Argument narratives asevidencein argumentsnarratives aboutfreedom. After reading, yourgroup present will usefulnessof aboutthe apaneldiscussion The Small-Group readings provide conceptoffreedom. intothe glimpses further SPEAKING ANDLISTENINGFOCUS COMPARE A Graphic AdaptationA Graphic can “see” too! it, we process—and ratification the about read We can McConnell Aaron and Hennessey Jonathan from MEDIA: GRAPHIC NOVEL Akhil Reed Amar Reed Akhil from EXPOSITORY NONFICTION its ratification was by no means smooth. means by no was its ratification to road the but aConstitution, needed States United The

Dear Abigail: The Intimate Abigail: The Dear Lives and The Interesting NarrativeThe ofthe

The United StatesThe Constitution: America’s Constitution: ABiography

Abigail Adams Diane Jacobs Diane Overview: Small-Group Learning CONTENTS

69 70

UNIT 1•WRITING FREEDOM OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.

experience. own. Asyouworktogether, youmayaddorrevise rulesbasedonyour as youworktogether. Two samplesare provided. Addtwo more ofyour Our group’s decision: board, oracollaborativeannotationtool. with oneanother. Forexample,youmightuseemail,anonlinebulletin Take aPosition Create aCommunication Plan Name Your Group Apply theRules • • • • List Your Rules support theirviews. convictions that studentsexpressed andtheargumentstheyproposed to for yourchoice.Afterallgroup membershaveshared, discussthe sharingyourpositions,besureAs youtaketurns toprovide reasons member ofyourgroup. be prepared toshare from withtheclasssomethingyoulearned another freedom. Makesure eachpersoninthegroup contributes.Take notesand Our group’s name: Group Everyone freedom—or less—than they do now? they do less—than freedom—or have more today should teenagers youDo think

members

should

As agroup, decideonthe rules thatyouwillfollow

In yourgroup, discussthe following question: should have Share aboutthemeaningof whatyouhavelearned

Choose anamethatreflects theunittopic.

chance not

interrupt

Decide howyouwanttocommunicate speak.

each

other.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the tasks. your with group, and activities and maketexts aschedule for completing find out the dueFirst, Then, dates preview the for the activities. small-group Schedule a Making Some possible roles are possible listedSome here. Add your ideas to the list. for roles, one and choose each group member. discuss the necessary project, role.a specific require Different different projects Before roles. beginning a your together, groupAs works you’ll has if each person find it more effective Working Group Projects on Gettysburg Address Her Two Remarkable Sisters and Adams Abigail of Ideas Revolutionary from Adams to John Letter Equiano Olaudah from Adaptation Graphic from from SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA America’s A Biography Constitution: Dear Abigail: The Intimate Lives and and Lives Intimate The Abigail: Dear of Life the of Narrative Interesting The A Constitution: States United The SCAN FOR

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ACTIVITIES ESSENTIAL QUESTION: Whatisthemeaningoffreedom? Overview: Small-Group Learning DUE DATE DUE

71 72 to themeaningofawordorphrase. L.11–12.4.a needed atthehighendofrange. proficiently, with scaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10  of Supreme Courtcases. been referenced inanumber important enoughtohave about thelaw—works several booksandarticles Law Journal. he wasaneditorforthe from Yale LawSchool,where thinkers. Amargraduated of thenation’s toplegal law, hasbeencalledone an expertonconstitutional Akhil ReedAmar About the Author

STANDARDS UNIT 1•WRITING FREEDOM MAKING MEANING A BIOGRAPHY AMERICA’S CONSTITUTION:

Use contextasaclue By theendof Hehaswritten

(b. 1958), Yale Constitution: AGraphic Adaptation excerpt from the graphic novel America’s Constitution: You will read and compare an excerpt from Comparing Text to Media Constitution: ABiography for activities andthe first-read close-read two typesofcontextclues. clues opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION Context Clues As youperformyourfirstread, youwillencounterthesewords. Concept Vocabulary A Biography from first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto proponents suchasMadisonandFranklinwere resourceful andflexible Antonyms: Constitution, approving thedocumentbyamarginof57 to47. Synonyms: conclave —that is,helpfulwords andphrasesinthesurrounding text.Here are have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE America’s Constitution: isinvolved?

OpponentsofthenewConstitutionwere relatively NewHampshire becametheninthstateto the generalideasof What

An unfamiliarword maybecomeclearer if youuse ideas within eminent itisabout?

A Biography .

The United States United The populist . First, complete complete First, . and an an and America’s the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND ratify A GRAPHIC ADAPTATION A GRAPHIC CONSTITUTION: STATES UNITED THE by marking by completing rigid the , but , but . context

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. A Biography A from 2 1 4 3 1. “We thePeopleofUnitedStates,.doordain location, thePreamble laidthefoundationforallthatfollowed. With simplewords placedinthedocument’smostprominent I might looklike. Articles ofConfederationorreplace them,aswellwhatthisreplacement be helpful.There wasgreat debateaboutwhethertosimplychangethe became apparent thatadocument demonstratingmore claritywould Articles ofConfederationcreated Itsoon averyweakfederalgovernment. Articles ofConfederationratherthantheConstitutionweusetoday.The Between 1777and1787,theUnitedStatesusedaconstitutioncalled BACKGROUND deed—a Thus theFounders’“Constitution”wasnotmerely atextbut Preamble’s words actuallyperformedtheverything theydescribed. an exchangeofweddingvowsand“Iaccept”inacontract,the They alsoembodiedandenactedit.Likethephrases“Ido”in Constitution ..” all exceptRhodeIsland’s—had tappedseveraldozenleadingpublic Philadelphia duringthesummer of1787.Twelve state governments— to beaccepted,thescriptofaweddingstillperformed. Constitution’s words were amere proposal—the text ofacontractyet states beginninginlate1787.Untiltheseratifications tookplace,the via speciallyelectedratifying conventionsheldinthethirteen ordinary American voterswhogavetheirconsenttotheConstitution was themostdemocraticdeedworldhadever seen. make democracyworkonascaleneverbefore dreamed possible. republicans wouldkeepOldWorld monarchs atadistanceandthus independent statesintoavastandindivisiblenation,NewWorld

ordain These words didmore thanpromise popularself-government. The proposal itself hademerged from aspecial Behind thisactofordainment andestablishmentstoodcountless populace wouldratify andcouldrevise. Byuniting previously across acontinentandoverthecenturies,underrules thatthe t startedwithabang.Ordinary citizenswouldgovernthemselves America’s Constitution:

v. constituting officially order or decree. or order officially Akhil ReedAmar . We thePeople “We .do” do ordain. Inthelate1780s, this 1 conclave andestablishthis from heldin America’s Constitution:ABiography EXPOSITORY NONFICTION NOTES conclave helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING:

(KON klayv) MULTIMEDIA SCAN FOR

73 74 MEANING: eminent helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 1•WRITING FREEDOM

(EHM uhnuhnt)

adj. 6 5 7 conferees unveiledtheirjointproposal inmid-Septembera After deliberatingbehindcloseddoorsformonths,thePhiladelphia compact that Americans hadformedduringtheRevolutionaryWar. possible revisions ofthe Articles ofConfederation,theinterstate servants andprivatecitizenstomeetinPhiladelphiaponder a new, more perfectunionamong themselves?InlateJuly, the state to saynoandgoitalonenow thatherneighborshadagreed toform work asplanned?Onthe otherhand,wasNew York truly willing the acquiescenceofthiskeystate,couldnewConstitution really initially heldacommandingleadinsidetheconvention. Without 89 to79. before newsfrom theNorthhadarrived,Virginia votedherapproval, the decisiveninthstatebymargin of57to47. A few dayslater, influential states. At last,on June21,tinyNewHampshire became yet tosayyes,whichincludedthree of America’s largest andmost uncertain. Organized opposition ranstrong inalltheplacesthathad Constitution wasstillstruggling tobeborn,anditsfateremained nine monthsafterthepublicationofPhiladelphiaproposal, the ratifications, oneshyofthemark.Evenso,inmid-June1788,afull votes inMarylandandSouthCarolina, bringingthetotaltoeight of debateandbyaclosevote,187to168.Thencamelopsidedyes joined theirranksinFebruary 1788,saying“wedo”onlyafterweeks Pennsylvania, NewJersey, Georgia, andConnecticut.Massachusetts of theConstitutionwonrelatively easyratifications inDelaware, said yeswouldbebound.Inlate1787andearly1788,supporters conventions inatleastninestates,andeventhenonlystatesthat document wouldgointoeffect onlyif ratified byspeciallyelected and companywouldbarely squeakthrough. Byits ownterms,the popular ratifications outofsixtotalattempts. track record from thispairofstateswassobering:twosuccessful people tobevotedupordowninsomespecialway. Thecombined Hampshire, hadeverbrought proposed stateconstitutionsbefore the appeals. Priorto1787,onlytwostates,MassachusettsandNew the American peoplewouldultimatelyrespond tothecompeting their politicalalliestodothesame.Noonecouldbecertainhow Elbridge Gerry—couldbeexpectedtoopposeratification andtourge Martin, JohnFrancisMercer, EdmundRandolph,George Mason,and the finalscript.Suchmen—JohnLansing,Robert Yates, Luther disgust, andotherswhohadstayedtotheendrefused toendorse the leaderswhohadcometoPhiladelphiaquitconclavein put theirnamesonthepage,theyreputations ontheline. Morris, JohnRutledge,andNathanielGorham. Whenthesenotables Roger Sherman,JamesMadison, Alexander Hamilton,Gouverneur including George Washington, BenjaminFranklin,JamesWilson, document signedbythirty-nineofthecontinent’smost An enormoustaskofpoliticalpersuasionlayahead.Several All eyesthenturnedtoNew York, where Anti-Federalists In theend,federalConstitutionproposed byWashington eminent men,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 9 8 respectively—well afterGeorge Washington tookoffice aspresident They wouldultimatelyjointhenewunioninlate1789andmid-1790, states, NorthCarolina andRhodeIsland,refused toratify in1788. of voteswouldhavereversed theoutcome.Meanwhile,lasttwo ultimately saidyesbyavoteof30to27. A switchofonlyacouple 3. 2. by direct statewidereferenda, of thenew(eleven!)UnitedStates. of IndependenceandtheConstitution—stressed thesignificance lawyer andoneofonlysixmentohavesignedboth theDeclaration Articles ofConfederation.Inresponse, Wilson—America’s leading new Constitutionratherthanamere modification of theexisting Philadelphia notableshadoverreached inproposing anentirely speeches. Pennsylvania Anti-Federalists complainedthatthe Preamble’s principlesinaseriesofearlyandinfluentialratification Wilson, anditwasWilson whotooktheleadinexplaining of thePreamble hadcomefrom thequillofPennsylvania’s James discussing thePreamble itself. At Philadelphia,theearliestdraft envisioned bythePreamble, Americans regularly foundthemselves based orlesspopulistthannormal. No stateemployedspecialelectionrules thatwere more property- standing rules thatletvirtuallyalltaxpayingadultmalecitizensvote. and lessproperty-focused thannormal,andtwoothersfollowed convention delegatesunderspecialrules thatwere more exempted delegatesevenfrom thelower. All told,eightstateselected none heldconventiondelegatestothehigherstandard, andmost to meethigherproperty qualifications thanlower-house members, the manystatesthatordinarily required upper-house lawmakers of Americans toserveasratifying-convention delegates. Among to vote. Also, statesgenerallyallowedanespeciallybroad group and, forthefirsttimeinitshistory, invitedallfree adultmalecitizens New York temporarilysetasideitsusualproperty qualifications citizens tovoteforratification-convention delegates.Forinstance, standard votingrestrictions andallowedauniquelybroad classof Preamble’s bold“We thePeople”language,severalstateswaived more directly thanordinary legislatures. Taking theircuefrom the did aimtorepresent “thePeople”inaparticularlyemphaticway— fiat the citizensofUnitedStates,unfettered byrestraint. .Bytheir same nature wouldclaim,flowingfrom aprivatepen.Itislaidbefore Philadelphia draftsmen],claimsnomore thanaproduction ofthe of popularratification. “ThisConstitution,proposed by[the essay todayknownas agreed, ashemadeclearin amid-January1788New York newspaper receive thecharacterofauthenticity andpower.” JamesMadison

fiat fiat referenda Although theratification votesintheseveralstatesdidnotoccur In theextraordinarily extendedandinclusiveratification process , 3 itwillbecomeofvalueandauthority;withoutit, willnever (FEE uht)

public votes on particular issues. particular on votes public n. command that creates something. creates that command The Federalist 2 thevariousratifying conventions No.40—oneofalongseries populist from America’s Constitution:ABiography

helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING: populist (POP yuhlihst)

adj.

75 76 NOTES

UNIT 1•WRITING FREEDOM 13 12 11 10 than thepaperonwhichitiswritten,unlessbestampedwith “proposed aConstitutionwhichistobeofnomore consequence to Madison/Publius,thePhiladelphiadraftsmenhadmerely and JohnJayundertheshared penname“Publius.” According of columnsthathewrote inpartnershipwith Alexander Hamilton 4. approbation on theirownwrittenconstitution. Before the American Revolution,nopeoplehadeverexplicitlyvoted Lycurgus—had unilaterallyordained hiscountrymen’sconstitution. one man—acelebratedlawgiversuchas Athens’s SolonorSparta’s been foundedinfullydemocraticfashion.Inthemostfamouscases, Greek city-statesandpre-imperial Rome,butnone ofthesehad Parliament. composite writingandvotedonbytheBritishpeopleoreven many centuries.ThisConstitutionhadneverbeenreduced toasingle it, andtoinstitutenewGovernment.” Yet theDeclarationonly legitimate] Ends,itistheRightofPeopletoalter andabolish “whenever anyFormofGovernmentbecomesdestructive of[its Consent oftheGoverned.”Thedocumentwenton toassertthat are institutedamongMen, derivingtheirjustPowersfrom the Independence proclaimed the“self-evident” truth that“Governments ordainments andestablishments. True, the1776Declarationof procedures, andprinciplesthathadaccreted hodgepodge of institutions,enactments,cases,usages,maxims, admiring priortothestruggle forindependencewasanimprecise English Constitution that American colonistshadgrown up that rested onarestricted andunevenelectoralbase. Thevaunted and anentrenched aristocracyalongsideaHouseofCommons sway across theglobe.EvenEnglandfeatured alimited monarchy czars, princes,sultans,moguls,feudallords, and tribalchiefsheld government existedalmostnowhere onearth.Kings,emperors, themselves, wouldmakeaconstitutionintheirownimage. own image,sonowthetemporalsovereign of America, thepeople be one. As theultimatesovereign ofallhadoncemademaninhis would dothedeed.“Letthere beaConstitution”—andthere would authority”) said,“We doordain andestablish,”thatverystatement was light.So,too,whenthe American people(Publius’s“supreme of Genesis.Inthebeginning,Godsaid, continent reiterated thepointinsimilarlanguage. antecedent errors andirregularities.” LeadingFederalistsacross the supreme authoritywoulddestroy itforever; itsapprobation blotout be submitted 5.

approbation accreted All thiswasbreathtakingly novel.In1787,democraticself- The ancientworldhadseensmall-scaledemocraciesinvarious Nor didtheRevolutionitself immediatelyinaugurate popular With theword

v. grown or accumulated gradually. accumulated or grown 4

ofthosetowhomitisaddressed. [Theproposal] wasto n. to thepeoplethemselves praise or approval. or praise fiat , Wilson gentlycalledtomindtheopeninglines , [and]thedisapprobation ofthis fiat lux 5 andevolvedover , and—behold!—there

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 14 18 17 16 15 science. Neverbefore hadsomanyordinary people beeninvitedto the Constitution America could boastabreakthrough inpolitical of bifocals, thelightningrod, andtheFranklinstove—sowith advances inthenaturalsciences—inFranklin’scase, theinvention in thelate1780s. stage forthePreamble’s great actofcontinentalpopularsovereignty These localdress rehearsals (forsotheyseeminretrospect) setthe and won theirapproval. In 1784,NewHampshire didthesame. directly before thevotersassembledintheirrespective townships Massachusetts enactedanewstateconstitutionthathadcome themselves tovoteinanyspecialwayonthematter. the thirteenstatelegislatures, noneofwhichasked thecitizens thirteen states.Thisdocumentwasthensentouttoberatified by a setof Articles ofConfederationtogovernrelations among the notice oftheirspecific constitutionalintentions. given theirconstituentsmore sayinthematter, oratleastadvance sometimes withoutevenwaitingfornewelectionsthatmighthave and promulgated orrevised constitutionsontheir own authority, grand juries,militiaunits,andlegislatures across America. By issued from assortedtowns,counties,parishes,informalassemblies, never putthedocumenttoanysortofpopularvote. imperfectly actedoutitsboldscript.Itsfifty-six acclaimedsigners 6. closely analogousRevolutionaryentitiesdeclared themselvessolons convention ofthepeople.Inmanystates,sittinglegislatures or was votedonbytheelectorateoraspeciallyelectedratifying state constitutionsordained inthefirstmonthsofRevolution filling thevoidcreated bytheousterofGeorge III. None ofthe Independence, newstategovernmentsbegantotakeshape, illustrious post-ratification careers.) York’s George Clinton andJohnLansing—movedonto Virginia’s PatrickHenryand JamesMonroe, andNew as Maryland’sSamuelChaseandLutherMartin, vigorously opposetheConstitutionin1787–88—such independent America. Bycontrast,manywhowould to becomeaparticularly noteworthypoliticalleaderin feathers, orworse.(Virtually noarch-loyalist wenton judgment withimpunity, butratherastraitorsdeservingtarand loyalists intheirmidstnotasfellowcitizensfree tovotetheirhonest deliberation orscrupulous tabulation.ManypatriotssawCrown and conditionsoftenmadeitimpossibletoachieveinclusive then, however, thecolonieswere already undermilitaryattack,

who framed the democratic laws of Athens. of laws democratic the framed who solons As BenjaminFranklinandother Americans hadachievedfamous Things begantochangeastheRevolutionwore on.In1780, In late1777,patriotleadersintheContinentalCongress proposed Shortly before andaftertheDeclarationof Between April andJuly1776,countlesssimilardeclarations

(SOH luhnz) (SOH n. lawmakers, especially wise ones. Refers to Solon, the statesman statesman the to Solon, Refers ones. wise especially lawmakers, from America’s Constitution:ABiography political science. political a breakthrough in America could boast 6

NOTES

77 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension NOTES 78

Research to Explore Research RESEARCH 4. 3. 2. 1. a research question. UNIT 1•WRITING FREEDOM

What was into effect? Once theConstitutionwasapproved, whatmore hadtohappenbefore it couldgo When andwhere wastheConstitutiondrafted?

Notebook The Federalist

Confirm yourunderstandingofthetextbywritingasummary.

Choose something that interested you fromand formulate the text, , andwhowas“Publius”? 19 date, enough Americans hadsaid“We do”soastoguaranteethat merrymakers gathered foragrandparadeonJuly4,1788.Bythat in anorationdelivered inPhiladelphiatosometwentythousand posterity wouldbegoverned.JamesWilson fairlyburstwithpride deliberate andvoteonthesupreme lawunderwhichtheyandtheir enacted theirownsupreme law. dignified onethathasyetappeared onourglobe,”namely, a we are assembledtocelebrate,”Wilson declared, was“themost document wasstillpendingintheotherthree). The“spectacle,which the Constitutionwouldgointoeffect (atleastintenstates—the The great deedwasdone.Thepeoplehadtakencenterstageand or fallbythepeople’sapproving orrejecting vote? expressing theirsentimentsconcerningthem?Were theytostand consideration ofthepeople?Hadpeopleanopportunity people? After theywere framed,were theysubmittedtothe framed bythose,whowere appointedforthatpurpose,bythe to thatwhichwenowcontemplate?Were theirconstitutions liberty, everfurnish,totheastonished world,anexhibitionsimilar prized freedom. .Butdidthey, inalltheirpompandprideof have heard oftheiradmired constitutions,andoftheirhigh- examined, andapproved! . system ofgovernment,whichtheyhavepreviously considered, people free andenlightened,establishingratifying a . You haveheard ofSparta, Athens, andofRome;you ❧

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

AMERICA’S CONSTITUTION: A BIOGRAPHY

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify With your group, reread paragraphs 4 and 5 of the selection. What kind of document was the Constitution in the summer of GROUP DISCUSSION 1787? What does this fact indicate about the power of “We the People”? Keep in mind that readers often have differing 2. Present and Discuss Now, work with your group to share the passages interpretations of a text. Use from the selection that you found especially important. Take turns the varying perspectives to presenting your passages. Discuss what you noticed in the selection, what encourage group members to questions you asked, and what conclusions you reached. learn from one another and to clarify their own views. 3. Essential Question: What is the meaning of freedom? What has this text taught you about American freedoms? Discuss with your group.

language development Concept Vocabulary

conclave eminent populist  WORD NETWORK Why These Words? The three concept vocabulary words from the text are Add words related to related. With your group, determine what the words have in common. How freedom from the text to do these word choices contribute to the meaning of the text? your Word Network.

Practice Notebook Confirm your understanding of these words by writing a two- or three-sentence paragraph that includes all three words. Make their meaning clear from the context.

Word Study Notebook Latin Suffix: -ist The Latin suffix -ist identifies a word as an adjective or a noun. It often appears in words that relate to attitudes or philosophies. For example, the word realist means “a person who sees thing as they really are.” 1. Write two definitions for the concept vocabulary word populist—one for the word’s meaning as a noun and the other for the word’s meaning as an  Standards adjective. L.11–12.4.c Consult general and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson specialized reference materials, 2. Use a dictionary to find definitions for naturist, feminist, and idealist. both print and digital, to find the Then, choose one of the words and write two sentences—one using the pronunciation of a word or determine or clarify its precise meaning, its word as a noun and the other using it as an adjective. part of speech, its etymology, or its standard usage.

from America’s Constitution: A Biography 79 in whichtherhetoricisparticularly point ofvieworpurposeinatext RI.11–12.6  persuasiveness, orbeautyofthetext. content contributetothepower, effective, analyzinghowstyleand 80

S UNIT 1•WRITING FREEDOM tandards AMERICA’S CONSTITUTION: MAKING MEANING MAKING Determine anauthor’s A BIOGRAPHY

the relationship another pair. between of use an The analogy clarify can the on idea thatis based the relationship pair one of things between is like a bindingcommitmentthataffected howpeoplelivetheirlives. Using thisanalogy,AmarmakesthepointthatConstitutionrepresented the Constitution is like the words “I accept” in acontract: example,For in paragraph 4, Amar introduces the idea that the Preamble to complex ideas by explaining an unfamiliar notion in terms of afamiliar one. Author’s Choices: Rhetoric Choices: Author’s Analyze CraftandStructure they described. in acontract,thePreamble’s words actuallyperformedtheverything Like thephrases“Ido”inanexchangeofweddingvowsandaccept” clarify. Work independently.Then,share youranalysiswithgroup. two thingsbeingcompared. Then,explainthe ideatheanalogyhelpsto Reread thepassagesnotedinchart.Foreachanalogy,identify the Practice (paragraph 10) lux fiat 18) 6, 1, 2,3, (paragraphs “I do” /“we do” DETAILSTEXTUAL stove (paragraph 18) Franklin the and rod, lightning the bifocals, of invention

COMPARED THINGSTWO BEING

An An analogy is an extended comparison. is an extended It MEANING to supportyouranswers. CITE TEXTUALEVIDENCE

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Amar goesontopresent an in-depthdescriptionoftheconflictsanddrama paragraph 2: also an argument. his Amar states main principal idea or claim at the end of significance. hetells, then, is story is not The just ahistorical narrative—it story, his Amar presents point of the on Constitution’s position or view However, of alife, it is not the story but of adocument. Within that “biography” of the Constitution, Amar indicates that heis telling astory. that ofnonfiction someone’s tells the story life. calling By a his book and evidencetotellthestorydevelophisclaim. that arose around theratification oftheConstitution,usingvariedtechniques in historical details, facts, andin historical quotations. details, facts, development of and its defendthe story aclaim importance. Weave its about game, Write other or text. a“biography” of the work in which you both tell Historical Narrative Argument as Historical Author’s Style Write It responses withyourgroup. story oftheConstitutionandbuildAmar’s argument.Share anddiscussyour numerical data,andquotations.Explainhoweachexamplehelpstotellthe Work onyourowntoidentify examplesofAmar’s useofhistoricaldetails, It Read Quotations Data Numerical Details Historical EVIDENCE OF TYPE • • • democratic deedtheworldhadeverseen. In thelate1780s,this[thedraftingofU.S.Constitution]wasmost Notebook he ispresenting. passages adddramatothestoryheistellingandreinforce theargument Quotations: interpretation ofevents. Numerical groundbreaking democraticprinciples. he showshowtherulesofratifying conventions were basedon background informationfor suchreaders. Forexample,inparagraph8, not scholars.Heincludeshistoricaldetailsthatprovide important Historical Language deve Language

Details:

Data: Choose afavorite song, graphic novel orcomic movie, book, Amar interweavesquotationsfrom historical figures. These Amarpresents numericalfactstosupporthis Amariswritingforanaudienceofgeneralreaders, EFFECT l opment

A biography is a type of narrative is atype from America’s Constitution:ABiography convincing, and engaging. the structuremakes pointsclear, or argument, includingwhether author usesinhisorherexposition the effectivenessofstructurean RI.11–12.5 over thecourseoftext. ideas, oreventsinteract anddevelop and explainhowspecificindividuals, set ofideasorsequenceevents RI.11–12.3   Biography America’s Constitution:A from theexcerptfrom what youhavelearned Evidence Logandrecord new selection,gotoyour Before movingontoa

STANDARDS

EVIDENCE LOG EVIDENCE

Analyze andevaluate Analyze acomplex .

81 82 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.11–12.6 needed atthehighendofrange. proficiently, withscaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10  first publishedwork. A GraphicAdaptation United StatesConstitution: historical account.” scrupulously researched entertaining thansome “I oftenfindnothingmore England, andhenotesthat childhood inhistoricNew new appreciation forhis Hennessey As anadult, About the Author

STANDARDS UNIT MAKING MEANING A BIOGRAPHY AMERICA’S CONSTITUTION:

1 Acquire anduse

By theendof • Jonathan gained a

WRITING The ishis

FREEDOM

will for look similarities and differences between Bill you of After reviewing Rights. this selection, process of the Constitution and the creation of the This graphic adaptation focuses the on ratification Comparing Text to Media Apply thesestrategiesasyouconductyourfirstreview. First ReviewMEDIA:ART ANDPHOTOGRAPHY write aboutgraphicnovels. These words orconceptswill beusefultoyouasanalyze,discuss,and VocabularyMedia Adaptation A Graphic Constitution: from selections. the and questions,notingwhich paneltheyrefer toforlaterreference. and easilyindialogue cannot beexpressed quickly presents that information Caption: says character a what to show books comic and novels graphic in used Speech Balloon: presentation agraphic of look and Layout:

Notebook or imagesyou’veseen. experienced, textsyou’veread, images toothermediayou’ve CONNECT portrays. determine L oo overall design design overall The United States States United The separate text that separate textthat k at eachpaneland

As youstudythegraphicnovel, record yourobservations whom shape details inthe or what • • • • it bubbles, theballoonexpresses athought. person speaking.Ifthetailisaseriesofsmall A “tail”pointsfrom theballoonto text andimageswithineachpanel. panels onapageandwiththerelationship of Layout dealswiththearrangementofgraphic boxes forapanel. outside a panel. It may be broken into several A captionmayappearanywhere insideor or screaming. “spikes” intheoutlinetoindicateshouting to indicatewhispered words orjagged An artistmayuseadottedballoonoutline of the selection. summary and abrief writing interesting andwanttorevisit. NOTE the Comprehensionthe Check RESPOND elementsthatyoufind A GRAPHIC ADAPTATION A GRAPHIC CONSTITUTION: STATES UNITED THE by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. to theArticleswere necessarytoformastronger nationalgovernment. Massachusetts. Theseandother weaknessesconvincedleadersthatrevisions Furthermore, Congress failedtodealeffectively withShays’s Rebellionin foreign diplomacy,andGeorgiawasthreatening itsownwarwithSpain. Individualstates continuedtoconduct a capablenationalgovernment. While theArticlesofConfederationcreated Congress, itdidnotcreate BACKGROUND from The UnitedStates Constitution:AGraphicAdaptation MEDIA MULTIMEDIA SCAN FOR

GRAPHIC NOVEL

83 84 4

UNIT 1•WRITING FREEDOM 1 2 3

85 86

UNIT 1•WRITING FREEDOM 12 10 8 11 13 9

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 18 16 14 from 15 19 The UnitedStates Constitution:AGraphicAdaptation 17

87 88 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstreview. Reviewandclarify Check Comprehension

and formulate aresearch it. about question Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. understanding ofunderstanding the Constitution the or Bill of Rights? Briefly research that detail. what In way the information does you found shed light your on UNIT 1•WRITING FREEDOM

the Constitution,aspresented inthegraphic adaptation. reflect? According totheauthor, whatassumptionabouthumanrightsdoestheBillofRights panels 5–7. Identify three reasons “Publius”gaveinsupportofastrong Referto federalgovernment. panels 4and11. How doestheartistvisuallydepictthree Referto branchesofgovernment? Refer topanels1–4. As thefightforratification began,howdidthemeaningofword

Notebook

Write asummarytoconfirmyourunderstandingoftheratification of

Choose unfamiliar at one least detail from the graphic adaptation.

Choose something that interested you from the graphic adaptation, federalist change?

Close Review With your group, review your notes and, if necessary, revisit the graphic adaptation. Record any new observations that seem important. What questions do you have? What can you conclude? THE UNITED STATES CONSTITUTION: A GRAPHIC ADAPTATION

Cite textual evidence Analyze the Media to support your answers. Complete the activities.

1. Present and Discuss Choose the part of the graphic adaptation you find most interesting or powerful. Share your choice with the group and discuss why you chose it. Explain what you noticed about that part, what questions it raised for you, and what conclusions you reached about it.

2. Synthesize With your group, review the entire graphic adaptation. How do the images, speech balloons, and captions work together to reveal the difficult moments in this part of the Constitution’s “story”? Do they inform, entertain, or both? Explain.

3. Notebook Essential Question: What is the meaning of freedom? How did the Constitution and the Bill of Rights clarify the meaning of freedom for Americans? Support your response with evidence from the graphic adaptation.

language development Media Vocabulary

layout speech balloon caption

Use these vocabulary words in your responses to the following questions.

1. (a) Which panel presents a caption with no image? (b) What do readers learn from that panel? (c) How does the arrangement of the caption text reflect its content?

2. (a) Which appears more often in this excerpt—speech balloons or  Standards captions? (b) Why do you think that Hennessey and McConnell chose to RI.11–12.3 Analyze a complex present so much information in one way instead of the other? set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 3. Choose the series of panels that you think most clearly conveys a large RI.11–12.5 Analyze and evaluate amount of information. Explain the visual choices that make those panels the effectiveness of the structure an author uses in his or her exposition effective. or argument, including whether the structure makes points clear, convincing, and engaging.

from The United States Constitution: A Graphic Adaptation 89 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2 problem. to addressaquestionorsolve formats aswellinwordsorder presented indifferentmediaor multiple sourcesofinformation RI.11–12.7  nonfiction. standards Reading W.11–12.9.b 90

S UNIT tandards CONSTITUTION: AGRAPHIC AMERICA’S CONSTITUTION: EFFECTIVE EXPRESSION

1 Write informative/ Integrate andevaluate

• Apply THE UNITEDSTATES

WRITING toliterary grades 11–12 A BIOGRAPHY ADAPTATION

FREEDOM 3. 2. 1. your notes. Generate your topic own for the row. last of informationdifferent types the Constitution. about to the chart Use gather comparing andwritingaboutthetwoworks. ratification oftheU.S.Constitution. Now, deepenyourunderstandingby You haveread twoworksthatprovide historicalinformationaboutthe Writing toCompare Analyze the Texts the Analyze Prewriting and Planning process ratification the Constitution the to objections Constitution needfora the TOPIC take theformofquotations,paraphrases,summaries,ordescriptions. To supportyourcentralidea,citeevidencefrom bothtexts.Supportmay U.S. Constitution.Your essayshouldaddress thesequestions: Adaptation Constitution: ABiography informative essay An informativetextexplainshoworwhysomethingistrue.Write an Assignment

Which givesamore memorableaccount?Howso? Which givesamore thorough accountoftheConstitution’s origins?How? What strategies or techniques are used to communicate keyideas in each text? Notebook • • What uniquekindsofinformationdoeseachtextpresent, andhow? What are thestrengths ofeachmedium? helpsapersonmore fullyunderstandtheratification ofthe

Respond to these questions. to these Respond

A BIOGRAPHY CONSTITUTION: AMERICA’S inwhichyouexplainhowreading both With yourWith group, presents discuss how each text and The UnitedStatesConstitution:AGraphic GRAPHIC ADAPTATION CONSTITUTION: A THE UNITEDSTATES America’s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. general evidence of pieces are statement supporting andshown here. two descriptions, summaries, paraphrases. or possible One evidence—quotations, your In essay,each text. each general you statement must support with both texts that leaves yourboth food texts for reader some with thought. your In conclusion,separate section. body make or one about an observation the introduction. Include each general statement and your evidence for it in a general statements.Take notesinachartlikethisone. Work withyourgroup toidentify strong piecesofevidenceforeachyour Develop Idea aMain Drafting Correct anyerrors ingrammar, spelling,orpunctuation thatyoudiscover. your work.Replacevaguelanguage withmore specific words andphrases. essay. Usethefeedbackto guide yourrevisions. Finally,editandproofread Ask yourpeertocommentonboththecontentandorganization ofyour When youare finisheddrafting,exchangepaperswithagroup member. Review, Revise, and Edit Write Draft a Evidence Choose main idea. versions are stronger, and why.Usegroup members’feedbacktorevise your Take sharingyourcompleted mainideawiththegroup. turns Discusswhich following frame. following work independently to amain draft idea for your by completing essay the draw conclusions some the main about strengths Then, of each text. G memorable ways. General Statement: EXAMPLE whereas the graphic novel because the historical narrativebecause the origins understand of the Constitution. better helpcan aperson This is Idea: Main ENE • • a cake Evidence: the Constitutionandunshadedstampsofthosethathadnot Evidence: R AL

STATE Reading both the historical narrative and the graphic novel

vividimageinpanel5oftheU.S.flagbeingslicedlike Panel8showingshadedstampsofstatesthathadratified Draft your essay independently. your essay yourDraft main Include in idea M ENT

Your main idea contains ageneral statement about The graphicnovelcommunicateskeyideasin

Review yourReview Prewriting notes. your With group, E V I D EN C E essential question: . , P What isthemeaningoffreedom? A G E /P ANEL  Adaptation. Constitution: AGraphic and Constitution: ABiography excerpts from fromwhat youlearned the Evidence Logandrecord new selection,gotoyour Before movingontoa

NU Writing toCompare TheUnitedStates EVIDENCE LOG EVIDENCE MB E R America’s

91 92 range ofstrategies. content on meaning wordsandphrases based meaning ofunknownandmultiple- L.11–12.4 end oftherange. scaffolding asneededatthehigh complexity bandproficiently, with nonfiction inthegrades 11 11, readandcomprehendliterary RI.11–12.10  slavery. against thecrueltiesof rallied publicsympathy slaves, helectured and to publicizetheplightof two-volume autobiography In additiontowritinghis the abolitionofslavery. and devotedhimself to he settledinEngland freedom. Inlateryears, enough tobuyhisown the process, heamassed making hisownmoneyin his master’s financesand ten years.Aftermanaging was enslavedfornearly Gustavus Vassa, Equiano employed atsea.Renamed by aBritishcaptainand where hewaspurchased later brought toVirginia, to theWest Indiesand slavery. Hewastakenfirst he notbeensoldinto his father’s footstepshad might havefollowedin Equiano tribal elder, The sonofaWest African About the Author

grades and 11–12reading

STANDARDS UNIT 1•WRITING FREEDOM , choosingflexibly froma MAKING MEANING

(1745–1797) Determine orclarifythe

By theendofgrade Olaudah - CCR text of the Life of Olaudah Equiano from opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION Base Words of theLifeOlaudahEquiano As youperformyourfirstread ofthisexcerptfrom Concept Vocabulary first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andother vocabularystrategiesto word inthesewords. Note howtheadditionofprefixes orsuffixes affects themeaningofbase Insupportable prefix You knowthat The word know. Try lookingforsuchfamiliarbasewords “inside”unfamiliarwords. loathsome marine height un merci in- have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. notice means“not,”andthesuffix ened insupportable rs The Interesting Narrative Narrative Interesting The fully isinvolved?

means “not capable of being borne orheldup.” means“notcapableofbeingborne Words thatseemunfamiliarmayactuallycontainwords you

the generalideasof What support

ideas within wretched made higherormore intense in amannerwithoutmercy sailors isitabout? means“tobear”orholdup.”Inthisword, the , forexample,containsthebaseword

, youwillencounterthesewords. dejected dejected -able means“capableofbeing.” the Comprehension Check. you wanttorevisit. vocabulary andkeypassages A NNOT R E SP The InterestingNarrative ON A TE D

by marking by completing support .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 room toturnhimself, almost suffocated us. number intheship,which wassocrowded thateachhadscarcely The closenessoftheplace, andtheheatofclimate,addedto ship’s cargo were confinedtogether, itbecameabsolutelypestilential. permitted tostayonthedeckforfresh air;butnowthatthewhole was dangerous toremain there foranytime,andsomeofushadbeen hold whilewewere onthe coastwassointolerably But thisdisappointmentwastheleastofmysorrow. The stenchofthe under deck,sothatwecouldnotseehowtheymanaged thevessel. A horrifying journey. with othercaptivestoNorthAmerica.Thefollowingaccountdescribesthis at aseriesofwaystations.Afterreaching the coast,Equianowasshipped Equianowasseparatedfromor seven-monthjourney, hissisterandheld in West AfricaandtransportedthemtotheAfricancoast.Duringthissix- describes howslavetraderskidnappedhimandhissisterfrom theirhome In thefirstseveralchaptersofhisautobiography,OlaudahEquiano BACKGROUND Narrative Life of of the Interesting The Olaudah Equiano Olaudah from made ready withmanyfearful noises,andwewere allput t lastwhentheshipwewere in,hadgotinallhercargo, they

Olaudah Equiano from TheInteresting NarrativeoftheLife of OlaudahEquiano loathsome

, thatit loathsome helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES MEANING: AUTOBIOGRAPHY

(LOHTH suhm) MULTIMEDIA SCAN FOR

adj.

93 2 This produced copious perspirations, so that the air soon became NOTES unfit for respiration, from a variety of loathsome smells, and Mark base words or indicate brought on a sickness among the slaves, of which many died—thus another strategy you used that falling victims to the improvident avarice, as I may call it, of their helped you determine meaning. purchasers. This wretched situation was again aggravated by the wretched (REHCH ihd) adj. galling of the chains, now become insupportable, and the filth of the MEANING: necessary tubs, into which the children often fell, and were almost suffocated. The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable. Happily perhaps, for myself, I was soon reduced so low here that it was thought necessary to keep me almost always on deck; and from my extreme youth I was not put in fetters.1 In this situation I expected every hour to share the fate of my companions, some of whom were almost daily brought upon deck at the point of death, which I began to hope would soon put an end to my miseries. Often did I think many of the inhabitants of the deep much more happy than myself. 3 I envied them the freedom they enjoyed, and as often wished I could change my condition for theirs. Every circumstance I met with, All rights reserved. or its affiliates. Inc., Education, © Pearson served only to render my state more painful, and heightened my apprehensions, and my opinion of the cruelty of the whites. 4 One day they had taken a number of fishes; and when they had killed and satisfied themselves with as many as they thought fit, to our astonishment who were on deck, rather than give any of them to us to eat, as we expected, they tossed the remaining fish into the sea again, although we begged and prayed for some as well as we could, but in vain; and some of my countrymen, being pressed by hunger, took an opportunity, when they thought no one saw them, of trying to get a little privately; but they were discovered, and the attempt procured them some very severe floggings. One day, when we had a smooth sea and moderate wind, two of my wearied countrymen who Mark base words or indicate another strategy you used that were chained together (I was near them at the time), preferring death helped you determine meaning. to such a life of misery, somehow made through the nettings and dejected (dee JEHK tihd) adj. jumped into the sea; immediately, another quite dejected fellow, who, MEANING: on account of his illness, was suffered to be out of irons, also followed their example; and I believe many more would very soon have done the same, if they had not been prevented by the ship’s crew, who were instantly alarmed. Those of us that were the most active, were in a moment put down under the deck; and there was such a noise and confusion amongst the people of the ship as I never heard before, to stop her, and get the boat out to go after the slaves. However, two of the wretches were drowned, but they got the other, and afterwards flogged him unmercifully, for thus attempting to prefer death to slavery. In this manner we continued to undergo more hardships than I can now relate, hardships which are inseparable from this accursed trade. Many a time we were near suffocation from the want of fresh

1. fetters (FEHT uhrz) n. chains.

94 UNIT 1 • WRITING FREEDOM air, which we were often without for whole days together. This, and the stench of the necessary tubs, carried off many. NOTES 5 During our passage, I first saw flying fishes, which surprised me very much; they used frequently to fly across the ship, and many of them fell on the deck. I also now first saw the use of the quadrant;2 I had often with astonishment seen the mariners make observations with it, and I could not think what it meant. They at last took notice of my surprise; and one of them, willing to increase it, as well as to gratify my curiosity, made me one day look through it. The clouds appeared to me to be land, which disappeared as they passed along. This heightened my wonder; and I was now more persuaded than ever, that I was in another world, and that every thing about me was magic. At last, we came in sight of the island of Barbados, at which the whites on board gave a great shout, and made many signs of joy to us. We did not know what to think of this; but as the vessel drew nearer, we plainly saw the harbor, and other ships of different kinds and sizes, and we soon anchored amongst them, off Bridgetown.3 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Many merchants and planters now came on board, though it was in the evening. They put us in separate parcels,4 and examined us attentively. They also made us jump, and pointed to the land, signifying we were to go there.

2. quadrant (KWOD ruhnt) n. instrument used by navigators to determine the position of a ship. 3. Bridgetown capital of Barbados. 4. parcels (PAHR suhlz) n. groups.

This portion of a 1788 British abolitionist poster depicts the Brookes, a slave ship, and the maximum number of slaves that it could transport legally. Slave traders carried as many slaves as the law allowed, knowing that many would die during the journey.

from The Interesting Narrative of the Life of Olaudah Equiano 95 96 NOTES

UNIT 1•WRITING FREEDOM 7 6 apprehensions, insomuch,thatatlastthewhitepeoplegotsomeold us, andnothingbutbittercriestobeheard allthenightfrom these under thedeckagain,there wasmuchdread andtrembling among they appeared tous;and,whensoonafterwewere allputdown parcel theylikebest.. into theyard where theslavesare confined,andmakechoiceofthat On asignalgiven(asthebeatofdrum), thebuyersrush atonce custody, before wewere soldaftertheirusualmanner, which isthis: regard tosexorage..We were notmanydaysinthemerchant’s we were allpentuptogether, likesomanysheepinafold,without languages. enough, soonafterwewere landed,there cametous Africans ofall see manyofourcountrypeople.Thisreport easedusmuch. And sure eaten, buttowork,andwere soontogoonland,where weshould slaves from thelandtopacify us.Theytolduswewere nottobe We thoughtbythis,weshouldbeeatentheseuglymen,as We were conductedimmediatelytothemerchant’s yard, where

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension with your group.with more the author, about the era, the or topic. You may want to share what you discover Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. narrative? that detail. what In way the information does you of learned shed light the an on aspect

narrative’s events. What happenstothecaptiveswhenshipreaches Barbados? How doesEquiano’s youthaffect histreatment duringthevoyage? slave traders? Why doesEquianoblametheillnessaboard ship onthe“improvident avarice”ofthe What dosomecaptivestoescapethemiseryofAtlanticcrossing? passage across theAtlantic Ocean? According toEquiano,what physicalhardships dothecaptivessuffer duringtheir

Notebook

Confirm yourunderstandingofthetextbycreating atimelineofthe

Choose unfamiliar at one least Briefly research detail from the text.

This autobiographical account may spark your to learn curiosity from TheInteresting NarrativeoftheLife of OlaudahEquiano

97 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

THE INTERESTING NARRATIVE OF THE LIFE OF OLAUDAH EQUIANO Cite textual evidence Analyze the Text to support your answers. Complete the activities.

1. Review and Clarify With your group, reread paragraph 1 of the GROUP DISCUSSION selection. Discuss the conditions that the African captives endured aboard In order to have a successful the ship. Why were so many people crowded below deck? discussion, everyone should participate. Encourage group 2. Present and Discuss Now, work with your group to share the passages members to take turns from the selection that you found especially important. Take turns offering their ideas and presenting your passages. Discuss what you noticed in the selection, what opinions. questions you asked, and what conclusions you reached.

3. Essential Question: What is the meaning of freedom? What have you learned about American freedoms from reading this text? Discuss with your group.

language development Concept Vocabulary

loathsome wretched dejected

Why These Words? The three concept vocabulary words from the text are  WORD NETWORK related. With your group, discuss the words and determine what they have in common. How do these word choices enhance the impact of the text? Add words related to freedom from the text to Practice your Word Network. Notebook Confirm your understanding of these words from the text by using them in sentences. Be sure to include context clues that hint at each word’s meaning.

Word Study  STANDARDS Notebook Latin Root: -ject- The Latin root -ject- means “to throw.” RI.11–12.6 Determine an author’s point of view or purpose in a text It contributes to the meaning of the concept vocabulary word dejected, as in which the rhetoric is particularly well as many other words in English. effective, analyzing how style and content contribute to the power, 1. Explain how the meaning of the root -ject- is evident in the meaning of persuasiveness, or beauty of the text. the word dejected. L.11–12.4.c Consult general and specialized reference materials, All rights reserved. or its affiliates. Inc., Education, © Pearson both print and digital, to find the 2. Look up each of these words in a dictionary: conjecture, trajectory, and pronunciation of a word or determine projection. Explain how the root -ject- contributes to the meaning of each or clarify its precise meaning, its of the words. part of speech, its etymology, or its standard usage.

98 UNIT 1 • WRITING FREEDOM © Pearson Education, Inc., or its affiliates. All rights reserved. Literary Nonfiction:PersuasivePurpose Analyze CraftandStructure the shipthatbrought Equianofrom Africa: shrieks emotional appeals and personalreflections with powerfuldescriptivelanguagethatconstitute the publicagainstpractice.Equiano’s accountcombinesfactualdetails persuasive purpose:toexposetheevilsofslaveryand,insodoing,turn written whenslaverywasalegalpractice,haveanimplicit,orunstated, autobiographical accountofaperson’s life asaslave.Mostslavenarratives, of theLifeOlaudahEquiano Equiano’s narrative. of formerslaves.Onlythehardest ofheartscouldfailtobemovedby The abolitionistmovementintheUnitedStatesowedmuchtorevelations persuasive impactofeachpassage. passages thatfeature strong descriptivelanguage.Then,explainthe that givefactualdetails,passagesconveypersonalreflections, and As agroup, completethischart.Identify passagesfrom theautobiography Practice Personal reflections Factual details El Strong language descriptive and e m the wholeasceneofhorror almostinconceivable. The shrieksofthewomen,andgroans ofthedying,rendered e nt ofSlav groans evokereaders’ sympathyand outrageinthisdepictionof tohisreaders. Notice,for example, howwords suchas e

N arrativ is anexampleofa e Exampl

The InterestingNarrative es from

F slave narrative rom esse TheInteresting NarrativeoftheLife of OlaudahEquiano Te ntial qu xt , oran es tion: Pe Whatisthemeaningoffreedom? r s ua s iv e to supportyouranswers. CITE TEXTUALEVIDENCE

I mpact

99 LANGUAGE DEVELOPMENT

Conventions and Style Eighteenth-Century Narrative Style Equiano’s account is an example of eighteenth-century narrative style. The formal language of the period has several characteristics that distinguish it from modern style.

THE INTERESTING NARRATIVE OF THE LIFE OF OLAUDAH EQUIANO EIGHTEENTH-CENTURY CHARACTERISTIC MODERN STYLE STYLE

Sentence Length: Sentences are long and Sentences vary in length, the number of words, contain multiple clauses and most have fewer phrases, and clauses and phrases. than three clauses. in a sentence

Usage: the ways Word meanings change Word meanings and in which words are over time, as do forms continue to commonly used word forms, including change over time. In formation of singular addition, new words and plural nouns. continue to enter the Modern readers may English language from contest usage or need other languages or are to confirm archaic coined to refer to new meanings. situations, ideas, or objects.

Mechanics: Eighteenth-century Punctuation marks punctuation and writers punctuated text are used according to spelling however they chose. established conventions.

Read It Notebook Work individually. Read the passage from Equiano’s narrative carefully, and then answer the questions that follow. One day they had taken a number of fishes; and when they had killed and satisfied themselves with as many as they thought fit, to our astonishment who were on deck, rather than give any of them to us to eat, as we expected, they tossed the remaining fish into the sea again, although we begged and prayed for some as well as we could, but in vain; and some of my countrymen, being pressed by hunger, took an opportunity, when they thought no one saw them, of trying to get a little privately; but they were discovered, and the attempt procured them some very severe floggings.  STANDARDS • How many sentences does the passage contain? W.11–12.1.f Use specific rhetorical • Identify an example of eighteenth-century usage. devices to support assertions. • What punctuation marks does the author use to separate details L.11–12.1 Demonstrate command regarding the plight of the captives? of the conventions of standard English grammar and usage when Write It All rights reserved. or its affiliates. Inc., Education, © Pearson writing or speaking. Notebook Rewrite the passage in modern style. Then, share passages L.11–12.1.a Apply the understanding that usage is a matter with your group and discuss whether or not the change in style lessened the of convention, can change over time, persuasive impact of the original passage. and is sometimes contested.

100 UNIT 1 • WRITING FREEDOM © Pearson Education, Inc., or its affiliates. All rights reserved. section, worktogethertodraft alogicalandmemorableconclusion. all thesectionsthatyouplantowrite.Onceeveryonehas writtenhisorher Writing toSources Tying ItTogether Project Plan Working Title: emotions. Then,assigneachmemberonepartofthewriting. of supportingevidenceyouwilluse,includingthosethatappealtoreaders’ into manageablesectionsorparts.Discussyourideasandconsiderthetypes Reason 3 Reason 2 Reason 1 Claim SECTION OR PART Assignment Choose from thefollowing options. yourgroup, prepareWith an Supporting detailsfromSupporting selection the detailsfromSupporting selection the Supporting detailsfromSupporting selection the

an a a EFFECTIVE EXPRESSION to makeastrong pointabout theneedforchange graphics andtext,inspired byspecific detailsfrom theautobiography, urge itsmemberstoabolishtheslavetrade provide powerfulsupportfor theabolitionistmovement events hedescribes,andthemannerinwhichdescribesthem, letter literary review advertisement

totheBritishParliament,usingevidencefrom theselectionto

Work withyourgroup todividetheoptionthatyouchose

Work togethertodraftanintroduction thattoucheson ofEquiano’s autobiography,arguingthatthe fortheBritishabolitionistmovementthatuses argument related totheabolitionist cause. from TheInteresting NarrativeoftheLife of OlaudahEquiano ASSIGNED GROUP MEMBER GROUP ASSIGNED reasons. order inwhichtolistthe work togethertodecidethe that supporttheclaimshould for preparing thereasons Group membersresponsible COLLABORATION  Interesting Narrativeofthe fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa Life ofOlaudahEquiano.

EVIDENCE LOG EVIDENCE

The 101 102 to themeaningofawordorphrase. L.11–12.4.a needed atthehighendofrange. proficiently, with scaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10 

ta UNIT 1•WRITING FREEDOM MAKING MEANING n dards

Use contextasaclue By theendof

form ofdescriptions. phrases thatprovide hints to aword’s meaning.Suchhintsmaycomeinthe often determineitsmeaningbyusing from to John AdamsLetter opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues following words. As youperformyourfirstread ofthesetwotexts,youwillencounterthe Concept Vocabulary Two Remarkable Sisters Revolutionary Ideas of Abigail Adams and Her LETTER LETTER like “destruction.” “prey” toa“merciless party”suggeststhatravagesmeanssomething Explanation: own merciless party.” house andfurniture oftheSolicitorGeneralhavefallenprey totheir Passage: Description asContextClue: vassals have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE Dear Abigail: The Intimate Lives and | BIOGRAPHY

isinvolved? “Others havecommittedabominable the generalideasof What Thedescriptionofaperson’s houseandfurnitureas

foment ideas within When youcometoanunfamiliarword inatext,youcan isitabout?

dissented

context clues the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND ravages —nearby words and .boththe by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. Pearson Education, Inc., or its affiliates. All rights reserved. of of author British eighteenth-century the Wollstonecraft, Mary about and filmmaker Allen contemporary Woody the about written to addition In acclaimed biographies. Jacobs, Diane the Americanwomen’s movement. Abigail Adamsiswidelyrecognized asawriterandpioneer of other collections,biographies,andhistorieshavefollowed.Today, first volumeofherletterswaspublished.Intheensuingdecades, her life attheAdamsfamilyhomeinMassachusetts.In1840, a Abigail diedin1818,afterspendingthelastseventeenyearsof few Americangirlsenjoyedatthetime. daughter—received athorough education.Thiswassomething educated asachild,madesure allofherchildren—including a had three sonsandtwodaugthers.Abigail,whohadnotbeen At theageofnineteen,shemarriedJohnAdams.Thecouple AbigailSmithinWeymouth,Adams wasborn Massachusetts. of life America. in early essence capture the that descriptions vivid included she letters, these In opinions. her expressing to husband and others her wrote many letters About the Authors the About A Vindication of the Rights of of Woman.A Vindication theRights who lives in New York in New lives who City, of several author is the American Revolutionary movement, Adams Revolutionary American of women’s and the supporter rights influential time. of her women Adedicated and important most of the one also was She president. sixth Adams, the Quincy of States, John United mother and the of president the second Adams, the of John Adams Abigail Dear Abigail Dear (1744–1818) wife was the , Jacobs has, Jacobs ESSENTIAL QUESTION:Whatisthemeaningoffreedom? Letter toJohn Adams • Continental Congress inPhiladelphia. husband whileheattendedtheSecond wrote thisandseveralotherletterstoher players intheunfoldingofhistory.Abigail underlying awareness thattheywere key even playful,theyalsoreflect thecouple’s their lettersare oftenaffectionate and thousand letterstooneanother. Although John andAbigailAdamswrote more thanone Throughout theircourtshipandmarriage, Adams to John Letter Backgrounds Independence. and theadoptionofDeclaration of theworkContinentalCongress historian setstheirletterswithinthecontext era America.Thisselectionbyamodern John AdamsshedslightonRevolutionary- The correspondence betweenAbigailand Sisters Two Her and Adams Remarkable of Abigail Ideas Revolutionary and From Dear Abigail: The Intimate Lives Intimate Lives Abigail: Dear The from DearAbigail

103 104 MEANING: vassals helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES LETTER

Abigail Adams John Adams Letter to UNIT 1•WRITING FREEDOM MULTIMEDIA SCAN FOR

(VAS uhlz)

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3 2 1 4 cannot beequallystrong in thebreasts ofthosewhohavebeen I shouldhavebeeninbefore thistime.IgotMr. Cranetogoour principal ofdoingtoothersaswewouldthat shoulddountous. certain thatitisnotfoundedupongenerous andChristian accustomed todeprivetheirfellowcreatures oftheirs.OfthisIam 2. 1. so situatedastomakeanabledefense? Are notthegentry defense Virginia canmakeagainstourcommonenemy?Whetheritis and tellmeif youmaywhere yourfleetare gone?Whatsortof I wishyouwouldeverwritemealetterhalf aslongIwriteyou; Braintree Washington buttheyhavebeenshamefullydupedbya Dunmore. the generalityofpeople. themselves verysavageandevenbloodthirsty;are notaspecimenof Britain represents ustobe?Ihopetheirrifle menwhohaveshown the commonpeople 3.

gentry Braintree troops loyal to the British throne to attack the colony’s troops in late 1775 late in 1776. early troops and colony’s the to attack throne British to the loyal troops used later and legislature the dissolved he when Virginians among feelings strong provoked Dunmore Do notyouwanttoseeBoston;Iamfearfulofthe small pox,or I havesometimesbeenready tothinkthatthepassionforliberty I amwillingtoallowtheColonygreat meritforhavingproduced a

(JEHN tree) (JEHN

John Murray, 4th earl of Dunmore, was the British colonial governor of Virginia. He He Virginia. of governor colonial British the was Dunmore, of Murray, earl 4th John town in eastern Massachusetts that was the home of John and Abigail Adams. Abigail and John of home the was that Massachusetts eastern in town 1

March 31,March 1776 n. people of high social standing. social high of people vassals , are theynotliketheuncivilizednatives 2 lords and 3

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 9 8 7 6 5 one monthagoIdidnotvalueatasingleshilling, up. Ilookuponitanewacquisitionofproperty, aproperty which and amdeterminedtogetitcleanedassoonpossibleshut has thekeywhichheneverdelivered up.Ihavewrote tohimforit done toit.Thefewthingswhichwere leftinitare allgone.Cranch of thedoctorsaregiment, verydirty, butnootherdamagehasbeen house andseewhatstateitwasin.Ifindhasbeenoccupiedbyone 8. 7. 6. 5. 4. owing toapercipitate pleasure haveseenitinflames. Though wefelicitate fugitives are returning totheirdesertedhabitations. countenance. We feelatemporarypeace,andthepoor more melodiously, andnature putsonamore cheerful stranger. Ithinkthesunlooksbrighter, thebirds sing and eatthegoodofland. but nowwefeelasif wemightsitunderourownvine from theseacoaststoseekshelterinwilderness, our owncottages,orwhetherweshouldnotbedriven fruits ofour ownindustry, whetherwecouldrest in safety, whetherwhenwehadtoiled wecouldreap the month ago.We knewnotthenwhetherwecouldplantorsowwith be tyrantsif theycould.If particuliarcare andattentionisnotpaid power intothehandsofhusbands.Rememberallmenwould favorable tothemthanyourancestors.Donotputsuchunlimited desire youwouldremember theladies,andbemore generous and code oflawswhichIsupposeitwillbenecessaryforyoutomake you havedeclared anindependency—andbythewayinnew warning giventhemtoseetheevilandshunit.—Ilonghearthat and cowardice shouldtakepossessionofthem.Theyhavetimeand But theycannotbeinsimilarcircumstances unlesspusillanimity those whoare trembling leastthelotofBostonshould betheirs. they detesttheparicide very fiendsfeelareverential aweforvirtueandpatriotism,whilst Quincy] havefallenaprey totheirownmerciless party. Surely the whilst boththehouseandfurniture oftheSolicitorGeneral[Samuel of yourPresident [JohnHancock]issafeandthefurniture unhurt and thefurniture unhurt,orif damagedsufficient tomakeitgood. have lefttherent ofthehousesinwhichtheywere, fortheowners though someindividualsdiscovered asenseofhonorandjustice

felicitate Coar de gaieti paricide percipitate shilling The towningeneralisleftabetterstatethanweexpected,more I feelagaietideCoar I feelverydifferently attheapproach ofspringtowhatIdida Others havecommittedabominableravages.Themansionhouse

n. v. v. former British coin worth one twentieth of apound. of twentieth one worth coin British former parricide; person who kills a parent or other relative. other or aparent kills who person parricide;

wish happiness; to congratulate. happiness; wish adj. adj.

gaieté de coeur; precipitate; done very hastily or rashly. or hastily very done precipitate; 8 ourselves,wesympathizewith 5 flightthananyregard totheinhabitants, 6 7 andtraitor. towhichbefore Iwasa French for “joy for heart.” of French 4 andcouldwith and favourabletothem and bemore generous than yourancestors. remember theladies, I desire youwould NOTES Letter toJohnAdams

105 106 MEANING: foment helped youdeterminemeaning. another strategythatyouused Mark contextcluesorindicate NOTES

UNIT 1•WRITINGFREEDOM (foh MEHNT) v. 10 12 11 us onlyasthevassalsofyoursex.Regard usthenasbeingsplaced impunity. Menofsenseinallagesabhorthosecustomswhichtreat the viciousandlawlesstouseuswithcruelty andindignitywith and endearingoneoffriend.Whythen,notputitoutthepower happy willinglygiveuptheharshtitleofmasterformore tender established astoadmitofnodispute,butsuchyouwishbe representation. hold ourselvesboundbyanylawsinwhichwehavenovoice,or to theladiesweare determinedto 9. I ammakingsaltpeter. the lastdateofanythatIhaveyethad.—You inquire ofwhether with anxietyforthem.Godpreserve them. confined withit.Ourownlittleflockare yetwell.Myhearttrembles much inothertowns.Themumpstooare veryfrequent. Isaacisnow day. Manygrown persons,are nowsickwithit,inthisstreet. Itrages upon therecovery. BeckyPecktheydonotexpectwillliveoutthe that itdiffers butlittlefrom it.BetsyCranchhasbeenverybad,but the cankerfever, aterribledisorder somuchlikethethroat distemper, the eldestdiedonWednesday andBillytheyoungestonFriday, with cannot describe,strippedoftwolovelychildren inoneweek.George chamber ofourneighborTrot whoseaffliction Imostsensiblyfeelbut more; thoughnotwithaheartsogay. Ihavebeenattendingthesick Not havinganopportunityofsendingthisIshalladdafewlines 5 April being makeuseofthatpoweronlyforourhappiness. by providence underyourprotection andinimitationofthesupreme faithful friend. with convulsionfits. Adieu. Ineednotsayhowmuchamyourever regards, andallthelittleones. Your youngestchildliesbad brother’s transcribed andsendittoyou.—Everyoneofyourfriendstheir arms andpistols.IfitwouldbeofanyserviceyourwayIwillget the proportions forthevarioussortsofpowder, fitforcannon, small work, andhasgone.Ihavelatelyseenasmallmanuscriptdescribing has beenappliedto,togo Andover tothemills whichare nowat heard ofsomeothersintheotherparishes.Mr. ReedofWeymouth near ahundred weightwhichhasbeenfoundtobeverygood.Ihave made any, thatisMr. Tertias Bassasheiscalledwhohasgotvery be naked.Iknowofbutonepersoninthispartthetownwhohas do tomanufacture clothingformyfamilywhichwouldotherwise making believeIshallmaketheexperiment.findasmuchcan

at peter salt I wanttohearmuchoftenerfrom youthanIdo.March 8was That yoursexare naturallytyrannicalisatruth sothoroughly

n. saltpeter; a form of potassium nitrate used to make gunpowder. used nitrate potassium of aform saltpeter; 9 Ihavenotyetattemptedit,butaftersoap foment arebellion, andwillnot

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Ideas of Abigail Adams and Her Two Her and Adams of Abigail Ideas Lives Revolutionary Intimate The and Diane Jacobs Sisters Remarkable Dear Abigail Abigail Dear from 2 1 the orchards, andtheCommon. him. Helonged,hesaid,towalkintheirgarden andtothecornfields, Strawberries andanearlyspringinthedirtycitydidlittletoconsole paper forallhispreoccupation withposterityandthegreater good. not abovecommiseratingherlackofhelponthefarmorwriting any thingthatIdo,”hecomplained,whileassuringherwas writing thispamphlet],Ibelieve,becausenevergetanythingby endeavors wouldbringthemaneasierlife. “Ishallgetnothing[for day andnightatCongress, Johnlamentedthatnoneofhispresent 2. 1. W I mustreconcile myself tothesmokeandnoiseofacity.” destined topubliccontentions,”hebrooded. “Insteadofrural felicity, moment wasforCongress tomakeadeclarationofindependence

the Common the balances. and checks of asystem including government, American of branches three the proposing Government on Thoughts So hewishedtobehome. And yethisoverridingdesire atthe Thoughts onGovernment riting to Abigail aboutthefierce effort ittookhimtocompose

large public park in Boston, Massachusetts. Massachusetts. Boston, in park public large

document written by John Adams in 1776, in for Adams John by notable written document 1 atthesametimethathewasworking 2 “Insteadofdomesticfelicity, Iam NOTES from DearAbigail MULTIMEDIA SCAN FOR BIOGRAPHY

107 108 NOTES

UNIT 1•WRITINGFREEDOM 6 5 4 3 England, hewrote, “These throes willusherinthebirthofafine boy.” June, exultantafterHenryLeeraisedamotionfor separation from telling herthataffairs were inacriticalstate.Then, inthemiddleof whirlwind” ofCongressional discord. Bytheendof May, hewas temper, adeep.understandingandcourageto rideinthis Abigail attheendof April, addingthat“Itrequires .serenity of individuals orveneratedideals. three weeksinthefuture, whileacommitteetoconsiderthetone unsure. Maryland, SouthCarolina, NewJersey, andNew York—remained and sixothercolonies,whileanothersix—Pennsylvania,Delaware, for independenceinCongress; itwassupportedbyMassachusetts Virginia delegateRichard HenryLeeofVirginia raisedamotion in particular—whichwascrucial towinningthewar. OnJune7,the without itthere wasnohopefortheforeign assistance—from France from Great Britain.Ithadtobesoonerratherthanlaterbecause Franklin, andtheredheaded Virginian whoshared ThomasPaine’s consisted offivemembers:themostprominent beingJohn,Benjamin and nature oftheprospective documentimmediatelyconvened.It 4. 3. and nothingswayedhim.Hehadlittleuseforeitherthevagaries impregnable toopposingviews.Forbetterandforworse,noone regularly incommittees,and,despitehisaversiontoarguing, proved as FranklininCongress. Butherode hishorseelegantly, spokeup and practicesofvirtue,”hebelieved. “Everything isusefulwhichcontributestofixinthemindprinciples Christ andoriginalsin,heshared Adams’s obsessionwithgoodness. longed fornorthernBraintree. ThoughJefferson wasadeist,rejecting desk ofhisowndesign—helongedforsouthernMonticelloas Adams American declaration—inthemiddlestateofPennsylvania,ona the large stagewhohatedleavinghome. As hebegandraftingthe professed todislikeslavery, astatesmanambitioustosucceedon currently pregnant andinpoorhealth.Hewasaslaveholderwho as Adams andalsoadored hiswife, awealthywidow, whowas at William andMary, hewasassteepedinhistoryandphilosophy weather vaneandhisownPalladianestate,Monticello.Educated created aretractable bedandatilt-toptableaswellanindoor write thetext. and even more eloquentthanthefarbetter-known authorsof veneration forthepassions:ThomasJefferson. Considered tobe

vagaries England. from independence American for Paine’s Thomas “We are hasteningrapidlytogreat events,”Johnhadwritten With everyonehopingforaunanimousverdict, thevotewasset Jefferson wasgangly, fidgety, six-foot-two-and-a-half, andasquiet Like Franklin,Jefferson wasascientistandinventor. Hehad Thoughts onGovernment

(VAY reez) guh

Thomas Paine was a highly influential writer who argued passionately passionately argued who writer influential ahighly was Paine Thomas n. unpredictable actions or ideas. actions unpredictable , 33-year-old Jefferson waschosento Poor Richard 4 of 3

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 7 9 8 Congress agreed todelaytheformalvoteuntilfollowing high percentage ofloyalists,abstained.Stillhopingforunanimity, South Carolina, andDelaware for Dickinson,thoughmostofitscitizensfavored independence), in apreliminary votethedelegatesfrom Pennsylvania(outofrespect a raptaudience. A clearmajorityofninecoloniessidedwithhim,but Parliament andKingGeorge III.Johnspokefervidlyfortwohoursto arguing againstandJohn Adams foranimmediatebreak from both its debateonindependencewithJohnDickinsonofPennsylvania years. And, yes,itwouldbe farbetterforthewarif independence against in surely thethreat oftyrannybythemajority, whichhehadwarned And, ofcourse,“calamities”and“distresses” might lieinthefuture; suddenness aswellthegreatness ofthisRevolution,”heexulted. political events,thechainofcausesandeffects, Iamsurprisedatthe with Englandintheearly1760s,“andrecollect[ing] theseriesof seemed remarkably expeditious.Lookingbackto thefirstarguments he wrote Abigail. Whatfelthopelesslyslowjustamonthagonow and agreater, perhaps, neverwasorwillbedecidedamongmen,” greatest questionwasdecided,whicheverdebatedin America, 4, allofCongress endorsedit. wording, butJefferson’s voiceremained, andontheafternoonofJuly were alsocutortightenedduringthenearlytwelve-hourdebateover of itandtorue itsloss.Otherofhisfavoritepassages southern slaveholder. Jefferson claimedtobeproud This wasadaring,if bewildering,opinionfrom a incur miserabledeathintheirtransportationthither.” Africans “intoslaveryinanotherhemisphere, orto nature” bycapturingandtransportinginnocent accused theKingofwaging“cruel waragainsthuman a passageimplicitlycondemningslavery. Jefferson had by SouthCarolina andGeorgia, wastheeliminationof chagrin.Themostsignificant change,insistedon proprietary writer’s continued toabstain.Themotionwascalledthefloorandcarried. Carolina andDelaware joinedPennsylvania,whileNew York from thevoting,throwing Pennsylvaniatothemajority. South John Dickinson,forthesakeofunity, announcedhewouldabstain Army andaddingpressure forsomebuoyingnews.Thenextday into New York Harbor, panickingGeorge Washington’s unprepared morning. set inplace. And yet:“July [of] 1776,willbethemostmemorable had beendeclared sevenmonths before andforeign allianceswere On July1,twentydaysafterthatinitialmotion,Congress resumed John Adams couldhardly containhisexuberance.“Yesterday the July 3wasspentamendingJefferson’s declaration—muchtothe That nightword arrivedthataflotillaofBritishboatshadsailed Thoughts onGovernment dissented , wouldposeathreat inthe coming , whileNew York, withits rapidly togreat events” “We are hastening dissented helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING: from (dihSEHNTihd) DearAbigail

109 v. 110 NOTES

UNIT 1•WRITINGFREEDOM 11 6. 5. epocha, Benjamin Franklin. Roger Sherman,RobertLivingston,JohnAdams,ThomasJefferson, and Alonzo Chappeldepictstheworkof“CommitteeFive”:( ofIndependence in1776 Declaration the Drafting balcony andbegantoread: at leastforthemoment. An officer, ColonelCrafts,appeared onthe of Bostonfourmonthsearlierstoodbefore them,respectably armed the NewWorld. Theragtagtroops whohadchasedtheBritishout of theBostonStateHouse,seatfirstelectedlegislature in Abigail, andBetsyjoinedmassesofpatriotsliningKingStreet infront with no one yet showing symptoms of the disease, Mary and Richard, time forward forever.” illuminations from oneendofthiscontinenttotheotherfrom this pomp andparade,withshews, It ought,Johndeclared, tobecommemoratedand “solemnizedwith be celebrated,bysucceedinggenerations,asthegreat anniversary.”

shews epocha On July18,aweekaftertheywere inoculatedforsmallpox,and

n. inthehistoryof America.—I amapttobelievethatitwill (EHP uh kuh) uh (EHP archaic form of “shows.” of form archaic n . archaic form of “epoch,” a distinct and significant era in history. in era significant and “epoch,” of form . archaic adistinct 6 sports,guns,bells,bonfires and

This 1859paintingby right toleft )

and everylimb”thatwassaidto“portend concluded, “andallthepeopleshallsay Amen.” burnt inKingStreet. Thusendsroyal authorityinthis State,”she every vestigeofhimfrom everyplaceinwhichitappeared and dinner theking’sarmswere takendownfrom theState Houseand of bells;thecannonsroared, andrifles’ shotsrangintheair. “After in herowndescription,andtheywere followedbyanelatedringing week. There were three cheersthat“rended theair,” Abigail wrote with it,asRichard Cranchreported toJohninaletter thefollowing Save our American States.”Thepeoplepickedup thischantandran finished reading theDeclarationofIndependence,heshouted,“God of Happiness.” And onitwent. unalienable Rights,thatamongtheseare Life, Liberty, andthepursuit are created equal,thattheyare endowedbytheirCreator withcertain felt andknew. “We holdthesetruths tobeself-evident, thatallmen and Betsystoodspellboundatthebeautiful expression ofwhatthey was afirstinhistory, andRichard CranchaswellMary, Abigail, Jefferson’s view. Yet, if hisconceptswere notoriginal,theoccasion avidly read thegreat thinkersoftheEnlightenment separation, andthespiritofdeclarationwasfamiliar, fortheyhad the disease.“Thesmallpoxisagreat confuserofthemind,Iamreally her symptomswere “false.” insisted thatshebeinoculatedasecondtime,onthe oddchancethat all, camethrough withalmost nosuffering. Thedoctor, however, inoculated twice.ItseemedfittingwhenNabby, thecalmestofthem left Braintree, aswere CharlesandTommy Adams, who hadbeen been inoculatedfourtimesandwasstillhealthyas thedayshe other hand,produced nosymptoms.BytheendofJuly, Maryhad all, faintedandlaylistlessinbed.Hermotherbrothers, onthe while Mary’seldestdaughter, BetsyCranch,thefrailest ofthem declare herimmune.JohnQuincy’scasetoowas mildbutconclusive, one pox,hersymptomswere sufficiently grueling forthedoctor to which occurred afewdayslater, andthoughsheproduced only 9. 8. 7.

The Smithsisters’ By July22, Abigail wasillwiththe“excruciating paininmyhead “God SavetheKing”wasalready amemory. WhenColonelCrafts Even afterhersinglepoxdissipated, Abigail feltlight-headedfrom centuries that emphasized the power of reason. of power the emphasized that centuries the Enlightenment portend sisters Smith Nature andofNature’s Godentitlethem,adecentrespect to of theearthaseparateandequalstationtowhichLaws connected themwithanother, andtoassumeamongthepowers for onepeopletodissolvethepoliticalbondswhichhave When inthecourseofhumanevents,itbecomesnecessary causes whichimpelthemtotheseparation. the opinionsofmankindrequires thattheyshoulddeclare the

(pawr TEHND)

Abigail Adams and her sisters; Smith was their family surname. family their was Smith sisters; her and Adams Abigail

European intellectual movement in the seventeenth and eighteenth eighteenth and seventeenth the in movement intellectual European 7 livesspokevolumesonthecausesfor

v. foreshadow; indicate. 9 aspeedyeruption,” 8 whosoinformed NOTES from DearAbigail

111 112 NOTES

UNIT 1•WRITING FREEDOM 18 17 every dayexperiencethewantofit,”shebegan. And continued: education insons,WhatshallIsaywithregard todaughters,who topic ofwomeninthenewnation.“Ifyoucomplainneglect gave heranopening,shehadnotrouble expoundingonherfavorite put toitspellthecommonestword,” shetoldJohn. Yet whenJohn to add. women whodisplayedtheirwitswere contemptible, hefeltimpelled of educationinwomenare exactlyagreeable tomyown,”though This timeJohnassured Abigail “Your sentimentsofthe importance literary accomplishmentsinwomen. are instilledtakedeepestroot, great benefitmustarisefrom upon theearlyeducationofyouthandfirstprincipalswhich enlarged andliberal[tobevain].Ifmuchdependsasisallowed at me,andaccusemeofvanity, butyouknowIhaveamindtoo we shouldhavelearnedwomen.Theworldperhaps willlaugh virtue. Ifwemeantohaveheroes, statesmen,andphilosophers, our newconstitutionmaybedistinguishedforlearningand and executedforthebenefitofrisinggeneration,that I mostsincerely wishthatsomemore liberalplanmightbelaid

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension Research to Clarify Research RESEARCH 4. 3. 2. 1. 4. 3. 2. 1. of that text? research that detail. what In way the information does you found shed light an on aspect from ADAMS TO JOHN LETTER

of events. front oftheBostonStateHouse? What documentdoesColonelCrafts,anarmyofficer, read toacrowd assembledin Name twocontradictionsregarding ThomasJefferson thatthetextexplores. Cite tworeasons forJohnAdams’s unhappinessinthelatespringof1776. What advicedoesAbigailAdamsgiveherhusbandregarding women’s rights? What doesAbigailreport toJohnaboutthestateofhomesinBoston? In herletterofMarch 31,1776,whatdoesAbigailAdamsaskthatJohnprovide? DEARABIGAIL

Notebook Notebook

Confirm yourunderstandingofthetextbydrawingastoryboard Confirm yourunderstandingofthetextbywritingasummary.

Choose unfamiliar at one least Briefly detail from of one the texts. Letter toJohn Adams

• from DearAbigail

113 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

LETTER TO JOHN ADAMS from DEAR ABIGAIL CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, reread paragraph 14 from Dear GROUP DISCUSSION Abigail, in which the author discusses the public reading of the Declaration Encourage group members of Independence. Why do you think the Bostonians reacted as they did? to be positive, encouraging, 2. Present and Discuss Now, work with your group to share the passages and open to divergent from the two selections that you found especially important. Take turns viewpoints and opinions. presenting your passages. Discuss what you noticed in the selections, what questions you asked, and what conclusions you reached.

3. Essential Question: What is the meaning of freedom? What have you learned about American freedoms from reading these texts? Discuss with your group.

language development Concept Vocabulary

vassals foment dissented

 WORD NETWORK Why These Words? The three concept words from the texts are related. With your group, discuss the words and determine what they have in Add words related to common. How do these word choices enhance the impact of the texts? freedom from the text to your Word Network. Practice Notebook Confirm your understanding of these words by using each one in a sentence. Include context clues that help readers figure out what each word means. Word Study  STANDARDS RI.11–12.9 Analyze seventeenth-, Notebook Word Families Groups of words that share a common base eighteenth-, and nineteenth-century but have different prefixes, suffixes, or both, are called word families. The foundational U.S. documents of concept word dissented, for instance, is built upon the base word dissent. historical and literary significance for their themes, purposes, and rhetorical Complete the following activities. features. 1. Use an online dictionary or other source to identify other members of the L.11–12.4.b Identify and correctly word family that includes dissented. Write three of those related words, use patterns of word changes that

and identify their parts of speech. All rights reserved. or its affiliates. Inc., Education, © Pearson indicate different meanings or parts of speech. Apply knowledge of Greek, Latin, and Anglo-Saxon 2. Choose a word from one of these texts that you think is part of a word roots and affixes to draw inferences family. Research the word and verify your choice. Write the original word concerning the meaning of scientific and two related words. Identify each word’s part of speech. and mathematical terminology.

114 UNIT 1 • WRITING FREEDOM © Pearson Education, Inc., or its affiliates. All rights reserved. Primary and Secondary Sources Secondary and Primary Analyze CraftandStructure set, butdependlargelyonhowatextisusedbyresearcher. These classifications intoprimaryandsecondarycategoriesare notabsolutely sources. sources secondary or categories—primary ofone two • • 2. 1. with yourgroup. individually togatheryournotesinthischart.Then,share yourobservations quotation from aprimarysource do?Doesitmakethepointclearer?” Work and legitimacytothepointssheismaking.Forexample,ask:“Whatdoesthis Analyze andevaluatehowJacobsusesprimarysources toaddinterest, clarity, Practice sources includebiographies, encyclopedias,andbookreviews. primary sources orothersecondarysources forinformation.Secondary Secondary sources schedules, orblueprints. forms, They mayalsoincludefunctionaltexts,suchasgovernment letters,newspaperarticles,andspeeches. They includediaries,journals, observed anevent,givereaders first-handinformationaboutatopic. Primary sources Dear Dear Paragraph 17 Paragraph 10 Paragraph 6 Paragraph 1

character orchallenges your it. Explain choices. from Adams’spassage that interpretation that letter either supports of her traitone source each secondary attributes to Abigail Adams. Then, cite a brief biographythis text—the and the excerpt from sources related secondary the two to scan or Review Abigail Adams in effective?find most Why? sourceWhich of use a primary in the excerpt from Notebook A bigail

Respond to these questions. to these Respond , created bypeoplewhodirectly participatedinor , writtenbypeoplewithindirect knowledge,rely on Primary Source

Research sources classified be into can E SS I nformation ENTIA Dear Abigail Dear Dear Abigail Dear L Q UE Letter S didyou TION . Identify Identify . E to ffect

: John Whatisthemeaningoffreedom?

Adams documented with citations. with documented be should and they sources, excellent be research can These sources. primary as that are categorized items non-text are some and photographs pottery, footage, paintings, news drawings, Original CLARIFICATION to supportyouranswers. CITE TEXTUALEVIDENCE

• from DearAbigail

115 LANGUAGE DEVELOPMENT

Author’s Style Voice A writer’s voice is the way in which his or her personality is revealed on the page. It is the sense the reader gains of the person behind the words. Voice is created through a combination of elements:

LETTER TO JOHN ADAMS • diction: the types of words a writer uses from DEAR ABIGAIL • syntax: the types of sentences a writer uses, including structure, length, and variety • tone: the writer’s attitude toward the topic or audience

Voice is also influenced by the writer’s consideration of his or her audience, or readers, and purpose, or reason for writing. Since writers adapt their diction, syntax, and tone to suit specific audiences and purposes, a writer’s voice can vary from one text to another. For example, John Adams’s voice is warm and personal in letters to his wife, but impersonal and formal in public documents. Read It Work individually. Use this chart to explore aspects of Abigail Adams’s voice as a writer. Cite examples from both texts, and briefly explain how her combination of diction, syntax, and tone creates a sense of her personal qualities. Discuss your findings with your group.

PASSAGES FROM TYPE(S) OF DICTION, SYNTAX, PERSONALITY TRAIT(S) OF Letter to John Adams AND TONE ADAMS

PASSAGES Quoted in Dear Abigail

 STANDARDS

Write It All rights reserved. or its affiliates. Inc., Education, © Pearson RI.11–12.6 Determine an author’s point of view or purpose in a text Notebook Review your notes from the chart. Then, write a paragraph in which the rhetoric is particularly in which you describe Abigail Adams’s voice as a writer. Use textual examples effective, analyzing how style and to support your view. Share your paragraph with your group, and discuss. content contribute to the power, persuasiveness, or beauty of the text.

116 UNIT 1 • WRITING FREEDOM © Pearson Education, Inc., or its affiliates. All rights reserved. members to contributemembers their ideas before finalizing the presentation. presentation. Make sure that have all members an equal role, and allow all writing required for the assignment, will and which deliver members the Speaking andListening Presentation Plan Presentation Plan Project the research. feel that additional you need material, which group decide will do members andthey how are you important, will them use in the presentation. you If to the chart Use determine which detailsfrom you will the texts. include, why Detail from Text(s) from Detail Create an Assignment whole class.Choosefrom thefollowingoptions.

EFFECTIVE EXPRESSION EFFECTIVE Public Announcement Dramatic Reading Dialogue community. RefertoAdams’s letterforideasaboutdictionandtone. themofthepresencein 1776warning ofthediseaseintheir announcement thatmighthavebeenread to citizensofBoston treatment, andpotentialoutcomes.Then,writedeliverthe the typesofpeoplewhoare especiallyvulnerable; itsprogression, in Revolutionary-eraAmerica.Research thesymptomsofsmallpox; excerpt from will useyourvoicesandgestures tocapture itsdistinctqualities. Then, discussyourinterpretation ofthetext,andconsiderhowyou text amongmembersofyourgroup sothateveryoneparticipates. Abigail Adams’s lettertoJohnAdams.Decidehowyouwilldividethe capture eachspeaker’s uniqueopinionsandpointofview. conversation ontheinformationprovided inthetexts.Striveto the colonies’struggleforfreedom from Great Britain.Basethe between JohnandAbigailAdamsinwhichthetwodiscuss oral presentation

First, identify the information, identify First, you will use details, passages or Write andpresent adramatizationofconversation Dear Abigail

Decide which members of which the groupDecide members will produce the Present areading oftheMarch 31stportionof Reason to Use Detail Use to Reason BothAbigailAdams’s letterandthe basedontheselectionsandpresent ittothe mentionthethreat thatsmallpoxposed Present Detail Present WillHow Group Letter toJohn Adams •

volume, andclearpronunciation. appropriate eyecontact, adequate of formalandinformaltasks. Use to purpose, audience, andarange substance, andstyleareappropriate and theorganization, development, opposing perspectivesareaddressed, line ofreasoning, alternativeor such thatlistenerscanfollowthe perspective andalogicalargument, conveying aclearanddistinct findings, andsupportingevidence, SL.11–12.4   Dear Abigail. the excerpt from letter toJohnAdamsand from AbigailAdams’s record whatyoulearned your EvidenceLogand the nextselection,goto Before movingonto

t from an EVIDENCE LOG EVIDENCE d

DearAbigail Present information, a rds

117 118 word orphrase. determination ofthemeaninga L.11–12.4.d range ofstrategies. content, on meaning wordsandphrases based meaning ofunknownandmultiple L.11–12.4 needed atthehighendofrange. band proficiently, withscaffoldingas grades 11–CCRtextcomplexity literary nonfictioninthe grade 11, readandcomprehend RI.11–12.10 

grades and 11–12reading STANDARDS

UNIT 1•WRITING FREEDOM MAKING MEANING choosingflexiblyfroma

Determine orclarifythe

Verify thepreliminary By theendof As youperformyourfirstread oftheGettysburgAddress, youwillencounter Concept Vocabulary Address Gettysburg opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. to determinethemeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeoffamiliarword partsandothervocabularystrategies Familiar Word Parts these words. may helpyouunlockword meanings. word, lookforword parts,suchasroots oraffixes, thatyouknow. Doingso prologue check youranalysisofaword’s meaning.Onedictionarydefinitionof Confirm Meaning: “words thatcomefirst.” word parts,youcanfigure outthat Possible Meaning: dialogue -log means “forward” or“forth.”Likewise,youmayrecognize theroot Familiar Word Parts: Unfamiliar Word: dedicated -, whichmeans“word” or“reason” andappearsinthewords already read. know andwhatyouhave selection towhatyoualready CONNECT involved? text. notice , is“anintroductory partofatext;preface.” What logic

general ideasofthe , and

isitabout? ideas withinthe consecrate

Whenyoucombineyourknowledgeofthetwo Useadictionaryorotherlanguageresource to prologue eulogy

When determiningthemeaningofanunfamiliar You mayrecognize theprefix . Who

is prologue hallow the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A meanssomethinglike NNOT R E SP ON A pro- TE D

, which by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. his gift fororatory.Hewasinvitedtomake“afew great strength andcourage.Healsodemonstrated War erupted.Throughout thewar, Lincolnshowed in 1860. recognition andhelpedhimwinthepresidency heated debateswithDouglasbrought himnational Stephen Douglas.Lincolnlosttheelection,buthis and ranfortheUnitedStatesSenateagainst in politics.HeservedtheIllinoisstatelegislature was anavidreader anddeveloped anearlyinterest opportunities toreceive a formal education.Still,he a child,hisdutiesonparents’ farmlimitedhis intoafamilyofhumblemeans.As Lincoln wasborn American presidents. made himoneofthemostadmired andrespected Abraham Lincoln Author the About Troubled Times

an overwhelmingnationalcrisis and dedicationinthefaceof apart bywar. Hiscourage,strength, fought toreunite anation torn Abraham Lincoln(1809–1865) periods inAmericanhistory, one ofthemosttragic Serving aspresident during Shortly afterhiselection,theCivil

essential question: key words, suchas“underGod,”thatheknew Certainly, hewasstillrevising ashespoke,adding to theevent;hewrote itonascrapofpaper. night before; hewrote itonthetrainwhiletraveling speech: Hewrote ittheweek before; hewrote itthe Stories aboundregarding Lincoln’s draftingofthe heart ofAmericangovernment. reaffirmation ofthedemocraticprinciplesat speech are itsbrevity—just 272words—and its desired. Two importantaspectsoftheGettysburg to prepare messagesthatwouldhavetheeffect he speeches. Heworkeddiligentlyandthoughtfully Gettysburg Address, asitdoesinmanyofhisother Lincoln’s great care asawritershowsinthe said there. cemetery. Theworldhaslongremembered whathe dedication oftheGettysburgbattlefieldasanational appropriate remarks” inNovember1863fora would stirhislisteners. A Life CutShort 1865 whileattendingthetheaterwithhiswife. President. Hewaskilledbyanassassin’s bulletin to rage,Lincolnwaselectedasecondtermas Whatisthemeaningoffreedom?

While theCivilWar continued Gettysburg Address

119 SPEECH 120 MEANING: hallow MEANING: consecrate MEANING: adj. dedicated meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES

UNIT 1•WRITING FREEDOM MULTIMEDIA SCAN FOR Abraham Lincoln Address Gettysburg

(HAL oh)

(DEHD uhkayt ihd)

(KON suhkrayt)

3 2 1 F November 19, 1863 bloody conflictthatwasfarfrom over. for more thantwoyears.Lincoln neededtogaincontinuingsupportfora point oftheCivilWar. Atthetimeofthisspeech,warhadbeenraging site ofthebloodiestbattleeverfoughtonAmericansoil,andturning of anewmilitarycemeteryinthetownGettysburg,Pennsylvania—the Abraham Lincolngavethisspeechto15,000peopleattheconsecration BACKGROUND us tobehere dedicatedto thegreat taskremaining before us—that they whofoughthere have thusfarsonoblyadvanced.Itisratherfor the living,rather, tobededicatedhere totheunfinishedworkwhich we sayhere, butitcanneverforget whattheydidhere. Itisforus to addordetract.Theworldwilllittlenote,norlongremember what who struggled here, haveconsecratedit,faraboveourpoorpower we cannot and proper thatweshoulddothis. here gavetheirlivesthatnationmightlive.Itisaltogetherfitting dedicate aportionofthatfield,asfinalresting placeforthosewho We are metonagreat battle-fieldofthatwar. We havecometo nation, oranynationsoconceivedanddedicated,canlongendure. the proposition thatallmenare created equal. perish from theearth. government ofthepeople,byfor shallnot nation, underGod,shallhaveanewbirthoffreedom—and that highly resolve thatthesedeadshallnothavediedinvain—thatthis for whichtheygavethelastfullmeasure ofdevotion—thatwehere from thesehonored deadwetakeincreased devotiontothatcause But, inalarger sense,wecannotdedicate—we Now weare engagedinagreat civilwar, testingwhetherthat continent anewnation,conceivedinLiberty, and our score hallow

and sevenyearsagoourfathersbrought forthonthis —this ground. Thebravemen,livinganddead, dedicated consecrate to —

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension Battle of Gettysburg. Then, do some research some Then, do to find of the Gettysburg. answer.Battle Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. speech? that detail. what In way the information does you of learned shed light the an on aspect

government? At theendofspeech,howdoesLincolncharacterizeAmericansystem battlefield? According toLincoln,whyare theyunableto“dedicate,”“consecrate,” or“hallow”the Why havethespeakerandaudiencemetonbattlefieldatGettysburg? According toLincoln,theCivil War isatestofwhatidea? According toLincoln,what did“ourfathers”create eighty-sevenyearsago?

Notebook

Confirm yourunderstandingofthetextbywritingasummary.

Choose unfamiliar at one least Briefly research detail from the text.

Ask one focused one you would question likeAsk answered the about Gettysburg Address

121 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

Gettysburg Address

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, reread paragraph 2. How does CLARIFICATION Lincoln build upon his introduction and prepare the audience for his main The Gettysburg Address points in paragraph 3? is short, but it is by no means a group of random 2. Present and Discuss Now, work with your group to share the passages comments. As a group, from the selection that you found especially important. Take turns discuss the purpose of each presenting your passages. Discuss what you noticed in the selection, what paragraph and the main idea questions you asked, and what conclusions you reached. it expresses. How would an outline of the speech look? 3. Essential Question: What is the meaning of freedom? What has this text revealed about American freedoms? Discuss with your group.

language development Concept Vocabulary

dedicate consecrate hallow

Why These Words? The three concept vocabulary words are related. With  WORD NETWORK your group, discuss the words and determine what they have in common. How do these word choices enhance the impact of the text? Add words related to freedom from the text to Practice your Word Network. Notebook Confirm your understanding of the vocabulary words by using them in sentences. Use context clues that hint at each word’s meaning.

 STANDARDS Word Study RI.11–12.6 Determine an author’s point of view or purpose in a text Notebook Denotation and Connotation In his address, Lincoln in which the rhetoric is particularly says that he cannot dedicate, consecrate, or hallow the battlefield ground. effective, analyzing how style and content contribute to the power, The three concept vocabulary words have similar denotations, or persuasiveness, or beauty of the text. definitions, but different connotations, or nuances in meaning.

RI.11–12.9 Analyze seventeenth-, 1. Write the denotations of the three words. Then, explain the connotations eighteenth-, and nineteenth-century each one conveys. Note that connotations may involve slightly different foundational U.S. documents of historical and literary significance for meanings, or simply intensity of meaning. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson their themes, purposes, and rhetorical features.

L.11–12.5.b Analyze nuances in 2. Use a thesaurus to find two other words that share denotations with the meaning of words with similar dedicate. Then, explain how their connotations differ. denotations.

122 UNIT 1 • WRITING FREEDOM © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Choices: Diction Choices: Author’s Analyze CraftandStructure same ideasmore informally. of hisaddress atGettysburg—and imaginehowhemighthaveexpressed the Consider thesolemn,seriousformalityofLincoln’s dictionatthebeginning considerations of the audience and the occasion. is intimatelydiction to connected his for her or purpose writing, as well as to informal,or technical plain, or elevated simple. or Aspeaker’s choice of precisely and to give the writing aunique quality. may formal be Diction words, as known share withyour group. example hasbeendoneforyou.Completethechartindependently,andthen formality byrewriting it.Then,explaintheimpactofLincoln’s diction.One powerful orbeautiful. Considerhowthepassagemightsoundwithless Identify passagesintheGettysburgAddress thatincludedictionyoufind Practice nation, righthere. . INFORMAL: this continentanewnation.. FORMAL: on this continent a new nation. forth brought fathers our ago, years seven and score Four DICTION POWERFUL PASSAGE WITH Fourscore andsevenyearsago,ourfathersbrought forthon Eighty-sevenyearsago,ourearlyleaderscreated anew diction , helps the writer’s to express ideas clearly and

A writer’s choice and arrangement of

REWRITTEN PASSAGE REWRITTEN nation, right here. anew created leaders early our ago, years Eighty-seven ESSENTIAL QUESTION: DICTION IMPACT OF LINCOLN’S the speech to power, grandeur adds

Whatisthemeaningoffreedom?

to supportyouranswers. CITE TEXTUALEVIDENCE Gettysburg Address

123 124 tone used. word choice, pointsofemphasis, and stance, premises, linksamongideas, evidence andrhetoric, assessingthe point ofview, reasoning, anduseof SL.11–12.3 persuasiveness, orbeauty of thetext. content contributetothepower, effective, analyzinghowstyle and in whichtherhetoricisparticularly point ofvieworpurposeinatext RI.11–12.6  ST

UNIT 1•WRITING FREEDOM LANGUAGE DEVELOPMENT LANGUAGE AN Gettysbur

Determine anauthor’s Evaluate aspeaker’s A RDS g Address Rhetorical Devices: Antithesis Devices: Rhetorical Author’s Style at leasttwoexamplesofantithesisinyourparagraph. concert, orotherculturalworkthatyousawlive,ontelevision, oronline.Use Write aparagraphinwhichyoudescribespeech,performance,artwork, Write It 4. 3. 2. 1. confusion. S address. Then,notewhetherornoteachisanexampleofformalantithesis. M It Read contrast, a master orator. Address, hemakes insightful the Gettysburg In of use attention to oppositions. powerful of parallelism,of effects the rhythmic while drawing readers’ listeners’ or of phrases clauses. or Thus, antithesistypes allows aspeaker to make use contrastingpresents ideas in similar grammatical such structures, as the same the rhetorical device of hare yourworkwithgroup, anddiscussclarify anypointsof you, askwhatyoucandoforyourcountry.—JohnF. Kennedy Antithesis: ancestors. —BarackObama for thetrustyouhavebestowed,mindfulofsacrifices byour borne Parallelism: Ex

ark thecontrastingoropposingelementsineachpassagefrom the this nation,underGod,shallhaveanewbirthoffreedom… …we here highlyresolve thatthesedeadshallnothavediedinvain—that never forgetwhattheydidhere. The worldwilllittlenote,norlongremember whatwesayhere, butitcan The bravemen,livinganddead,whostruggledhere… for thosewhohere gavetheirlivesthatthenationmightlive. We havecometodedicateaportionofthatfield,asfinalresting place a mp le or the juxtaposition of opposing ideas. In some cases, he uses heuses cases, of some opposing In ideas. the or juxtaposition s

M Istandhere todayhumbledbythetaskbefore us,grateful y fellowAmericans,asknotwhatyourcountrycandofor antithesis,

which is a type of parallelism. which is atype Antithesis Lincoln was both amaster writer and

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Research Tying Together It Plan Project product with the whole class. the whole with product within the group, andtogether decide revisions. on Then, share your finished write an introduction and aconclusion aloud Read the report for the report. Write collect. paragraphsmembers incorporating this information. Then, Working Title: you find them, and how will you show them? example, For will youreport. include if so, historical where will images—and, group to each members Finally, task. determine how you will present the and that others add chart, you consider Then, assign individual important. accomplish in noted order to in complete the the tasks with Start your report. researching images (if used) (if images researching information factual for texts researching TASK Lincoln’s speech.Choosefrom thefollowingoptions. yourgroup, prepareWith a Assignment

EFFECTIVE EXPRESSION EFFECTIVE an a a upon theaddress itself that day,summarizingeachaccountandnotingdetailsshedlight considering howthatcontextshapedthecontentofLincoln’s address information abouttheBattleofGettysburg(July1863)and Lincoln madeeachtimeandevaluatingtheireffectiveness known versionsoftheGettysburgAddress, showingthechangesthat review comparison-and-contrast presentation analysis ofthehistoricalcontext

Before you to will you need the begin, tasks identify of three eyewitness accounts of the ceremony at Gettysburg

Work together to organize the information all group research report ASSIGNED TOASSIGNED oftheaddress, sharing thatfocusesonanaspectof aboutthefivedifferent investigation. understanding ofthesubjectunder on thesubject, demonstrating synthesize multiplesources the inquirywhenappropriate; solve aproblem;narroworbroaden projects toansweraquestionor well asmoresustainedresearch W.11–12.7 of content. selection, organization, and analysis accurately throughtheeffective and informationclearly convey complexideas, concepts, explanatory textstoexamineand W.11–12.2   new selection,gotoyour Before movingontoa the GettysburgAddress. fromwhat youlearned Evidence Logandrecord

Gettysburg Address

S tanda EVIDENCE LOG EVIDENCE

Conduct shortas Write informative/ r ds

125 126 individual rolesasneeded. goals anddeadlines, and establish and decision-making, setclear promote civil, democratic discussions SL.11–12.1.b  NARRATIVE DETAILS • • • • • •

GETTYSBURG ADDRESS TWO REMARKABLESISTERS ABIGAIL ADAMSANDHER REVOLUTIONARY IDEASOF INTIMATE LIVESAND from LETTER TOJOHNADAMS OLAUDAH EQUIANO NARRATIVE OFTHELIFE from ADAPTATION CONSTITUTION: AGRAPHIC from BIOGRAPHY CONSTITUTION: A from STANDARDS

UNIT 1•WRITINGFREEDOM PERFORMANCE TASK: LISTENING AND SPEAKING FOCUS AMERICA’S DEAR ABIGAIL:THE THE INTERESTING THE UNITEDSTATES SOURCES

Work withpeersto the useofnarrativeasevidencetosupportanargument. infer from thenarrativedetails. Usethecharttogatheryourobservations. arguments aboutfreedom thatare eitherdirectly statedorthatreaders can that are eitherfullynarratives orincludenarrativeelements.Considerthe Present Argument an Gather Evidence Make aGeneralization Analyze theTexts YourPlan With Group Generalization: panel discussion. examples from thetextsthatyoumightusetoillustrateyourideasduring argument because addresses thisquestion: freedom. Work withyourgroup topresent a the writersusetosupportorimplypositionsonquestionsofAmerican a rangeofdifferent genres. Severalofthesetextsare narrativesthat You haveread avarietyoftexts,bothhistoricandcontemporary,in Assignment Use examplesfrom thetextsinthissectiontosupportyourpositions. Do narratives provide strong evidence to support to support evidence strong provide narratives Do arguments about American freedoms? Narrativesdo/donotprovide strong evidencetosupportan RELATED ARGUMENT

Prepare forthediscussionbyidentifying additional

With yourgroup, identifyWith thetextsinthissection

Using youranalysis,writeageneralizationabout panel discussion

that

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. balance thepresentation. If necessary,gobacktothetextsgatheradditionaldetailsthatwillhelp Make sure thateverygroup memberhasachancetopresent hisorherviews. or different from theirs. Watch thepresentations byothergroups anddiscusshowyoursissimilarto listeners seemconvincedbyyourargument?Are theyinterested intheideas? As youpresent yourpaneldiscussion,consideraudience’s response. Do EvaluatePresent and Brush UponYour Presentation Techniques Fine-Tune theContent appropriate foranacademicsetting. and evidence.Explainyourobservationsclearly,usinglanguagethatis Modify yourtoneandvolumesothataudienceunderstandsideas are holdingaconversationthatisalso,tosomeextent,performance. your discussiontotheclass. your evaluationandtheseinstructionstomakechangesbefore youpresent process worksandwhether yourideasandevidenceare sound.Then,use discussion, tryarun-through. Usethischecklisttoevaluatehowwellyour Practice WithYour Group Your With Rehearse Group Organize Your Discussion will keeppanelistsonpointandaskquestionsif there isalullintheconversation. deal withfollow-upquestions,andhowyouwillendthediscussion. begin thediscussion,amountoftimeeachspeakerwilltalk,howyou her owntalkingpointsforthepresentation. Then,meettodecidehowyouwill Have eachpersoninyourgroup usetheevidenceyougathered towritehisor CONTENT

from the texts. the from evidence with their observations support Speakers evidence. supporting a position and present Speakers assignment. in thequestion toresponds the discussion The

Does one panelist dominate the conversation? Does onepanelistdominatetheconversation? COLLABORATION

Assign roles, includingarole foramoderatorwho Once youhaveestablishedtherulesforyour

and keeps the the speakers introduces moderator The naturally. with each other interact Speakers planned. well- seems and smoothly flows discussion The track. conversation on

Remember thatyou TECHNIQUES PRESENTATION ESSENTIAL QUESTION

Speakers use use Speakers appropriate volume. an at and clearly speak Speakers questions. or insights one another’s to appropriately andspeak, respond to opportunities equal have Panelists contact effectively.contact eye and gestures Performance Task: Present anArgument : Whatisthemeaningoffreedom? volume, andclearpronunciation. appropriate eyecontact, adequate of formalandinformaltasks. Use to purpose, audience, andarange substance, andstyleareappropriate and theorganization, development, opposing perspectivesareaddressed, line ofreasoning, alternativeor such thatlistenerscanfollowthe perspective andalogicalargument, conveying aclearanddistinct findings, andsupportingevidence, SL.11–12.4 

STANDARDS

Present information,

127 128 Take notes learned have you what Practice aschedule Create STRATEGY

UNIT 1•WRITING FREEDOM OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? one if thistextdoesn’tmeet yourneeds. your for own each category. you take can actions to practicethem during Independent Learning. Add ideas of to rely to yourself on learn and work your on strategies own. these Review and the Throughout your life, in school, in your community, and in your career, you will need Learning StrategiesIndependent Look Inside Look Ahead Look Back steps. these the topic. You’ll then share what you learn classmates. with To follow atext, choose relatedof by freedom an exploring writings additional to American about selection place, telling and the person you the story. will this complete In section, your study what about means, freedom Ideas and is is who or not free, may time, on depend What is the meaning of freedom? QUESTION: ESSENTIAL the meaningoffreedom do youwishtoexplore further?

Think abouttheselectionsyouhavealready studied.Whichaspectsof

Take afewminutestoscanthetextyouchose.Choosedifferent Preview thetextsbyreading thedescriptions.Whichoneseemsmost • • • • • • • • • • ACTION PLAN After reading, reference consult sources forbackground canhelp that information topic. the After reading, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. you clarifymeaning. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED Review Evidence for an Argument acts of crime? acts of become of freedom acts what society, restrictive ahighly In Is freedom physical, psychological, or perhaps both? perhaps or psychological, physical, freedom Is Arthur Blaustein with Helen Matatov with Helen Blaustein Arthur from ESSAY from ARGUMENT own. of their a constitution developed Nations Iroquois the of Europeans, arrival the Before Parker C. by Arthur translated Dekanawidah, from POLITICAL DOCUMENT Pedestrian The STORY SHORT Fish The to the Progress-TowardSpeech to the YoungSpeech POETRY document. aliving is Constitution U.S. the that observes Marshall Justice Court Supreme Marshall Thurgood United States Constitution the on Bicentennial ofthe Reflections SPEECH engagement? civic on depend freedom does much How independence. America’s than worth” of greater acause on never shined sun “the that Paine wrote Thomas patriot American British-born synthesizing the information you haverecorded. information the synthesizing and whatyou’ve learned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR Common Sense Democracy Is Not a Spectator Sport IsNot aSpectator Democracy the

Iroquois Constitution

Elizabeth Bishop

Ray Bradbury

Thomas PaineThomas

Gwendolyn Brooks Overview: Independent Learning CONTENTS

129 130 Anchor Standards Reading10 

STANDARD this text. theunittopicasyoufirstreadlearned about NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 1•WRITING FREEDOM Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new informationorideasyou ideas withintheselectiontoother

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. passages youwanttorevisit. the selection. ANNOTATE RESPOND by writingabriefsummaryof by markingvocabularyandkey Model Annotation First-Read Guideand

Tool Kit

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Selection Use thispagetorecordyourclose-readideas. Guide Close-Read Anchor Standards Reading10 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude questions and your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD annotate ? Write downyourideas. aboutthetext.Whatcanyou whatyounotice.Askyourself

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131 Essay from Democracy Is Not a Spectator Sport

Arthur Blaustein with Helen Matatov

About the Author SCAN FOR A Professor of Community and Economic Development at University of MULTIMEDIA California, Berkeley, Arthur Blaustein has had a long career in advocacy. In 1977, President Jimmy Carter appointed him Chairman of the National Advisory Council on Economic Opportunity. He has also served in many anti-poverty and social development organizations and advisory groups.

BACKGROUND Arthur Blaustein and Helen Matatov wrote Democracy Is a Not Spectator Sport in 2011 during a weak economic recovery. The book is a collection of community service opportunities and anecdotes. In this excerpt, they cite Alexis de Tocqueville, a French writer whose observations of America in the 1800s provide insight into our nation’s character.

CHAPTER 2 NOTES American Values, Citizenship, and Civic Engagement

The Dilemma 1 As the new decade began, it became clear that a substantial majority of Americans believed our society to be in serious trouble. Most Americans today think their future will be worse, not better, than their past. Most Americans think their children’s prospects are worse, not better, than their own. 2 Though this new pessimism has many sources, the most prominent cause is certainly anxiety about the economy. Public © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson opinion surveys indicate that economic issues are dominating public consciousness. There is concern about the recession and

IL1 UNIT 1 Independent Learning • from Democracy Is Not a Spectator Sport © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 3 of 2008–09wecameclosetothatcollapse.Indeed, muchofthe of thecollapsenationalprivateeconomy.” Inthewinter citizenship. political withdrawal,forpovertyisnotaconditioneffective The costishighnotonlyinmaterialdeprivationbutalso economically suffer themostfrom themaldistributionofwealth. are materiallydeprived.Those leastabletodefendthemselves 55 millionare near-poor, soalmostone-third ofourcitizens that rescued majorbanks, AIG, andGM, among others. most ironic formof“welfare.” Itwasthefederalgovernment agreements, andtaxbenefits)bythefederalgovernment,that subsidization (contracts,tariffs, investment,protectionist trade private economysurvivesonlybecauseofdirect orindirect “moral malaise” apparent inabilitytodealwithsevere economicdifficulties. The and theIraq Afghanistan wars,andare deepenedbyour have beenfedbyglobal-warming,environmental degradation, of thewholesociety. Doubtsandanxietiesaboutourinstitutions blue-collar workers. unemployment, particularlyamongyouth,minorities,and 5. 4. 3. 2. 1. triage. economic troubles toinstitutionalizeakindofsocioeconomic labor discipline.”There are thosewhowoulduseourpresent as “acceptablecosts”thatwill,amongotherthings,“improve unemployment forthosebelowthemedianincomeare defended that makedemocracypossible. suspicion ofourfellowcitizens,andundercut thecommitments They underminesecurityaboutthefuture, create doubtand there isgenuinefearoveruncheckeddeficits,debt,anddeflation. federal andstatelevels.Economicstringency system andcurryfavorwithhugecampaigncontributionsonthe to themselvesthrough theirabilitytodominatethepolitical ease thestrainbyredistributing incomefrom themiddleclass narrowest pursuitofprivateinterest. Themore affluent seekto has beenatendencyforpublicactiontodegenerateintothe anywhere elseinourpubliclife. is perhaps more evidentinoureconomicinstitutionsthan

triage stringency malaise microcosm workers blue-collar Historian SamBassWarner Jr. wrote thatweare on“theeve Meanwhile, 44million Americans are poorandanother In theseconditionstheeconomicsectorbecomesamicrocosm Moreover, inourpresent stateofeconomicuncertainty, there 5

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system for assigning priorities when there are limited resources. resources. limited are there when priorities assigning for system vague feeling of uneasiness. of feeling vague people in jobs that require manual labor. manual require that jobs in people 1 There isconcernaboutenergy. Butaboveall, n . n strictness; severity. strictness; . smaller representation of a larger model. alarger of representation smaller UNIT 1 Independent Learning • UNIT 1Independent Learning 4 andrisingratesof from DemocracyIs Not aSpectatorSport 2

NOTES

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UNIT 1 Independent Learning • UNIT 1Independent Learning 11 10 9 8 7 from we mustalsoaskwhatkindsofsocialandpoliticalproblems the well, anditisworkinglesswellforsomethanothers.Thus, bound upwithallofourotherinstitutions.Itisnotworking very idea ofacovenant,soimportanttoourPuritanancestors, and create adecentsocietyforall.Thatconcernwasexpressed inthe the tensionsthathavedevelopedamongthem. economic, political,andreligious ideasandpractices,aswell American tradition,thenwemustconsiderrelationships of understand theappropriate role ofeconomicinstitutionsinthe political participation,andoureconomiclife. Ifweare tobetter They are rooted inourreligious tradition,ourlongexperienceof opinions andpracticesthatcreate themoralfabricofasociety. intellectual dispositionsofmeninsociety.” Themores includethe defines “mores” as“habits oftheheart,”“thesummoraland and subvertedourconstitutionallegalorder. DeTocqueville dependent onthemores embedded insociety. But theorigin,interpretation, andperpetuationofthatorder are constitutional andlegalorder thathasproven soundandflexible. fortunate indeedtoinheritfrom thefoundersofourrepublic a circumstances, andthesocial mores more thanthelaws.We were our publichappiness,thelawscontributemore thanthephysical although thephysicalcircumstances ofourcountrycontributeto about America, Alexis deTocqueville argued 180yearsagothat The EconomyinaDemocracy how thattraditioncanbeadaptedtoourpresent needs. democratic traditionhastosayabouteconomicinstitutions and the historyofournation,andtoseekoutwhat American at ourpresent inthecontextofourpast—toseriouslyconsider way tobeginseekinganswersthesecrucial problems istolook the economicarena, enhancedemocraticcitizenship?Thebest economy givesriseto,andhowtheycanbedealtwith. fosters willcontractsbe honored. The American Constitutionwas could work,foronlywith thefundamentaltrust that thecovenant covenant heritageprovided thecontextwithinwhich acontract out bycontractsthatmaximizedtheinterests ofindividuals.Our whatever socialarrangementswere necessarywere tobeworked economic interests, wasseenasalmosttheonlygood,and individual, withhisneeds,desires, andinterests, particularly good. Butwehavealsoshownavigorous individualism.The “our lives,ourfortunesandsacred honor”forthecommon reaffirmed intheDeclarationofIndependence,withits pledgeof The economyisacentralsectorofoursocialfabric,closely Since colonialtimes, Americans have hadagenuinedesire to A societywithdifferent mores wouldhavelongsinceeroded In In addition,wemustposethequestion:howcan America, in DemocracyIs Not aSpectatorSport

Democracy inAmerica , perhaps thewisestbookeverwritten

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 14 13 12 one another. nation, andusetheenergy ofthoseinterests tooffset andcheck the variousconflictinginterests threatening thestabilityof hammered outinmajorpartasaninstrument thatcouldbalance hand in America. As DeTocqueville wrote: economic independenceandsocialcooperation could gohandin of democraticcitizenship.Likeourfounders,he believed that Jefferson, hethoughtpublicparticipationwasthebestschool attention tooexclusivelytotheirprivateandselfish interests. Like prosperity undermineour free institutionsbydrawingmen’s our founders.Heworriedlesttoogreat aconcernwitheconomic to raisethesocialandpoliticalissuesthatwere ofsuchconcernto incompatible withactivecitizenship. hand, andsubservientonesontheother, thatwere equally institutions, andtheyproduced tyrannicalattitudesontheone morality andpiety, soimportantforthesocialclimateoffree and extreme povertyalike were tobeavoided.Theyundermined of economics,politics,andreligion inarepublic. Great wealth of therepublic hadafairlyclearunderstandingofthe interaction institutions. Forallthedifferences betweenthem,thefounders about thepossiblesocialandeconomicbasisfor American free to departfrom therepublican standard.” graceful appendageofwealth,andthetendencythingswillbe society; virtuewillbeinagreater degree considered asonlya increase andaccumulateinfewhands;asluxuryprevails in institutions in America wouldsurvivebutbriefly:“Asriches of wealthcouldbeavoided,andsopredicted therepublican citizens. Hamiltonfeltpessimisticthatsuchconcentrations for manythatwouldbeincompatiblewiththeirrole asfree economic power, therefore, wouldcreate adegree ofdependence subsistence amountstoapoweroverhiswill.”Concentrationof “In thegeneralcourseofhumannature, apoweroverman’s Hamilton expressed thecommonlyheldviewwhenhesaid, —is necessaryforthecreation ofenlightenedcitizens. Alexander because economicequality—andalso,independence conditions wasessentialtotheoperationoffree institutions, taste forservingthem. good ofhisfellowcitizens, heintheendacquires ahabitand become calculationbecomes instinct.Bydintofworkingforthe attend tothepublicinterest, afterwards bychoice.Whathad citizen thathelivesinsociety. At firstitisofnecessitythatmen enjoyed there provide athousand continualreminders toevery The free institutionsoftheUnitedStatesandpoliticalrights De Tocqueville, writingabout America inthe1830s,continued Thomas Jefferson, characteristically, wasmore optimistic The ideawasthatanapproximate equalityofeconomic UNIT 1 Independent Learning • UNIT 1Independent Learning from DemocracyIs Not aSpectatorSport NOTES

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UNIT 1 Independent Learning • UNIT 1Independent Learning 16 19 18 17 from from themere sumofindividualsatisfactions.DeTocqueville responsibility foractsthat create aqualityoflife quitedifferent more thanthepursuitofself-interest, sinceitinvolvessharing citizenship fortheindividual. mutual aidare established andcometoembodythemeaningof deliberation andjointinitiative,moralrelationships oftrust and to thedepoliticized,purely privateperson.Through mutual sense ofpersonalconnectionandsignificance thatisunavailable association, individualsbecomecitizensandthereby acquire a and theassociationsthatcomebetweenindividualstate.By the administrativeorganization ofthestate,individualcitizen, political communitythrough balancingtherelationships among interest ofequityandconcern forthelibertyofall. seek tocoordinate—and adjust—these differentiations inthe groups inthegoalstheyseek toattain.Democraticpoliticsmust inescapable, sincethedivisionoflaborcreates differences among classic politicaldemocracy. Hethoughtsocialdifferentiation active civiccommunity. requires thefreedom thatexists andgrows onlyinacontext of traditional, andbasic,civicrepublican notionthathumandignity finally amanifestation ofdespotism.Inthishewasrestating the matter whatitsmaterialeffects, washumanlydegradingand of statecontrol. ForDeTocqueville, lackofparticipation,no active, politicallyaware subjectratherthanapassiveobject hoped thatcivicparticipationcouldmaketheindividual an democracy wasactivecivicassociations.Heobservedthatonly Jefferson andJohn Adams, argued thatthekeyto American Citizen Participation 6. despotism. antagonistic individualswho,oncealienated,becameprey to the conditionhefeared most:themasssocietyofmutually life, indeTocqueville’s thinking,wasthebestbulwarkagainst initiative andresponsibility learnedandpassedon. Associational publicly andintelligentlydiscussedthesubtlehabitsofpublic centralized state,providing forums inwhichopinioncouldbe administration, were tomediatebetweentheindividualand commercial society. Associations, alongwithdecentralized,local that wasapartoftheinsecuritylife inanincreasingly citizen overcome thesenseofrelative isolationand powerlessness through activeinvolvementincommonconcernscould the

despotism Politics inthegenuinelyassociationalsenseissubstantially A vitaldemocracy, then,requires acomplexeffort toachievea What deTocqueville sought,then,wasamodernversionof De Tocqueville, then,inwaysconsistentwiththebeliefs of DemocracyIs Not aSpectatorSport

6 (DEHS puh tihz uhm) tihz puh (DEHS n. tyranny.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 20 22 21 practical foundationofbothindividualdignityandparticipation the nineteenthcentury, thebasicunitofassociationand The IndividualandtheCommunity American patternofdecentralized democraticcommunities. industrial structures thatsoprofoundly threatened theoriginal that destroyed slaveryenormouslyfurthered thegrowth ofthe with fulldemocraticcitizenship.Ironically, thetraumaticcivilwar and reduced workerstosubstandard conditionsincompatible was arisingthatmadepettydespotsoutofowners andmanagers towns. Here DeTocqueville feared anewformofauthoritarianism numbers ofpooranddependentworkersinthe burgeoning mill evident atfirstintheNortheast,whichconcentrated great autonomous, responsible citizens. whites aswell,reducing them tosomethingconsiderablylessthan de Tocqueville inwaysquitesimilartoJefferson noted,degraded of theSouth,whichnotonlytreated blacksinhumanlybutalso,as and threatened itscontinued existence.Onewastheslavesociety civilization—which heconsidered basicto American democracy— organization thatdiffered profoundly from thisformof Undemocratic America their noblestrepresentative. Republican Partyinthe1850s,and Abraham Lincolnwasperhaps town. Suchcommunitiesprovided thesocialbasisofnew of theface-to-facecommunity—theneighborliness—of continent. American citizenshipwas anchored intheinstitutions pattern ofadecentralized,egalitariandemocracyacross our Westward expansion,asde Tocqueville noted,reproduced this saving capitaltolaunchthemselvesonenterprisesoftheir own. were self-employed, andmanywhoworkedforotherswere the populationaspired toenter, andoftensucceeded.Mostmen social positionsandwhoserankstheless-affluent segmentsof a free republic, whosemembersshared similareconomicand dominated byanactivemiddleclass,thetraditionalcitizensof responsibility. Theseautonomoussmall-scalecommunitieswere influences ofafundamentallyegalitarianethiccommunity commerce wasbalancedandhumanizedthrough the restraining neighbor. Inthetowncompetitiveindividualismstirred by context ofastill-functionalcovenantconcernforthewelfare ofthe for economicbettermentwasstrong, butitoperatedwithinthe inculcated bywidelyshared religious andmoralvalues. Concern initiative wasnurtured through customandpersonal ties was thelocalcommunity. There acivicculture ofindividual The secondominoussocialformwastheindustrial factories, De Tocqueville carefully noted twoformsofsocioeconomic In deTocqueville’s America, asformost Americans throughout UNIT 1 Independent Learning • UNIT 1Independent Learning from DemocracyIs Not aSpectatorSport NOTES

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UNIT 1 Independent Learning • UNIT 1Independent Learning 23 26 25 24 from American life. Newtechnologies,particularlyintransportation, conditions fatallyunbalancedthecommunitypatternof A NationalEconomy will notpassivelyacceptitsfate. even infailure theyhavepresented examplesofacitizenrythat defend theintegrityoflocalcommunity, havefailed,though late nineteenth-centuryPopulistsand,later, theProgressives, to gone unopposed.Someformsofopposition,like theefforts ofthe toward aformofwhathecalled“softdespotism”—havenot betterment wouldlead America awayfrom free citizenshipand to DeTocqueville’s fearthatanexclusiveconcern with material of shared, publiclife. focus hasbeenonprivate,economicbetterment,notthequality “American” waytodemocratizethisnewnationalsociety, butthe measure ofequalityopportunity seemedtheappropriate and instrumental toindividualsecurityandadvancement.Some commonality havebeenincreasingly justified becausetheyare discipline suchastaxpaying,companyloyalties,andprofessional more immediatelyperceived differentiations oflocalcommunity. rise ofanationalpatternsocialinequalitythathasreplaced the uniformity ofnationallife hasdevelopedconcomitantlywiththe prestige andprivilegethan bycommunityties.Theincreasing organizations, andtheyidentify themselvesmore byprofessional often, ideasandopinions,ongreat centralizedandtechnologized depend directly orindirectly forlivelihood,information,and, in thetwentieth,andisnowdominant.Virtually all Americans by themid-nineteenthcenturybuthasprogressed enormously of complementarycallings.Thisshift wasbecomingevident calling thatprovided statusandmeaningwithinacommunity a career whoserewards are wealthandpowerratherthana new structures ofcentralizedeconomicpowerbychoosing the individualinsociety. Oneresponse wastoadaptthe called intoquestion. meaning ofthetraditionalidea American citizenshipwas to dealwithlocalproblems. Undertheseconditionsthevery government, andsteadilysappedtheabilityoflocalassociations integrated societyrequired thegrowth ofthestructures ofcentral Problems arisinginthisincreasingly centralizedand economically quasi-autonomous localsocietiesintoavastnationalmarket. communications, andmanufacturing,pulledthemany These tendencies—whichbearanall-too-closeresemblance In modern American experience,constraints andsocial This shift inemphasishadaprofound effect ontherole of By theendofnineteenthcenturyneweconomic DemocracyIs Not aSpectatorSport

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 27 30 29 28 laws andtheregulation ofworkinghoursandminimumwages, the industrialsector, suchastheenactmentofhealthandsafety Democracy atWork positive commitmentto family andcommunityanegative anything thattranscends one’sprivateinterests leads toaless as “moralmalaise.”Inability tocommitoneself to orbelievein consequences were oftenwhatwehaverecently heard described the hopeofsignificant self-advancement wasrealistic, thesocial this atmosphere. service basedonpersonaltrust andcommitmenthavefaltered in and advancementinlarge organizations. Theidealsofloyaltyand exclusively intermsofcompetitivesuccess,measured bystatus The result hasbeenadefinitionofpersonalworthalmost strategy hasbeenabletorun rampantwithfewerconstraints. civic association,theethosofself-advancement asanexclusive Now, shornofmanythenurturantvaluestraditional covenant valuesbasedinlocalcommunitiesandreligious mores. not newinourhistory, butitislessandtempered bythe individual asaself-interested “economicanimal”iscertainly life, alarmingdangersignals are visible.Thebeliefinthe conditions thatsupportitare bynomeansgonefrom American Diluted Principles republican spiritisstillpresent amongus. or ascompletelysomewoulddesire, isevidencethatthecivic still makeadifference inoursociety, eventhoughnotasquickly not commoninday-to-daypoliticallife. Thatsuchmovementscan civic concern,toadegree of participationinthepoliticalprocess by acombinationofself-interest andagreat dealofdisinterested movements havemobilizedlarge coalitionsofpeople,motivated War havecontinuedtoanimpactonpublicpolicy. Such civil rightsmovementorthetoopposeVietnam employers todisregard hisneeds. employment, andsomeprotection againstanytendencyofhis him somesenseofactiveparticipationintheconditions ofhis direction ofthecorporationthatemployshim,butithasgiven This hasnot,withminorexceptions,giventheworkerasayin procedures, haveallbecomesubjecttoquasi-political negotiation. where wages,hours,andworkingconditions,aswellgrievance bureaucratic corporationshavebeenmutedatthebargaining table The tendenciestoward despotisminherent inprofit-oriented brought somesenseofcitizenshiprightsintotheworkplace. have beenmore successful.Thegrowth oflaborunions has Even whenthenationaleconomywasrapidlyexpanding and Although thespiritofrepublican citizenshipandthesocial In ourrecent history, significant socialmovementssuchasthe Other efforts tocontrol themostexploitativetendencies of UNIT 1 Independent Learning • UNIT 1Independent Learning from DemocracyIs Not aSpectatorSport NOTES

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UNIT 1 Independent Learning • UNIT 1Independent Learning 31 34 33 32 from concern withself-betterment haveoflatebeenenormously the edgeoffinancialbankruptcy in2008–2009. self-absorption andgreed. Theseverysametraitsput thenationat notion ofpursuiteconomic self-interest inthecontextoffree deprived feelexistentinequalities more keenly. when theprivilegedare talkingabout“socialdiscipline”whilethe the economicpieisshrinkingorgrowing slowlyanderratically, into thehandsofauthoritarianism.Thedangerincreases when may encourageadependenceandlackofcivic concernthatplay Without them, thegovernment,evenwhenactingbenevolently, and provide thebestdefenseagainstdespotism,softorhard. It isthoseintermediatestructures thatencouragecitizenship associations—that servetomediatebetweenindividual and state. effectiveness oftheinterveningstructures—the varietyofcivic to ourdemocraticinstitutionscomesratherfrom thedeclining from self-seeking individualseither, forthatmatter. Thedanger victimize programs are viewedbytheprivilegedasprograms designedto it isasignofthetimesthatsuchminimalandbasichuman deprived and/orhandicappedbypovertyandprejudice. Perhaps of justicetopeople(womenandminorities)whohavebeen their inadequacies,andaffirmative actionhavebrought ameasure inequities ofourcompetitiveeconomy. Socialprograms, withall protector againsttheworst consequencesofbeingcrushed bythe destructive, less-privilegedgroups havefoundingovernmenta have oftenviewedtherole ofgovernmentasintrusive andeven role inrecent decades.Whileprivilegedindividualsandgroups has beenthatmediatorandbecomeincreasingly activeinthat conditions offairnessintheraceformaterialgoods.Government required amediatorwhowillguaranteeatleastminimal self-interest isthebestincentiveforafree society, hasalways of radicalindividualism,withitsnotionthatthepursuit of regulate thequestforeconomicaggrandizement.Theideology The RoleofGovernment get tothewellfirstbefore itdriesup. verge ofthewarallagainstall,aseachinterest group strivesto values havebecomefocusedonself-interest, thenwe are onthe going togrow, orisgoingtogrow muchmore slowly, andour everyone couldlookforward tomore. However, if wealthisnot shared equitablyin America, butwhiletheeconomywasgrowing of plentyisnotinexhaustible.Materialblessingswere never compounded bythegraduallydawningknowledgethatcup In themeantime,public cynicism aboutthemodern American Our present dangerdoesn’t comefrom governmentassuch,or We haveforalongtimeturned,notunwisely, togovernment Unfortunately, thedifficulties arisingfrom tooexclusivea DemocracyIs Not aSpectatorSport them .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 37 36 35 meet certainproblems—unemployment, underemployment, conventional economics(particularlyinthepastdecade) to tuning bythefederalgovernment,isgrowing. Thefailures of enterprise, tempered byadegree ofexpertbureaucratic fine- unresponsive tocitizenneeds,andcertainlynotforums forcivic corporations asmassive structures ofbureaucratic power, largely corporate America toblamegovernmentforourproblems.) seems tobetherole oftheTea Party, whichhasbeenco-optedby believe shouldbefreed from “governmentinterference.” (This intermediate structure isthebusinesscorporation,which they in oursocietycanpresently provide. Forsuchcriticstheideal social benefitsgovernmentconfers—onethat of “biggovernment”withoutareasonable assessmentofthe participatory publiclife simplyasameanstoattackthegrowth much talkofintermediatestructures. Someusethelanguageof stimulus tobecomeourtrue selvesasademocraticsociety. They viewthepresent challenge notwithdismaybutratherasa public life thatcouldnever befullyabsorbedintothatpattern. problems—as agenuineopportunity torecover aspectsofour undifferentiated economicdevelopmentistheanswertoallour the present necessity—to rethink thenotionthatquantitative, associations thatnurture them. There are manywhoview and aboveall,theintermediatelocalneighborhood of therevival ofourdemocratic civicculture andsocialstructures, American politicalandeconomiclife istolookthepossibility Volunteerism andCivicEngagement the preconditions ofdespotism. citizens. Suchsentimentsasthese,republican theoristswarn,are for numberone,”togetherwithadeepeningfearofone’sfellow disillusionment isagrowing cynicismandatendencyto“lookout government andbusinesscorporationsalike.Oneformofthis crisis—have engendered widespread publicdisillusionment in slow economicgrowth, andnationalconcernabouttheenergy Others whotalkaboutintermediatestructures view business On boththerightandleftofpoliticalspectrum there is But anotherresponse tothe failures oftherecent patternof UNIT 1 Independent Learning • UNIT 1Independent Learning no otherstructure from DemocracyIs Not aSpectatorSport NOTES

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UNIT 1 Independent Learning • UNIT 1Independent Learning 41 40 39 38 important itmaybetonurture religious, ethnic,neighborhood, truly representative intermediatestructures. At anyrate,however corporations asneedingdrasticreform before they canfunctionas participation anddemocraticdebate.Orelsetheyseebusiness of economiclife. To vieweconomicinstitutionsas“private” made then wemustbringthepublic democraticethosintothe sphere to free institutionsthatisthelifeblood ofademocraticsociety, Private/Public Enterprise against all.” the communityatlarge if wewanttoavoidtheclassicwarof“all civic identitymustbeinstitutionalizedintheworkplace aswell crucial tocontemporarysociety andpersonalidentity, arenewed professionalism andoccupationalidentification havebecomeso occupationally segmentednationalsociety. And because well asaninstitutionalbasisappropriate toourinterdependent, Contemporary citizenshiprequires amoralcommitmentas but itcannottaketheolderformsandresources forgranted. engagement, andcooperationwherever theymaybefound, must builduponourstill-livingtraditionsofvolunteerism, civic conditions ofourpresent political economy. A renewed citizenship all, wemustconsiderhowmightattainthesameendsunder so astoproduce ademocratic societyconducivetothedignityof citizens whocouldthencooperatetogetherincivicassociations could applytoourpresent situation. at hand,thenwemightunderstandhowtheirvisionandwisdom of thefounders,andnoteconomicconditionstheyfoundclose connection withit.Butif we considertheintentionsandpurposes —would seemsofarfrom thevisionoffoundersastohaveno disappearance oftheself-employed farmer, merchant, andartisan employment mostlyinlarge organizations, andthenear moral idealofthecovenant. local community, particularlywhennurtured bythereligious and citizenship, whichwouldthenleadtociviccooperation inthe They thoughtself-employment thebestguaranteeofgood excessive poverty, andlackofindependenceinone’soccupation. political basesofafree society. Theyfeared excessivewealth, economic conditionascloselylinkedtothereligious, social,and to ourpresent situation.Thefounderssawoccupationand key totheirsolution. linking oureconomiclife withourdemocraticvaluesthatisthe that are thekeytopresent difficulties, anditisanewwayof and otherformsofcivicassociation,itistheeconomic institutions from If wewouldrecover againthesocialandpersonalcommitment If theintentionoffounderswastocreate independent Our present circumstances—massive economicinterdependence, Let usconsidertherelevance oftheearly American pattern DemocracyIs Not aSpectatorSport

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 43 42 their livesinlarge economicstructures thatare formostpurposes rapidly increasing proportion of American women,spendmuchof or infamilyfirms.Buttoday, whenmost American men,anda sense whenmost Americans spenttheirlivesonfamilyfarms 8. 7. we pursue,withcircumspection, enterprise” aswellreformed versionsof“privateenterprise”as with newformsofautonomousorsemiautonomous“public life evenmore difficult. Whatweneedisaseriesofexperiments federal government,wouldmakethedemocratizationofeconomic bringing vasteconomicbureaucracies underthedominationof that end;itcertainlydoesnotrequire “nationalization,” which,by into theeconomicsphere. There isnosimpleformula forachieving the formsofcitizenshipandcivicassociationmore centrally individual “private”stockholders,itbecomesimperativetobring “public” exceptthattheprofits theymakegotoinstitutionaland social responsibility mayhavetobeshelvedunderpressure humanization oftheworkprocess ormore vigorous corporate limits theoptionsevenoftopmanagement.Concernsfor imperative itself canbecome akindoftyrannicalcommandthat organization oftencombine inanunfortunateway. Theprofit The DynamicsofBureaucracy language of“economicdemocracy”comesintoplay. more civicpurposemust be injectedintotheeconomy, andthe and food.Itisundertheseconditionsthatanew, more publicand wage-earners inthebasicnecessities:health,energy, housing, more genuinelyresponsive tohumanneeds. a concerntomaketheinternaloperationofeconomic organization rather thantheobligationtoshowaprofit goeshandinwith organization toincludeagreater rangeofsocialresponsibilities case, itseemsclearthatabroadening ofthepurposeseconomic society wouldnotbesuffering theirpresent difficulties. Inany things are “goodbusiness.”Iftheywere, oureconomyand to showprofitability. Unfortunately, itisnottrue thatallgood is especiallytrue if weanalyzetheimpactofpastinflations short-term prospect ofprofitability are necessarilyignored. This survival ofsomeindividuals—thatcannotbetranslatedintoa line. Socialpurposesandhumanneeds—perhaps eventhe down becauseeverythingmustbejustified intermsofthebottom and freewheeling nature ofaperiodgrowth beginstoclose under conditionsofeconomicstringency. Theexperimentation conditions ofeconomicgrowth, itsconsequencesbecomesevere that isresponsive todemocraticvalues.

inflations circumspection The profit imperativeand thebureaucratic formofsocial If theprofit imperativecreates problems evenunder“normal”

n. n. increases in the price level of goods and services in an economy. an in services and goods of level price the in increases

n. quality of being careful and prudent. and careful being of quality UNIT 1 Independent Learning • UNIT 1Independent Learning 7 ouraimofahealthyeconomy from DemocracyIs Not aSpectatorSport 8 on NOTES

IL12 IL13 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 44 47 46 45 responsible one.Clearlywehaveonlybeguntorealize thevalues transforming oureconomyintoamore democraticandsocially Nonprofit CorporationsandCooperatives of theimportance covenantmodel.Thegreatest opportunity that couldleadtoareinvigoration ofourmores andanewsense discouraging, there are stillsome aspectsofourpresent situation improvement. emphasis mustshift from quantitative expansiontoqualitative Particularly inasituationoflittleornoeconomic growth, the to humanizework,orheightencommunityresponsibility. create energy-efficient businesses,todemocratizetheworkplace, grants mightbemadeavailabletosupportinnovative efforts to of theirownreduced profitability. A program ofgovernment show aconsistentrecord ofpublicresponsibility atthecost ways tomaketaxsavingsavailablecorporationsthatcan a climateoffinancialandgovernmentalsupport.There shouldbe with mixedpublic/privateenterprisemightbecontemplated. difficulties besetsomeofourlargest corporations,experiments reasonably successfulventure inpublicenterprise. As economic Authority, foralltheoppositionithasgenerated,standsasa variety offormspublicenterprisecantake.TheTennessee Valley Undoubtedly, wehaveonlybeguntorealize thepotentialina has manyoftheadvantagescooperativeonalarger scale. with avarietyofcommunityservices,thenonprofit corporation By combiningprofitable oratleastviableeconomicundertakings in theformofCommunityDevelopmentCorporations(CDCs). health clinics,andcredit unions. some formsoflocalsocialservices,suchasday-care centers, local expansion,theproliferation ofothercooperatives,and,often, a branchoflarge firmwoulddo.Profits are plowedbackinto tempted todraintheprofits awayfrom itsowncommunityas in running theirownbusiness.Further, thecooperativeisnot their board ofdirectors andparticipateinavarietyoffunctions receive aneducationinthedemocraticprocess whentheychoose from steadyemployment,theownersofacooperativeenterprise employment. Inadditiontofosteringtheself-respect thatcomes provide multipleopportunitiesforthoseotherwiseexcludedfrom make excellentsenseineconomicallydepressed areas; they can beorganized asself-help developmentefforts. Suchventures available, avarietyofsmall-scaleeconomicnonprofit enterprises nonprofit enterprise.Where there isexpertassistanceandcapital of consumer, publiclyowned,orcooperativeformsofeconomic from Even thoughthepastfailure ofpublic couragemaybe Of course,alltheseformsofexperimentationare dependenton The nonprofit corporationhasalready proved itsusefulness This isnottheplacetomore thanhintatthepossibilitiesfor DemocracyIs Not aSpectatorSport

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 50 49 48 of theinherent brutalities ofanoverlytechnologizedsociety. If it were possible. And weare onlybeginningtocomprehend some economic growth isnottheanswertoallofourproblems, evenif exists inthegrowing realization thatendless—and mindless— ways ofthinking—could bebrought aboutonlyby achange change—overcoming notonlyentrenched power, but entrenched of mere technocraticororganizational manipulation.Sogreat a all itwouldentailinoursociety, cannotbeexpectedasaresult already tooevidentinourpresent politicsofspecialinterests. expense—astruggle groups wantingtoprofit atoneanother’s values, wouldonlyprecipitate no-winHobbesianstruggles among growth, withoutsuchaprocess ofdemocraticcharacterand institutions generally. Movingintoaworldoflittleornoeconomic their voicesheard, and,thus,toreinforce thevitalityofourfree individual citizenstomaintaintheirindependenceandmake strengthen theintermediate structures thatmakeitpossiblefor areas, wouldbetorevitalize theprincipleofcivicassociation,to effects ofsuchapositivemovement, already beginninginmany at thesametimeitattemptstorestructure institutions.The and positivevalues.Thisnecessitatesaprocess ofmoraleducation institutions intovehiclesforandexpressions ofcitizenconcern our publiclife tojoinina larger effort totransformmainstream out from theirpresent defensivepositionontheperipheriesof process needstoinvitethe enclavesofneighborlycooperation interest through amovementforthereform ofeconomiclife. The our economiclife. bureaucratic capitalismcan leadtoanewshared publicinterest in crisis inconfidencethathasovertakenourpresent systemof but wouldonlycompoundthecausesofourdifficulty. The bureaucracies intoakind of superbureaucracy isnottheanswer, public life. Clearlythefusion ofeconomicandgovernmental name, isakeytotherevitalization ofourmores and our reexamine ourpresent institutionsandthevaluesthey embody. us intothetyrannyofbottomline,thenitmaybepossibleto economic profit thearbiterofallhumanvaluesandthatdelivers rather, awayoflife thatworshipswealthandpower, thatmakes that thecauseofourdifficulties isnot“biggovernment” but, the decadesahead.Ifserious Americans inlarge numbersrealize for someprofound reflections aboutthedirection of America in and thatshowsnoearlysignofchange,mayprovide anoccasion faltering oftheeconomythathasbecomeevidentsince the1970s, conferred, alsoliesattheroot ofmanyourproblems, thenthe the riseofindustrialcapitalism,forallmaterialbenefits ithas But ahealthyshift intheorganization ofoureconomiclife, with We mustdeveloptheconditionsforanew, shared public A democratizationofoureconomicinstitutions,bywhatever UNIT 1 Independent Learning • UNIT 1Independent Learning from DemocracyIs Not aSpectatorSport NOTES

IL14 IL15 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 54 53 52 51 antagonism, withaconcerntoprotect ourselvesandourfamilies, or involuntary. We canenterthatworldwithbitternessand to faceaworldofincreasing scarcity andsimplicity, voluntary in socialormoralconsciousness.We are, likeitornot,going highway programs, whilerailroad andmass-transitsupports of automobileandoillobbies, billionshavebeenspenton federal railroad systems,especiallysinceWorld War II.Due tothepower and truck transportationat the expenseofrapidtransitand proliferation ofenergy-consuming, pollution-creating automobile decisions madesolelyonthebasisofprofitability isthe appropriate regulatory oversightandaccountability. a healthyandbalancednationaleconomy, alongwithproviding interest hadbeengivengreater considerationintheplanningof banking bailouts;thesecouldhavebeenavoided if thepublic money inthedecadesahead.Justreflect ontheWall Street and of growth andstagnation willexactenormoussumsintaxpayers’ been veryhigh.Ithassuggestedthatthisunbalancedpattern example. Profits havebeen enormous,butthehumancostshave have beenallowedtodeteriorate.Thehousingbustisyetanother the sameyearsindustrialcitiesofNortheastandMidwest orders andhugefederalunderwriting forinfrastructure. During have boomedinthe“SunBelt,”withhelpofmassivemilitary and thuscompoundedthoseproblems. massive governmentspendinginwaysthathavebeenself-serving its enormouspoliticalinfluence,involvedgovernment and private economyhasnotonlycreated problems buthas,through economic problems thatit cannotseemtosolve.Thenational disrupted ourtraditionalsocialsystemwhilecreating enormous capitalism hasbrought Americans manygoodthings,ithasalso Summary space forsuchexperimentation. commitment andhumansensibilitycanprovide thetimeand are surely needed.Butonlythepresence ofanewsensemoral of typesorganization thatwillexplore different possibilities this goal. A great dealofcreative experimentationandavariety decades ahead.There are noeasyformulasastohow toattain period—that seemstheonlywaytocreate alivablesocietyinthe and thepublicparticipationthatcharacterizedourformative century inawaythatallowsustoregain themoralmeaning bequeathed tousbyourfoundingfathers. keen senseoffreedom, justice,opportunity, andcommunity no mattertheconsequencestoothers—orwecanenterwith from Another exampleofthedisastrous consequencesofeconomic Ever sinceWorld War II,high-technologyandserviceindustries It wouldseemclearthatalthoughtheriseofcorporate To cometotermswithwhathashappenedusinthelast DemocracyIs Not aSpectatorSport

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 61 60 59 58 57 56 55 citizens willbeademocraticeconomy. dignity, equalityofopportunity, andparticipationtoallour our democracyrests. Onlyaneconomythatcanprovide security, intermediate voluntaryassociationsuponwhichthevitalityof all, theeconomymustreinforce, notundermine,thatstructure of various formsoforganization mustalwaysbeconsidered. Above cannot becost-accountingalone.Thehumanimplicationsof our entire socialsystem.Thismeansthatthecriterion ofsuccess authoritarian solution.Theeconomyispart—acentralpart—of be orientedtotechnicalefficiency alone;thatcouldproduce an democratic tradition. the issueintermsthoroughly consonantwithour American our communities.Thatisthechallengeofthisdecade. challenges, toreinvigorate ourdemocraticlife, andtorevitalize as theculturalandspiritualvaluestosurmount the present international politicaldisasterthathasmadeournational interest has proved tobenotonlyaneconomictimebombbutalso cheap foreign oil,whichwaspartofthistransportationpackage, have beenattackedas“wasteful.”Dependenceoninitially University, recently wrote: highly vulnerable. In dealingwithoureconomicproblems, then,wemustnot Professor Marglin, asourhistoricalreview hasshown,sets and gloriousfuture. democracy, extendedtooureconomicinstitutions,hasarich longer avehicleofhumanprogress, butanobstacle.Bycontrast, of capital. increasingly toincorporatethenotionofdivineright will cometoreflect democraticideals,orthepolitywillcome We havein America thehumanandnaturalresources aswell shop floortothecorporateboard room. overhauled tobecomesignificantly more participatory, from the product, theentire structure ofthecapitalisteconomymustbe of planning.Ifplanningistobedemocraticinprocess andend The real issueofthenextdecadeisnotplanning,butwhatkind Stephen A. Marglin, professor ofeconomicsatHarvard My ownpositionisclear. Authoritarian capitalismisno Either ourdominanteconomicinstitution,thecorporation, UNIT 1 Independent Learning • UNIT 1Independent Learning from ❧ DemocracyIs Not aSpectatorSport NOTES

IL16 Speech

Reflections on the Bicentennial of the United States Constitution

Thurgood Marshall

About the Author SCAN FOR Thurgood Marshall (1908–1993) was a U.S. Supreme MULTIMEDIA Court Justice from 1967 to 1991 and is now considered one of the most significant jurors of his era. His victory before the Supreme Court in the segregation case Brown v. Board of Education of Topeka established his reputation as a formidable and creative legal opponent and as an advocate of social change.

BACKGROUND The U.S. Constitution has been amended 27 times since it was created in 1787. Amendments are additions or changes to the body of the Constitution. The first 10 amendments, commonly called the Bill of Rights, were added in 1791. Some amendments change the way government works, whereas others ensure the rights of U.S. citizens.

1 he year 1987 marks the 200th anniversary of the United NOTES T States Constitution. A Commission has been established to coordinate the celebration. The official meetings, essay contests, and festivities have begun. 2 The planned commemoration will span three years, and I am told 1987 is “dedicated to the memory of the Founders1 and the document they drafted in Philadelphia.” We are to “recall the achievements of our Founders and the knowledge and experience that inspired them, the nature of the government they established, its origins, its character, and its ends, and the rights and privileges of citizenship, as well as its attendant responsibilities.”

3 Like many anniversary celebrations, the plan for 1987 takes All rights reserved. or its affiliates. Inc., Education, © Pearson particular events and holds them up as the source of all the very best that has followed. Patriotic feelings will surely swell,

1. Founders Founding Fathers of the United States.

IL17 UNIT 1 Independent Learning • Reflections on the Bicentennial of the United States Constitution © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 7 sense ofjusticeshared bytheFramers prompting proud proclamations ofthewisdom,foresight, and 2. the patriotismitself, butthetendencyforcelebrationto document nowyellowedwithage.Thisisunfortunate—not representation inthelower HouseofCongress wastobebased was carefully avoidedintheoriginaldocument.Political play inthenewrepublic, useofthewords “slaves”and“slavery” states. of slaveryensured theprimarysource ofwealthintheSouthern as goodsproduced in America byslavelabor. Theperpetuation trade” wouldprofit from transporting slavesfrom Africa aswell the regions coalesced:NewEnglandersengagedinthe“carrying for therighttocontinueslavetrade.Theeconomic interests of giving Congress broad powertoregulate commerce, inexchange States accededtothedemandsofNewEnglandstatesfor debates ontheslavequestionisespeciallyclear:Southern hundred andthirtyyears. three-fifths each.Women didnotgaintherighttovoteforovera although theywere countedforrepresentational purpose—at as therighttovote,forexample,Negro slaveswere excluded, Fathers, “thewholeNumberoffree Persons.”Onamattersobasic America’s citizens.“We thePeople”included,inwords ofthe this phrasein1787,theydidnothavemindthemajorityof preamble: “We thePeople.” WhentheFoundingFathersused look nofurtherthanthefirstthree words ofthedocument’s barely begantoconstruct twocenturiesago. invoke aconceptthatisvastlydifferent from whattheFramers When contemporary Americans cite“TheConstitution”they freedoms andhumanrights, thatweholdasfundamentaltoday. of constitutionalgovernment,anditsrespect fortheindividual war, andmomentoussocialtransformationtoattainthesystem defective from thestart,requiring severalamendments,acivil profound. To thecontrary, thegovernmenttheydevisedwas and senseofjusticeexhibitedbytheFramersparticularly Philadelphia Convention.NordoIfindthewisdom,foresight, the meaningofConstitutionwasforever “fixed”atthe perfect Union”itissaidwenowenjoy. who debatedandcompromised inPhiladelphiayieldedthe“more celebration invitesacomplacentbeliefthatthevisionof those instrumental toourachievementsasanation.Thefocusofthis oversimplify, andoverlookthemanyothereventsthathavebeen

Framers Despite thisclearunderstandingoftherole slaverywould These omissionswere intentional.Therecord oftheFramers’ For asenseoftheevolvingnature oftheConstitutionweneed I cannotacceptthisinvitation,fordonotbelievethat UNIT 1 Independent Learning •Reflectionson theBicentennialofUnited StatesConstitution UNIT 1Independent Learning

authors ofauthors the Constitution. 2 andreflected inawritten NOTES

IL18 IL19 NOTES

UNIT 1 Independent Learning •Reflectionson theBicentennialofUnited StatesConstitution UNIT 1Independent Learning 13 12 11 10 9 8 conflicting principlesforwhichthe American RevolutionaryWar who hadthem,were compromised, withnoexplanationofthe of all“otherPersons.”Moralprinciplesagainstslavery, forthose on thepopulationof“free Persons’’ ineachstate,plusthree-fifths and embodiedacompromise which,underothercircumstances, bicentennial year, thattheConstitutionwasaproduct ofitstimes, the historyofslaveryin America ismentionedduringthis ten dollarsperslaveasameansofraisingpublic revenues. even more palatable,customsdutieswouldbeimposedatupto interests oftheNorthwere protected. To makethecompromise unfortunate example.Slavescouldbeimported, if thecommercial moral principlesforself-interest. Buttheyneverthelesssetan as theFramerspossessednomonopolyonability totrade until 1808.We knowthatitactuallylastedagooddeallonger, to continueimportingslaveswasextended,officially, atleast the verydocumentbicentennialwillcommemorate. accommodation. Infact,hewrote thefinaldraftofConstitution, objected: the basisforrepresentation inCongress. At theConventionhe He opposedslaveryandthecountingofslavesindetermining the tragiceventsthatwere tofollow. eventually consentedtoadocumentwhichlaidfoundationfor to theinstitutionofslaverywentunheeded,anditsopponents so againattheConstitutionalConventioneloquentobjections final draftadoptedin1776didnotcontainthiscriticism. And end theslavetradeandforencouragingrebellions. The the KingofEnglandforsuppressing legislativeattemptsto irony, foranearlydraftofwhatbecamethatdeclarationassailed phrases from theDeclarationofIndependenceare filledwith the pursuitofHappiness.” certain unalienableRights,thatamongtheseare Life, Libertyand are created equal,thattheyare endowed bytheirCreator with had ostensiblybeenfought:theself-evident truths “thatallmen As aresult ofcompromise, therightofSouthernstates And yetGouverneurMorriseventuallyacceptedthethree-fifths No doubtitwillbesaid,whentheunpleasanttruth of Jersey whoviewswithalaudablehorror, sonefariousapractice. the rightsofmankind,thanCitizenPennsylvaniaorNew have more votesinaGovernment institutedforprotection of connections anddamnsthemtothemostcruel bondages,shall humanity tearsawayhisfellowcreatures from theirdearest the coastof Africa, andindefianceof themostsacred lawsof that theinhabitantofGeorgia [or]SouthCarolina whogoesto Pennsylvania’s GouverneurMorrisprovides anexample. It wasnotthefirstsuchcompromise. Eventheseringing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 19 18 17 16 15 14 denying bothtoNegroes. contradiction betweenguaranteeinglibertyandjustice toall,and compromise haveremained forgenerations.Theyarose from the would nothavebeenmade.Buttheeffects oftheFramers’ 3. in the Court in1857,ChiefJusticeTaney pennedthefollowing passage clear foranyamelioratingconstruction. Writing fortheSupreme Americans toshare equallyeveninsuchbasicopportunitiesas any significant recognition was obtainedoftherightsblack the laws. And yetalmostanothercentury wouldpassbefore without dueprocess andguaranteeingequalprotection of the life, liberty, andproperty of and equality, thefourteenthamendment,ensuringprotection of not. Initsplacearose anew, more promising basisforjustice would haveforfuture Americans. adopted toabolishslavery, thoughnottheconsequencesslavery a bloodycivilwarbefore thethirteenthamendmentcouldbe of theFramersregarding therightsofNegroes in America. Ittook Convention, theSupreme Courtreaffirmed theprevailing opinion and were tobeincludedamong“We thePeople”: Framers, slaveswere “constituentmembersofthesovereignty,” share initsprosperity. development ofthiscountry’smagnificent wealthandwaiting to working initsfactoriesandonfarms,contributing tothe America’s militarytofightitswarsandinvested untoldhours counted andequally. Inthemeantime,blacksjoined education, housing,andemployment,tohave theirvotes

considered to have led to the Civil War. Civil to the led to have considered now is decision This rights. no had and citizens States United be never could Americans Scott Dred And so,nearlysevendecadesaftertheConstitutional The originalintentofthephrase,“We thePeople,”wasfartoo While theUnionsurvivedCivilWar, theConstitutiondid prevailing opinionofthe time. such . . . [N]ooneseemstohavedoubtedthecorrectness ofthe as anarticleofproperty, … andheld,boughtsoldas might justlyandlawfullybereduced toslaveryforhisbenefit. which thewhitemanwasboundtorespect; andthatthenegro the whiterace..;andsofarinferior, thattheyhadnorights beings ofaninferiororder, andaltogetherunfittoassociatewith not intendedtobeincluded. We thinktheyare not,andthattheyare notincluded,andwere . [A]ccordingly, anegro ofthe African racewasregarded They hadformore thanacenturybefore beenregarded as Dred Scott UNIT 1 Independent Learning •Reflectionson theBicentennialofUnited StatesConstitution UNIT 1Independent Learning case

Supreme Court case in which the majority opinion declared that African African that declared opinion majority the which in case Court Supreme 3 case,ontheissueofwhether, intheeyesof all personsagainstdeprivations NOTES

IL20 IL21 NOTES

UNIT 1 Independent Learning •Reflectionson theBicentennialofUnited StatesConstitution UNIT 1Independent Learning 20 23 22 21 disenfranchised andsegregated bylaw;and,finally, theyhave of Negroes. Theywere enslavedbylaw, emancipatedbylaw, throughout America’s historyindeterminingthecondition and promises notfulfilled. Iplan tocelebratethebicentennialof document, andobservetheanniversarywithhopesnotrealized triumphed overmuchofwhatwaswrong withtheoriginal commemorate thesuffering, struggle, andsacrifice thathas the festivitieswithflag-wavingfervor. Somemaymore quietly and alife embodyingmuch goodfortunethatwasnot. life nurtured through twoturbulentcenturiesofourownmaking, the true miraclewasnotthebirthofConstitution, butitslife, a far more meaningfuland humbling experience.We willseethat celebration ofthe“MiracleatPhiladelphia”will,inmyview, bea and itspromising evolutionthrough 200yearsofhistory, the a sensitiveunderstandingoftheConstitution’sinherent defects, now stored inavaulttheNational Archives. Ifweseekinstead, than ablindpilgrimagetotheshrineoforiginaldocument many Americans thebicentennialcelebration willbe little more our proper senseofperspective. Otherwise,theoddsare thatfor overlook themomentouseventswhichfollowed,andthereby lose which tookplaceinPhiladelphiatwocenturiesago,thatwenot strived tobetterthem. outdated notionsof“liberty,” “justice,”and“equality,” andwho to theFramers.Itbelongsthosewhorefused toacquiescein “We thePeople”nolongerenslave,butcredit doesnotbelong been appointedawomanandthedescendentofan African slave. would onedaybeconstrued byaSupreme Courttowhich had would theyhaveaccepted,thatthedocumentwere drafting envisioned thesechanges.Theycouldnothaveimagined,nor society. Theprogress hasbeendramatic,anditwillcontinue. principles haveemerged tomeetthechallengesofachanging begun towinequalitybylaw. Along theway, newconstitutional human rights. and theotheramendmentsprotecting individualfreedoms and the Constitutionasalivingdocument,including theBillofRights through CopyrightClearanceCenter, Inc. Republished withpermissionofHarvard LawReview, from Harvard LawReview, 101,November1987;permissionconveyed And sowemustbecareful, whenfocusingontheevents What isstrikingtherole legalprincipleshaveplayed Thus, inthisbicentennialyear, wemaynotallparticipatein The menwhogathered inPhiladelphia1787couldnothave

❧

Speech to the Young Speech to the Progress-Toward (Among Them Nora and Henry III)

Gwendolyn Brooks

About the Author Gwendolyn Brooks (1917–2000) began writing at the SCAN FOR age of seven and published her first poem, “Eventide,” MULTIMEDIA at age thirteen. As an adult, Brooks wrote hundreds of poems, many of which focus on the African American experience. In 1950, she became the first African American to win a Pulitzer Prize.

BACKGROUND This poem, addressed to Gwendolyn Brooks’s children, Nora Blakely and Henry Lowington Blakely III, was collected in her 1987 anthology, Blacks. Brooks’ poetry never flinched from political content, and she wrote much of it, including this poem, as part of the African American civil rights movement of the twentieth century.

Say to them, say to the down-keepers, NOTES the sun-slappers, the self-soilers, 5 the harmony-hushers, “Even if you are not ready for day it cannot always be night.” You will be right. For that is the hard home-run.

10 Live not for battles won.

UNIT 1 Independent Learning • Speech to the Young Speech to the Progress-Toward (Among Them Nora and Henry III) IL22 Poetry

The Fish

Elizabeth Bishop

About the Author SCAN FOR In 1945, Elizabeth Bishop (1911–1979) won a poetry MULTIMEDIA contest that led to the publication of her first book of poetry, which included “The Fish.” Her work employs wit and precise, unsentimental images. Regarded during her lifetime as a “poet’s poet” without appeal to a large readership, Bishop is now viewed as a major voice in twentieth-century literature.

BACKGROUND Bishop wrote this poem while living in Key West, Florida, after a childhood spent in a fishing village in Nova Scotia and in Boston. “The Fish” is one of her best-known poems and describes an actual fish that Bishop caught. It is one of only 101 poems published by Bishop, a perfectionist, in her lifetime.

I caught a tremendous fish NOTES and held him beside the boat half out of water, with my hook fast in a corner of his mouth. 5 He didn’t fight. He hadn’t fought at all. He hung a grunting weight, battered and venerable and homely. Here and there 10 his brown skin hung in strips like ancient wallpaper,

and its pattern of darker brown All rights reserved. or its affiliates. Inc., Education, © Pearson was like wallpaper: shapes like full-blown roses 15 stained and lost through age. He was speckled with barnacles,

IL23 UNIT 1 Independent Learning • The Fish © Pearson Education, Inc., or its affiliates. All rights reserved. 20 60 55 50 45 40 35 30 25 rags ofgreen weedhungdown. and underneathtwoorthree with tinywhitesea-lice, and infested fine rosettes oflime, 3. 2. 1. Like medalswiththeirribbons when itbroke andhegot away. still crimpedfrom thestrain andsnap and afineblackthread where hebroke it,twoheavierlines, A green line,frayedattheend grown firmlyinhismouth. with alltheirfivebighooks with theswivelstillattached, or fourandawire leader hung fiveoldpiecesoffish-line, grim, wet,andweaponlike, — if youcouldcallitalip— that from hislowerlip and thenIsaw the mechanismofhisjaw, I admired hissullenface, of anobjecttoward thelight. — Itwasmore likethetipping to return mystare. They shifted alittle,butnot of oldscratchedisinglass. seen through thelenses with tarnishedtinfoil the irisesbackedandpacked but shallower, andyellowed, which were farlarger thanmine I lookedintohiseyes like abigpeony. and thepinkswim-bladder of hisshinyentrails, the dramaticreds andblacks the bigbonesandlittlebones, packed inlikefeathers, I thoughtofthecoarsewhiteflesh that cancutsobadly— fresh andcrispwithblood, — thefrighteninggills, the terribleoxygen While hisgillswere breathing in

isinglass swim-bladder lime

n. calcium oxide, which is chalky and white. and chalky is which oxide, calcium

(Y zihn GLAS) GLAS) zihn (Y

n. gas-filled sac in a fish’s body that helps it control its swimming depth. swimming its control it helps that afish’s in body sac gas-filled 1 n. transparent material once used in windows. in used once material transparent 3 2 UNIT 1 Independent Learning •TheFish UNIT 1Independent Learning NOTES

IL24 IL25 NOTES

UNIT 1 Independent Learning •TheFish UNIT 1Independent Learning 65 75 70 5. 4. and victoryfilledup I stared andstared trailing from hisachingjaw. a five-haired beard ofwisdom frayed andwavering, the gunnels the oarlocksontheirstrings, the sun-crackedthwarts, to thebailerrusted orange, around therusted engine where oilhadspread arainbow from thepoolofbilge the littlerented boat, And Iletthefishgo. was rainbow, rainbow, rainbow! 6.

thwarts bilge gunnels

(bihlj) (bihlj)

(thwawrts) (thwawrts) n. upper edges of the sides of a ship or boat. or aship of sides the of edges upper 6 n. —untileverything bottommost part inside aboat. inside part bottommost n. seats in a boat for rowers. for aboat in seats 4 5

The Pedestrian

Ray Bradbury

About the Author Ray Bradbury (1920–2012) was an American author SCAN FOR who primarily wrote science fiction and fantasy. After MULTIMEDIA publishing his first story in 1940, he wrote several collections of short stories and a number of novels. For his lifetime’s work, the Pulitzer Prize Board awarded Bradbury a Special Citation. He also penned children’s stories and crime fiction.

BACKGROUND Ray Bradbury published this science fiction story in 1951. Set in his hometown of Waukegan, Illinois, “The Pedestrian” foreshadows themes in Bradbury’s most famous novel, Fahrenheit 451, in which a society bans reading and mandates watching TV. Many of his stories blend dark realism with hints of hope.

1 o enter out into that silence that was the city at eight o’clock NOTES T of a misty evening in November, to put your feet upon that buckling concrete walk, to step over grassy seams and make your way, hands in pockets, through the silences, that was what Mr. Leonard Mead most dearly loved to do. He would stand upon the corner of an intersection and peer down long moonlit avenues of sidewalk in four directions, deciding which way to go, but it really made no difference; he was alone in this world of A.D. 2053, or as good as alone, and with a final decision made, a path selected, he would stride off, sending patterns of frosty air before him like the smoke of a cigar.

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 2 Sometimes he would walk for hours and miles and return only at midnight to his house. And on his way he would see the cottages and homes with their dark windows, and it was not unequal to walking through a graveyard where only the faintest

UNIT 1 Independent Learning • The Pedestrian IL26 IL27 NOTES

UNIT 1 Independent Learning •ThePedestrian UNIT 1Independent Learning 8 7 6 5 4 3 9 house? Hehesitated,butwentonwhennothing more happened. scarab-beetles, afaintincense putteringfrom their exhausts, insect rustling andaceaseless jockeyingforpositionasthe was athunderous surge ofcars,thegasstationsopen,agreat where twomainhighwayscrossed thetown.Duringdayit another personwalking,notonceinallthattime. walking bynightorday, forthousandsofmiles,hehadnever met cement wasvanishingunderflowersandgrass. In tenyearsof He stumbledoveraparticularlyunevensection of sidewalk.The were whisperingsandmurmurswhere awindowin atomb-like walls where acurtainwasstillundrawnagainstthenight,orthere Sudden grayphantomsseemedtomanifest uponinnerroom glimmers offirefly lightappeared inflickersbehind thewindows. 1. revue? “Eight-thirty P.M.? Time foradozenassortedmurders? A quiz? A company. house inathousandmiles,andonlydryriverbeds,thestreets, for the centerofaplain,wintry, windless American desertwithno eyes andstoodverystill,frozen, hecouldimaginehimself upon moving liketheshadowofahawkinmidcountry. Ifheclosedhis Cavalry overthenexthilltorescue?” 9? Where are thecowboysrushing, anddoIseetheUnitedStates he moved.“What’suptonightonChannel4,7, infrequent lamplightsashe wenton,smellingitsrusty smell. picking upaleafashepassed,examiningitsskeletalpatterninthe and whistledacoldquietwhistlebetweenhisteeth,occasionally push ofhissoftshoesthrough autumnleaveswithsatisfaction, the branchesfilledwithinvisiblesnow. Helistenedtothefaint tree inside;youcouldfeelthecoldlightgoingonandoff, all the air;itcutnoseandmadelungsblazelikeaChristmas direction, toward thehiddensea.There wasagoodcrystalfrost in lone figure, himself, intheearlyNovemberevening. faces appearandanentire street bestartledbythe passing ofa with barkingsif hewore hard heels,andlightsmightclickon because thedogsinintermittentsquadswouldparallelhisjourney ago hehadwiselychangedtosneakerswhenstrolling atnight, march on,hisfeetmakingnonoiseonthelumpywalk.Forlong building wasstillopen.

revue Was thatamurmuroflaughterfrom withinamoonwhite He cametoacloverleafintersectionwhichstood silent “What isitnow?”heaskedthehouses,noticinghiswristwatch. The street wassilentand long andempty, withonlyhisshadow ‘‘Hello, inthere,’’ hewhispered toeveryhouseonsideas On thisparticulareveninghebeganhisjourneyinawesterly Mr. Leonard Meadwouldpause,cockhishead,listen,look,and

1 A comedianfallingoff the stage?” (rih VYOO) (rih VYOO) n. musical skits. show with

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 and moonradiance. highways, too,were likestreams inadryseason,all stoneandbed skimmed homeward tothefardirections. Butnow these you doingout?” but neverreally touching like thedead,grayormulticolored lightstouchingtheirfaces, fancy. Thetombs,ill-litbytelevisionlight,where thepeoplesat on inthetomblikehousesatnightnow, hethought,continuinghis years. Magazinesandbooksdidn’tsellanymore. Everythingwent through chest. light heldhimfixed,likeamuseumspecimen,needlethrust couldn’t seethemeninitforbrightlighthiseyes. wandering andtheemptystreets. there wasnoneednowfor thepolice,saveforthisonelonecar had beencut,downfrom three carstoone.Crimewasebbing; correct? Eversinceayearago,2052,theelectionyear, theforce city ofthree million,there wasonly stunned bytheillumination,andthendrawntoward it. of lightuponhim.Hestoodentranced,notunlikeanightmoth, turned acornerquitesuddenlyandflashedfierce whitecone home. Hewaswithinablockofhisdestinationwhenthelonecar A metallicvoicecalledtohim: “Your address!” “Walking forair. Walking tosee.” “Walking where? Forwhat?” “Yes, sir.” “Walking, justwalking,walking?” “Just walking,”hesaidsimply, buthisfacefeltcold. “Walking!” “Walking,” saidLeonard Mead. ‘‘No profession,’’ saidthephonographvoice,hissing. ‘‘What are “You mightsaythat,”saidMr. Mead.Hehadn’twrittenin “No profession,” saidthe policecar, asif talkingtoitself. The “I guessyou’dcallmeawriter.” “Business orprofession?” “Leonard Mead!” “ Speakup!” ‘‘Leonard Mead,’’ hesaid. “Your name?”saidthepolicecarinametallicwhisper. He The police,ofcourse,butwhatarare, incredible thing; ina ‘‘Your handsup!Orwe’llshoot!” “But—” hesaid. “Put upyourhands!” He halted. “Stand still.Staywhere youare! Don’tmove!” He turnedbackonasidestreet, circling around toward his them . one policecarleft,wasn’tthat UNIT 1 Independent Learning •ThePedestrian UNIT 1Independent Learning NOTES

IL28 IL29 NOTES

UNIT 1 Independent Learning •ThePedestrian UNIT 1Independent Learning 37 36 35 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 Mead?” one inthefront seat,noone inthecaratall. window ofthecarhelookedin. As he hadexpectedthere wasno door ofthepolicecarsprangwide.“Getin.” faintly humming. gray andsilent. moon washighandclearamongthestarshouseswere accusation. information, somewhere, wasdropping card bypunch-slotted voice. “But—” and hard andmetallic.There wasnothingsoftthere. riveted steel.Itsmelledofharshantiseptic;it tooclean which wasalittlecell,blackjailwithbars. Itsmelledof ‘‘Yes.’’ “And there isairinyourhouse,youhavean “Eleven SouthSaintJamesStreet.” The carhesitated,orrathergaveafaintwhirring click,asif “Where are youtakingme?” “Now if youhadawife togiveyouanalibi,”saidtheiron He puthishandtothedoorandpeered intothebackseat, “Get in.” He walkedlikeamansuddenlydrunk. As hepassedthefront “Mr. Mead.” “I protest!” “Get in.” “Wait aminute,Ihaven’tdoneanything!” “Yes,” saidthevoice.“Here.” There wasasigh,pop.Theback “Is thatall?”heaskedpolitely. “Well, Mr. Mead,”itsaid. The policecarsatinthecenterofstreet withitsradiothroat “Every nightforyears.” “Have youdonethisoften?” “I explained;forair, andtosee,justwalk.” “But youhaven’texplainedforwhatpurpose.” “Yes.” “Just Leonard Meadwaitedinthecoldnight. “Don’t speakunlessyou’re spokento!” “Nobody wantedme,”saidLeonard Meadwithasmile. “Not married,”saidthepolicevoicebehindfierybeam.The “No.” “Are youmarried,Mr. Mead?” “No?” There wasacracklingquietthatinitself was an “No.” “And youhaveaviewingscreen inyourhousetoseewith?” walking , Mr. Mead?” air conditioner , Mr.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 67 71 70 69 68 through thenightavenues,flashingitsdimlightsahead. on Regressive Tendencies.” card underelectriceyes.“To thePsychiatricCenterforResearch 1979 byRayBradbury. Reprinted bypermissionofDonCongdonAssociates,Inc.Copyright©1951theFortnightlyPublishingCompany,renewed and nomotionalltherest ofthechillNovembernight. leaving theemptystreets withtheemptysidewalks,andnosound yellow illumination,square andwarminthecooldarkness. house hadallofitselectriclightsbrightlylit,everywindow aloud in anentire cityofhousesthatwere dark,butthisoneparticular The carmoveddowntheemptyriver-bed streets andoff away, No oneanswered him. “That’s They passedonehouseonstreet amomentlater, onehouse He gotin.Thedoorshutwithasoftthud.policecarrolled my house,”saidLeonard Mead. UNIT 1 Independent Learning •ThePedestrian UNIT 1Independent Learning

❧ NOTES

IL30 Political Document from The Iroquois Constitution

Dekanawidah translated by Arthur C. Parker

About the Author SCAN FOR Arthur Caswell Parker (1881–1955) was a prominent archaeologist who MULTIMEDIA held numerous appointments at various museums, including the Peabody Museum at Harvard and the New York State Museum. He was of Seneca Iroquois and Scottish descent, and most of his work focused on the history and culture of Native American peoples, especially the Iroquois.

BACKGROUND The Iroquois Confederacy was a powerful alliance of Native American tribes formed in the late sixteenth century. They created a constitution that established a framework of laws and practices. In this excerpt, Dekanawidah, who was one of the founders of the Iroquois Confederacy and is credited as the author of the Iroquois Constitution, introduces the constitution, also referred to as the Great Law of Peace.

1 am Dekanawidah and with the Five Nations1 confederate lords NOTES I I plant the Tree of the Great Peace. I name the tree the Tree of the Great Long Leaves. Under the shade of this Tree of the Great Peace we spread the soft white feathery down of the globe thistle as seats for you, Adodarhoh,2 and your cousin lords. 2 We place you upon those seats, spread soft with the feathery down of the globe thistle, there beneath the shade of the spreading branches of the Tree of Peace. There shall you sit and watch the council fire of the confederacy of the Five Nations, and all the affairs of the Five Nations shall be transacted at this place before you. 3 Roots have spread out from the Tree of the Great Peace, one to the north, one to the east, one to the south and one to the west. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1. Five Nations the Mohawk, Oneida, Onondaga, Cayuga, and Seneca tribes. Together, these tribes formed the Iroquois Confederacy. 2. Adodarhoh name of the office of the Onondaga chief.

IL31 UNIT 1 Independent Learning • from The Iroquois Constitution © Pearson Education, Inc., or its affiliates. All rights reserved. 11 10 9 8 7 6 5 4 as evidenceofthepledge. Thenshalltheoppositesidesay: bunch ofshellstringstotheoppositesideandthey shallbereceived looks.” An address maythenfollow. At theendofitheshallsend him. Hehasnowbecomeaconfederatelord. Seehowsplendidhe council fire andheshallcommencehisaddress saying:“Nowbehold the shellstringsinhishandandaddress theoppositesideof the Great Peaceandexercise justiceinallaffairs. confederate lords thathewillliveaccording totheconstitutionof at oneend.Suchwillconstitutetheevidenceofhis pledge tothe strings ofshells(orwampum)onespaninlengthboundtogether laws oftheGreat Peaceandmakeknowntheirdispositiontothe is peaceandstrength. The nameoftheseroots istheGreat WhiteRootsandtheirnature 3. estimation outofrespect totheirhonorablepositions. into trivial affairs, for the people must ever hold their lords high in all things.Itshallbeaseriouswrong foranyonetoleadalord the source andtheruler ofhealthandlife. heavens above,whogivesallthethingsusefultomen,andis who reveal hiswishesand totheGreat Creator whodwellsinthe mighty warrior, tothemoon,messengersofCreator winds andthelesserwinds,tothunderers, tothesun, that serveasfoodandgivetheirpeltsforclothing,tothegreat and trees, totheforest trees fortheirusefulness,totheanimals and thelakes,tomaizefruits, tothemedicinalherbs where mendwell,tothestreams ofwater, thepools,springs them, andtheyshallmakeanaddress andoffer thankstotheearth by expressing theirgratitude totheircousinlords andgreeting purpose ofholdingacouncil,theOnondagalords shallopenit council fire oftheGreat Peace. pierce theskysothatothernationswhomaybealliessee confederacy. . or anydangerthreatening hewillatoncewarnthepeopleof is abletoseeafar. Ifheseesinthedistanceanyevilapproaching take shelterbeneaththeTree oftheLongLeaves. the wishesofconfederatecouncil,theyshallbewelcomed to their mindsare cleanandtheyare obedientandpromise toobey lords oftheconfederacy, theymaytracetheroots tothetree andif

furnish All lords oftheFiveNations’Confederacymustbehonest in When the pledge is furnished the speaker of the council must hold When thepledgeisfurnishedspeakerofcouncil musthold When acandidatelord istobeinstalledheshallfurnish Then shalltheOnondagalords declare thecouncilopen. Whenever theconfederatelords shallassembleforthe The smokeoftheconfederatecouncilfire shalleverascendand We placeatthetopofTree oftheLongLeavesaneaglewho If anymanornationoutsidetheFiveNationsshallobey

v. provide. UNIT 1 Independent Learning • UNIT 1Independent Learning 3 four from TheIroquois Constitution NOTES

IL32 IL33 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 12 skin shallbesevenspans—whichistosaythatyouproof mentor ofthepeopleFiveNations.Thethicknessyour antlers, theemblemofyourlordship. You shallnowbecomea surface oftheground—the unbornofthefuture nation.” coming generations,eventhosewhosefacesare yetbeneaththe people andhavealwaysinviewnotonlythepresent butalsothe is justandright.Looklistenforthewelfare ofthe whole wrong youmaydo,butreturn tothewayofGreat Lawwhich of thenephewsandniecesshouldtheychideyouforanyerror or oblivion. Castnotoveryourshoulderbehindyouthewarnings making, inallyourofficial acts,self-interest shallbecastinto deliberations intheconfederatecouncil,yourefforts atlaw and actionsshallbemarkedwithcalmdeliberation.Inallofyour nor furyshallfindlodgementinyourmindandallwords shall betempered withtendernessforyourpeople.Neitheranger endless patienceyoushallcarryoutyourdutyandfirmness yearning forthewelfare ofthepeopleconfederacy. With be filledwithpeaceandgoodwillyourminda against anger, offensive actionsandcriticism. Your heartshall from “We nowdocrown youwiththesacred emblemofthedeer’s TheIroquois Constitution

❧

from Common Sense

Thomas Paine

About the Author Thomas Paine (1737–1809) met Benjamin Franklin in SCAN FOR London in 1774. With Franklin’s help, Paine immigrated MULTIMEDIA to the American colonies from England to begin a career as a journalist. His writing helped spur Americans toward revolution. George Washington had one of Paine’s inspirational essays read to his troops before his famous crossing of the Delaware River in 1776.

BACKGROUND Thomas Paine was a powerfully influential writer. In January 1776, he published Common Sense, his famous call to arms in which he argued that Americans must fight for independence from England. The pamphlet, distributed widely and read aloud in public places, created a national mood for revolution.

1 n the following pages I offer nothing more than simple facts, NOTES I plain arguments, and common sense; and have no other Preliminaries to settle with the reader, than that he will divest himself of prejudice and prepossession,1 and suffer his reason and his feelings to determine for themselves; that he will put ON, or rather that he will not put OFF the true character of a man, and generously enlarge his views beyond the present day. 2 Volumes have been written on the subject of the struggle between England and America. Men of all ranks have embarked in the controversy, from different motives, and with various designs; but all have been ineffectual, and the period of debate is

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson closed. Arms, as the last resource, decide this contest; the appeal was the choice of the king, and the continent hath accepted the challenge.

1. prepossession n. bias (archaic).

UNIT 1 Independent Learning • from Common Sense IL34 IL35 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 6 5 4 3 7 4. 3. 2. nature andcommonsense,toseewhatwehavetrust to,if examine thatconnectionanddependence,ontheprinciples of by beingconnectedwith,anddependentonGreat Britain:To injuries whichthesecoloniessustain,andalwayswill side oftheargument, and inquire intosomeofthemanymaterial as wewere, itisbutright, thatweshouldexaminethecontrary which, likeanagreeable dream, hathpassedawayandleftus and thesecondhathwithdrawnherinfluence. friendship; butithathsofarhappenedthatthefirstfailed, was themethodofeffecting it;theoneproposing force, theother union withGreat Britain: the onlydifference betweentheparties child hasthriveduponmilkthatitisnevertohave meat, orthat than thiskindofargument. We mayaswellassertthatbecausea will alwayshavethesameeffect. Nothingcanbemore fallacious same connectionisnecessarytowards herfuture happiness,and flourished underherformerconnectionwithGreat Britainthatthe separated, andwhatweare toexpect,if dependent. year; which,thoughproper thenare superseded commencement ofhostilities,are likethealmanacsoflast plans, proposals, &c.prior tothenineteenthof April, i.e.tothe for politicsisstruck; anewmethodofthinkinghatharisen. All read itinfullgrown characters. a youngoak;thewoundwillenlarge withthetree, andposterity like anameengravedwiththepointofpinontenderrind continental union,faithandhonor. Theleastfracture nowwillbe the endoftime,byproceedings now. Nowistheseed-timeof involved inthecontest,andwillbemore orlessaffected, evento not theconcernofaday, ayear, oranage;posterityare virtually continent—of atleastoneeighthpartofthehabitable globe.‘Tis the affair ofacity, acounty, aprovince, orakingdom,butof future generationswithdetestation. the present contest,thenameofancestorswillberemembered by Should athoughtsofatalandunmanlypossessthecoloniesin only ofatemporarykind,replied “THEY WILL LASTMY TIME.” in thehouseofcommons,onscore, thathismeasures were minister wasnotwithouthisfaults)thatonbeingattacked the questionthen,terminatedinoneandsamepoint,viz. now. Whateverwasadvancedbytheadvocatesoneithersideof from

viz superseded Mr. Pelham As muchhathbeensaidoftheadvantagesreconciliation It hathbeenreported ofthelateMr. Pelham I haveheard itassertedbysome,thatas America hath By referring thematterfrom argument toarms,anewera The sunnevershinedonacauseofgreater worth.‘Tis not

CommonSense abbrev. namely.

Henry Pelham, the British Prime Minister from 1743 from Minister Prime to 1754. British the Pelham, Henry v. set aside or removed. or aside set 2 (whotho’anable 3 anduseless 4 a

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 10 9 8 and probably muchmore, hadnoEuropean powerhadanything I answerroundly, that America wouldhaveflourishedasmuch, the nexttwenty. Buteventhisisadmittingmore thanistrue, for the firsttwentyyearsofourlivesistobecomeaprecedent for 5. lastwar were theyatwarwithBritain. ThemiseriesofHanover’s dependence, andweshouldbeatpeacewithFranceSpain her pretensions tothecontinent, orthecontinentthrow off the be ourenemiesontheSAME ACCOUNT. LetBritainwave quarrel withusonanyOTHER ACCOUNT, andwhowillalways ENEMIES onHEROWN ACCOUNT, from thosewhohadno us from OURENEMIESon ACCOUNT, butfrom HER was INTERESTnot ATTACHMENT; thatshedidnotprotect protection ofGreat Britain,withoutconsidering,that hermotive and madelarge sacrifices tosuperstition.We haveboastedthe same motive,viz.thesakeoftradeanddominion. own isadmitted,andshewouldhavedefendedTurkey from the is true, anddefendedthecontinentatourexpenseaswellher eating isthecustomofEurope. are thenecessariesoflife, andwillalwayshaveamarket while to dowithher. Thecommerce, bywhichshehathenrichedherself, of themonster;anditissofartrue ofEngland,thatthesame from thetenderembracesofmother, butfrom thecruelty liberty from EVERY PART ofEurope. Hitherhavetheyfled,not been theasylumforpersecutedloversofcivil andreligious England, istheparent countryof America. Thisnewworldhath bias onthecredulous weaknessofourminds.Europe, andnot parasites, withalowpapisticaldesignofgaining anunfair COUNTRY hath beenjesuiticallyadoptedbythekingandhis be true, oronlypartlysoand thephrasePARENT orMOTHER the assertion,if true, turnstoherreproach; butithappensnotto young, norsavagesmakewarupontheirfamilies;wherefore shame uponherconduct.Evenbrutes donotdevourtheir AMERICANS, butasourbeingthesubjectsofGREAT BRITAIN. and Spainneverwere, nor perhaps everwillbeourenemiesas only true wayofproving enemyship,if Imaysocallit.France roundabout wayofproving relationship, butitisthenearest and sister coloniesbythewayofEngland;thisiscertainlyavery i.e. thatPennsylvaniaandtheJerseys,soonforrest, are have norelation toeachother butthrough theparent country, ought towarnusagainstconnections.

of Hanover was the British ruling family from 1714 from family ruling British the was to 1901) Hanover of France. and war last Hanover’s of miseries Alas, wehavebeenlongledawaybyancientprejudices, But shehasprotected us,saysome.Thatshehasengrossed us But Britainistheparent country, saysome. Thenthemore It haslatelybeenassertedinparliament,thatthecolonies

the Seven Years’ War, between Great Britain (the House House (the Britain Years’ Great War, Seven the between UNIT 1 Independent Learning • UNIT 1Independent Learning 5

NOTES from CommonSense

IL36 IL37 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 12 15 14 13 limits ofthree hundred andsixtymiles(theextentof England)and descendants still. tyranny whichdrove thefirstemigrantsfrom home, pursuestheir 6. reprobate even ofthisprovince, are ofEnglishdescent.Wherefore I limited forcontinentalminds.Notonethird oftheinhabitants, street, town,andcountydo onthesmallerones;distinctionstoo stand inthesameplacesonlarger scale,whichthedivisionsof Holland, Germany, orSweden,whencompared withthewhole, any otherquarteroftheglobe,are COUNTRYMEN; forEngland, by ajustparityofreasoning, allEuropeans meetingin America, or remembrance wouldbeenlarged intothatofENGLISHMEN. And associate inFranceoranyotherpartofEUROPE,theirlocal COUNTRYMAN; butif intheirforeign excursionstheyshould divisions ofstreet andtown,callshimCOUNTRYMAN, i.e. out ofthecounty, andmeethiminanyother, heforgets theminor a street, andsaluteshimbythenameofTOWNSMAN; if hetravel meet himbutafewmilesfrom home,hedrops the narrow ideaof common) anddistinguishhimbythenameofNEIGHBOR;if he fellow parishioners(becausetheirinterests inmanycaseswillbe divided intoparishes,willnaturallyassociatemostwith his acquaintance withtheworld. A manborninanytownEngland surmount theforce oflocalprejudice, asweenlarge our sentiment. every European Christian,andtriumphinthegenerosity ofthe carry ourfriendshiponalarger scale;weclaimbrotherhood with arms ineither Asia, Africa, orEurope. suffer itself tobedrainedofinhabitants,supporttheBritish do theexpressions meananything;forthiscontinentwouldnever But thisismere presumption; thefateofwarisuncertain,neither colonies, thatinconjunctiontheymightbiddefiance to theworld. England oughttobegovernedbyFrance. the samecountry;therefore, bythesamemethodofreasoning, Frenchman, andhalf thePeers of England,thepresent line(William theConqueror) wasa that reconciliation isourduty, istruly farcical. Thefirstking enemy, extinguisheseveryothernameandtitle: And tosay does itamountto?Nothing.Britain,beingnowanopen England only, asbeingfalse,selfish, narrow, andungenerous. 7. from

reprobate Peers It ispleasanttoobservebywhatregular gradationswe In thisextensivequarteroftheglobe,weforget thenarrow Much hathbeensaidoftheunitedstrength ofBritainandthe But admitting,thatwewere allofEnglishdescent,what CommonSense

British nobility. British 6

thephraseofparent ormother countryappliedto (REHP ruh bayt) bayt) ruh (REHP v . disapprove of greatly or reject. or greatly of disapprove 7 ofEnglandare descendants from

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 20 19 18 17 all Europe tohave America aFREEPORT. Hertradewillalways the peaceandfriendshipofallEurope; because,itistheinterest of Our planiscommerce, andthat,wellattendedto,willsecure us neutrality inthatcase,wouldbeasaferconvoy reconciliation now, willbewishingforseparationthen,because, not turnoutlikethelast,andshoulditnot,advocates for OF HERCONNECTIONWITHENGLAND.Thenextwarmay any foreign power, thetradeof America goestoruin, BECAUSE peace, andwheneverawarbreaks outbetweenEnglandand make-weight inthescaleofBritishpolitics. can do,whilebyherdependenceonBritain,sheismadethe America tosteerclearofEuropean contentions,whichshenever no partialconnectionwithanypartofit.Itisthetrue interest of complaint. As Europe isourmarketfortrade,weoughttoform our friendship,andagainstwhom,wehaveneitherangernor and setsusatvariancewithnations,whowouldotherwiseseek directly toinvolvethiscontinentinEuropean warsandquarrels; Because, anysubmissionto,ordependenceonGreat Britain,tends large, aswelltoourselves,instruct ustorenounce thealliance: connection, are withoutnumber;andourdutytomankindat our importedgoodsmustbepaidfor, buythemwhere wewill. derived. OurcornwillfetchitspriceinanymarketEurope, and with Great Britain.Irepeat thechallenge,notasingleadvantageis single advantagethatthiscontinentcanreap, bybeingconnected from invaders. be aprotection, andherbarrenness ofgoldandsilversecure her 9. 8. of government,whichsoonerorlatermusthave anend: And should afford neitherfriendship norsafety. to openasanctuarythePersecutedinfuture years,when home by thediscoveryof America, asif the Almighty graciouslymeant Heaven. Thetimelikewiseatwhichthecontinent wasdiscovered, the authorityofone,overother, wasneverthedesign of placed Englandand America, isastrong andnaturalproof, that TIME TO PART. Eventhedistanceatwhich the Almighty hath The bloodoftheslain,weepingvoicenature cries,‘TIS war. Everythingthatisrightornaturalpleadsforseparation. peopled increases theforce ofit.TheReformation adds weighttotheargument, andthemannerinwhichitwas

religious refugees to flee to the New World. New to the to flee refugees religious many caused upheaval the churches; Protestant of establishment the in Church, resulting Reformation The convoy Besides whathavewetodowithsettingtheworldatdefiance? Europe istoothicklyplanted withkingdomstobelongat But theinjuriesanddisadvantageswesustainbythat I challengethewarmestadvocateforreconciliation, toshew, a The authorityofGreat Britainoverthiscontinent,isaform

n . protecting escort, as of ships or troops. or ships of as escort, . protecting

sixteenth-century religious movement to reform the Roman Catholic Catholic Roman the to reform movement religious sixteenth-century UNIT 1 Independent Learning • UNIT 1Independent Learning 8 thanamanof 9 waspreceded NOTES from CommonSense

IL38 IL39 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 22 21 few momentstoBoston,thatseatofwretchedness property ispossessed.But letourimaginationstransportusfora make THEMfeeltheprecariousness withwhichall American of sorrow; theevilisnotsufficient brought totheirdoors than alltheotherthree. deliberation, willbethecauseofmore calamitiestothiscontinent, world thanitdeserves;andthislastclass,byanill-judged certain setofmoderatemen,whothinkbettertheEuropean who CANNOTsee;prejudiced men,whoWILL NOTsee;anda descriptions. Interested men,whoare nottobetrusted; weakmen, doctrine ofreconciliation, maybeincludedwithinthefollowing of mankind,bringthedoctrinereconciliation tothetouchstone AGAIN, FOR ALL THIS.” Butexaminethepassionsandfeelings are apttocallout,“COME,COME,WESHALL BEFRIENDS lightly overtheoffenses ofBritain, and,stillhopingforthebest, the furyofbotharmies.Menpassivetemperslooksomewhat and inageneralattackfortheirrelief, theywouldbeexposedto condition theyare prisonerswithoutthehopeofredemption, city, andplundered bythesoldieryif theyleaveit.Intheirpresent Endangered bythefire oftheirfriendsif theycontinuewithinthe no otheralternativethantostayandstarve,orturnbeg. who butafewmonthsagowere ineaseandaffluence, havenow, we canhavenotrust. Theinhabitantsofthatunfortunatecity, wisdom, andinstruct usforevertorenounce apowerinwhom have nojoy, knowingthatTHISGOVERNMENT isnotsufficiently present constitution”ismerely temporary. As parents, wecan under thepainfulandpositiveconviction,thatwhathe calls“the a seriousmindcandrawnotrue pleasure bylookingforward 12. 11. 10. yet Iaminclinedtobelieve,thatallthosewhoespouse our sight. prospect, whichafewpresent fearsandprejudices concealfrom station afewyearsfartherintolife; thateminencewillpresent a duty rightly, weshouldtakeourchildren inourhand,andfix use themmeanlyandpitifully. Inorder todiscoverthelineofour generation intodebt,weoughttodotheworkofit,otherwise And byaplainmethodofargument, asweare running thenext lasting toensure anythingwhichwemaybequeathtoposterity: only deceivingyourselves,andbyyourdelaybringing ruin upon sword intoyourland?Ifyoucannotdoallthese,thenare you honor, andfaithfullyserve thepowerthathathcarriedfire and of nature, andthentellme,whetheryoucanhereafter love, from

It isthegoodfortuneofmanytolivedistantfrom thescene touchstone revolution. for reason the as up held was that colonists of suppression British the of wretchedness of seat that Boston, espouse Though Iwouldcarefully avoidgivingunnecessaryoffense, CommonSense

(ehs POWZ) (ehs POWZ)

n. a thing that tests whether another thing has value. has thing another whether tests that athing v. take up, support or advocate. or up, take support

Boston, Massachusetts, was the epicenter of much much of epicenter the was Massachusetts, Boston, 11 willteachus 10 the 12

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 25 24 23 “never cantrue reconcilement grow, where woundsofdeadlyhate and Art cannotsupplyherplace.For, asMiltonwiselyexpresses, is NOWafallaciousdream. Nature hathdesertedtheconnection, security.can promise thecontinent evenayear’s Reconciliation cannot, atthistime,compassaplanshortofseparation,which in Britaindoesnotthinkso.Theutmoststretch ofhumanwisdom in Kingsmore thanrepeated petitioning—and nothinghath convince us,thatnothingflattersvanity, orconfirmsobstinacy prayers havebeenrejected withdisdain;andonlytendedto have pierced sodeep.” longer remain subjecttoanyexternalpower. Themostsanguine examples from formerages,tosuppose,thatthiscontinent can may bethemeansofsacrificing aseasonsoprecious anduseful. man willnotdeserve,behewho,orwhat,where hewill,that partake ofthemisfortune;andthere isnopunishmentwhichthat rightly employed,butif lostorneglected,thewhole continent will by DELAY andTIMIDITY. Thepresent winterisworthanage or ofEurope toconquer America, if shedonotconquerherself determinately somefixedobject.ItisnotinthepowerofBritain awaken usfrom fataland unmanlyslumbers,thatwemaypursue to exhibithorror forthepurposeofprovoking revenge, butto social dutiesoflife, orenjoyingthefelicitiesofit.Imean not and withoutwhich,weshouldbeincapableofdischarging the them bythosefeelingsandaffections whichnature justifies, time fallintoarelapse more wretched thanthefirst.Butif yousay, formed onlyontheplanofpresent convenience,willinalittle neither lovenorhonorwillbeforced andunnatural,being posterity. Your future connectionwithBritain,whomyoucan 15. 14. 13. the spiritofasycophant. be yourrankortitleinlife, youhavetheheartofacoward, and the nameofhusband,father, friend,orlover, andwhatevermay can shakehandswiththemurderers, thenare youunworthyof are younotajudgeofthosewhohave.Butif youhave,andstill yourself theruined andwretched survivor!Ifyouhavenot,then to liveon?Haveyoulostaparent orachildbytheirhands,and Are yourwife andchildren destitute ofabedtolieon,orbread been burnt?Hathyourproperty beendestroyed before yourface! you canstillpasstheviolationsover, thenIask,Hathyourhouse

Every quietmethodforpeacehathbeenineffectual. Our It isrepugnant toreason, totheuniversalorder ofthings,toall This isnotinflamingorexaggeratingmatters,buttrying influence. sycophant sanguine spring. the come combat reinvigorated and further for prepare to Revolutionaries the War, urged Paine such as and 1775–76, Revolutionary the during age an worth is winter present The

(SANG gwihn) gwihn) (SANG (SIHK uh fuhnt) fuhnt) uh (SIHK adj. n. cheerful and confident. and cheerful person who seeks favor by flattering people of wealth or or wealth of people flattering by favor seeks who person 13

Common Sense was published in the winter of of winter the in published was UNIT 1 Independent Learning • UNIT 1Independent Learning 14 if if 15

NOTES from CommonSense

IL40 IL41 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 31 30 29 28 27 26 proportion totheexpense.Theremoval ofNorth, expense ofbloodandtreasure wehavebeenalready putto. worthy theacceptanceofcontinent,oranyways equaltothe compromise, wemaybeassured thatnotermscanbeobtained continent thegloryofearth. time, when,alittlemore, alittlefarther, wouldhaverendered this it isleavingthesword toourchildren, andshrinkingbackata is mere patchwork,thatit canafford nolastingfelicity, —that interest ofthiscontinenttobeso;thateverythingshort ofTHAT clearly, positively, andconscientiouslypersuadedthatitisthetrue to espousethedoctrineofseparationandindependence;Iam Europe, America toitself. nature, itisevidenttheybelong todifferent systems;Englandto America, withrespect toeachother, reverses thecommonorder of satellite larger thanitsprimaryplanet,andasEngland and governed byanisland.Innoinstancehathnature madethe something veryabsurd, insupposingacontinenttobe perpetually proper objectsforkingdoms totakeundertheircare; butthere is when itwasproper, andthere isaproper timeforittocease. years belookeduponasfollyandchildishness—There wasatime obtained requires fiveorsixmore to explainitin,willinafew petition, waitingfourorfivemonthsforananswer, whichwhen be alwaysrunning three orfourthousandmileswithatale of us;forif theycannotconquerus,governus.To convenience, byapowersodistantfrom us,andsoveryignorant weighty, andintricate,tobemanagedwith anytolerabledegree of to dothiscontinentjustice:Thebusinessofitwillsoon betoo been oncedefeated,willneverrenew thequarrel. undeceived us;aswellmaywesupposethatnations,whichhave we thoughtsoattherepeal ofthestamp-act,yetayearortwo throats, undertheviolatedunmeaningnamesofparent andchild. final separation,andnotleavethenextgenerationto be cutting since nothingbutblowswilldo,forGod’ssake,letuscometoa Europe absolute:Witness DenmarkandSweden. contributed more thanthatverymeasure tomaketheKingsof 17. 16. from

American Revolution, was seen as a major cause of American unrest through his policies. his through unrest American of cause amajor as seen was Revolution, American North of removal

As Britainhathnotmanifested the leastinclinationtowards a As togovernmentmatters,itisnotinthepowerofBritain The object,contendedfor, oughtalwaystobearsomejust I amnotinducedbymotivesofpride,party, orresentment Small islandsnotcapableofprotecting themselves,are the To say, theywill neverattemptitagainisidleandvisionary, invasions. invasions. multiple suffered and Sweden, with trade and to appease attempted government Danish the Denmark; from territory and concessions to get century seventeenth the and Denmark Sweden Witness CommonSense

Frederick North, the British Prime Minister at the time of the the of time the at Minister Prime British the North, Frederick

The King of Sweden attempted through most of of most through attempted Sweden of King The 16 17 Wherefore, orthewhole

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 33 32 and isthere anymansounwise,asnottosee,that(considering this continentcanmakenolawsbutwhatthekinggivesleaveto; according towhatiscalledthePRESENTCONSTITUTION, that there anyinhabitantin America soignorantasnottoknow, that ‘‘YOU SHALL MAKENOLAWS BUTWHAT IPLEASE.” And is power; ishe,orhenot,aproper mantosaythesecolonies, enemy toliberty, anddiscovered suchathirstforarbitrary this continent. And ashehathshewnhimself such aninveterate of theking,hewillhaveanegativeoverwholelegislation of reasons. the event?Ianswer, theruin ofthecontinent. And thatforseveral slaughter, andcomposedlysleepwiththeirblooduponhissoul. title ofFATHER OFHISPEOPLEcanunfeelinglyhearoftheir England forever; anddisdainthewretch, thatwiththepretended the wantoflawsin America, asbysubmittingtolawsmadefor such assuitHISpurpose.We maybeaseffectually enslavedby what hashappened)hewillsuffer nolawtobemadehere, but April 1775, reconciliation thanmyself, before thefatalnineteenthof whose leaseisjustexpiring.Nomanwasawarmerwisherfor an estateonasuitatlaw, toregulate thetrespasses ofatenant, unless wemeanttobeinearnest;otherwise,itislikewasting disputed amatter, whichtimewouldhavefinallyredressed, on thebreaking outofhostilities,itwasnotworthwhiletohave continent tomaturity, theeventcouldnotbefaroff. Wherefore, sooner orlatermustarrive,sofrom thelaterapidprogress ofthe considered theindependencyofthiscontinent,asanevent,which complained of,hadsuchrepeals beenobtained;butif thewhole which wouldhavesufficiently balancedtherepeal ofalltheacts expended. A temporarystoppageoftrade,wasaninconvenience, pay aBunker-hill price is allwefightfor;forinajustestimation,itasgreat afollyto only. Dearly, dearly, dowepayfortherepeal oftheacts,if that scarcely worthourwhiletofightagainstacontemptibleministry continent musttakeuparms,if everymanmustbeasoldier, itis known, Irejected thehardened, sullentempered Pharaoh detestable junto, 21. 20. 19. 18.

FIRST. Thepowersofgoverningstillremaining inthehands But admittingthatmatterswere nowmadeup,whatwouldbe leave their slavery. their leave to Jews the to allow refuses he when heart’ a‘hardened having as described is Egypt Pharaoh tempered sullen hardened, date. this on Concord and Lexington 1775 April, of nineteenth fatal casualties. colonial 500 about and casualties price Bunker-hill junto

n. political grouping or faction. or grouping political 20 butthemomenteventofthatdaywasmade

the battle of Bunker Hill in 1775 inflicted over a thousand British British athousand over 1775 in Hill Bunker of inflicted battle the 18 isamatterunworthythemillionswehave 19 forlaw, asforland. As Ihavealways

the American Revolution began with the battles of of battles the with began Revolution American the

in the Biblical story of Exodus, the Pharaoh of of Pharaoh the Exodus, of story Biblical the in UNIT 1 Independent Learning • UNIT 1Independent Learning 21 of NOTES from CommonSense

IL42 IL43 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 36 35 34 Instead ofgoingforward weshallgobackward, or be perpetually exerted, tokeepthiscontinentaslowandhumblepossible? there beanydoubt,butthewholepowerofcrown willbe us inEngland. After mattersare madeup(asitiscalled)can longer thantillthecolonies comeofage,sothegeneralface and or akindofgovernment byguardianship, which can lastno to obtain,canamountnomore thanatemporaryexpedient, nearly related. VIOLENCE INTHESHORT ONE.Reconciliationandruin are IN THELONGRUN,WHAT HECANNOTDOBY FORCE AND order, thatHEMAY ACCOMPLISH BY CRAFT AND SUBTLETY, HIMSELF INTHEGOVERNMENTOFPROVINCES; in TO REPEAL THE ACTS FORTHESAKEOFREINSTATING THAT ITWOULDBEPOLICY INTHEKING AT THISTIME, to shewthatreconciliation nowisadangerous doctrine,Iaffirm, from enemiestofriendsby thealterationofaname: And inorder government, consideringwhathashappened!Mendonotchange it. A pretty stateweshould soonbeinundersuchasecondhand doth notpromote heradvantage, orintheleastinterferes with leads hertosuppress the growth ofOURSineverycasewhich than itanswersherOWNpurpose.Wherefore, herowninterest politics, EnglandconsultsthegoodofTHIScountry, nofarther in America hewouldneversuffer suchabilltobepassed. putting Englandintoasstrong astateofdefenseaspossible,and England, forTHEREhewillscarcely refuse hisconsenttoabillfor HERE istentimesmore dangerous andfatalthanitcanbein America notso,makesquiteanothercase.Theking’snegative and onlyanswer, thatEnglandbeingtheKing’sresidence, and of reply, thoughIwillneverceasetoexpose theabsurdity ofit, or thatactofyourstobelaw. ButinthisplaceIdeclinesort millions ofpeople,olderandwiserthanhimself, Iforbidthis of twenty-one(whichhathoftenhappened)shallsaytoseveral and goodorder, there issomethingveryridiculous,thatayouth there canmakenolawswithouthisconsent.Inpointofright BUT SUCH AS ILIKE.” hath, orcanhave,shalltellus“THERESHALL BENOLAWS own laws,orwhethertheking,greatest enemythiscontinent independency meansnomore, than,whetherweshallmakeour Whoever saysNotothisquestion,isanINDEPENDENT, for who isjealousofourprosperity, aproper powertogovernus? to makeusless?To bringthemattertoonepoint.Ispower than thekingwishesustobe,andwillhenothereafter endeavor quarrelling orridiculouslypetitioning.—WEare already greater from America isonlyasecondaryobjectinthesystemofBritish SECONDLY. Thataseventhebestterms,whichwecanexpect But thekingyouwillsayhasanegativeinEngland;people CommonSense

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 40 39 38 37 day totteringonthebrinkofcommotionanddisturbance; form ofgovernmenthangsbutbyathread, andwhoisevery Emigrants ofproperty willnotchoosetocomeacountrywhose state ofthings,intheinterim,willbeunsettledandunpromising. to enterprisingruffians atHOME;and thatdegree ofpride it istrue, are neverlongatrest; thecrown itself isatemptation are withoutwars,foreign ordomestic: Monarchical governments, all (andwemaysayalways)inpeace.Hollandand Switzerland perfect equalityaffords notemptation. Therepublics ofEurope are will bestrivingforsuperiorityoveranother. than suchasare truly childishandridiculous,viz.thatonecolony can assigntheleastpretense for his fears,onanyothergrounds, every reasonable personeasyandhappyonthathead.Noman obedience tocontinentalgovernment,asissufficient tomake doctrine ofreconciliation, orconsidermyself boundthereby. ruined, thatasman,sensibleofinjuries,Icouldneverrelish the house andhome,myproperty destroyed, andmycircumstances casemyown,andIprotest, thatwere Idrivenfromthe sufferer’s from apatchedupconnection thanfrom independence.Imake and thatisthecasehere; forthere are tentimesmore todread civil wars.Itisbutseldomthatourfirstthoughtsare truly correct, they dreaded anindependence, fearingthatitwouldproduce men say, manyofwhomIbelievespokewithoutthinking,that break outtheverydayafter reconciliation! Ihaveheard some do, whosepowerwillbewhollyonpaper, shouldaciviltumult we payourmoneyfornothing;andpraywhatisitthatBritaincan cannot preserve the peace, is nogovernment at all, andinthatcase time; theywillcare verylittleabouther. And agovernmentwhich government, willbelikethatofayouth,whoisnearlyouthis Besides, thegeneraltemperofcolonies,towards aBritish service, andhavingnothingmore tolose,theydisdainsubmission. possess isliberty, whattheybefore enjoyedissacrificed toits feelings thanuswhohavenothingsuffered. All theyNOW more willprobably suffer thesamefate.)Thosemenhaveother malice ofBritain. other, theconsequencesofwhichmaybefarmore fatalthanallthe than probable, thatitwillbefollowedbyarevolt somewhere or dread theeventofareconciliation withBritainnow, asitismore peace ofthecontinentandpreserve itinviolatefrom civilwars.I independence, i.e.acontinentalformofgovernment,can keepthe to dispenseoftheireffects, andquitthecontinent. numbers ofthepresent inhabitantswouldlayholdoftheinterval, Where there are nodistinctionsthere can benosuperiority, The colonieshavemanifested suchaspiritofgoodorder and Thousands are already ruined byBritishbarbarity;(thousands But themostpowerfulofallarguments, is,thatnothingbut UNIT 1 Independent Learning • UNIT 1Independent Learning NOTES from CommonSense

IL44 IL45 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 45 44 43 42 41 and inbehalf ofthewholeprovince, byasmanyqualified voters large, tobechoseninthecapitalcityortownofeachprovince, for Provincial Convention;andfiverepresentatives ofthepeopleat each colony. Two Members from eachHouseof Assembly, or following purpose. CONFERENCE beheld,inthefollowingmanner, andforthe is, betweentheCongress andthe people,letaCONTINENTAL intermediate bodybetweenthegovernedandgovernors,that agreeable andconsistent, that itshouldcomefrom some manner, thisbusinessmustfirstarise,andasitseemsmost negotiate themistake. government, bybeingformedonmore naturalprinciples,would rupture withforeign powers,ininstances,where arepublican and insolenceeverattendantonregal authority, swellsintoa 22. would havejoinedLucifer inhisrevolt. promote discord, underagovernmentsoequallyformedasthis, three fifths oftheCongress tobecalledamajority—Hethatwill may passintoalawbutwhatissatisfactorilyjust,notlessthan shall havehadtheirproper rotation. And inorder thatnothing former Congress, andsoproceeding ontillthewholethirteen omitting thatcolonyfrom whichthepresident wastakeninthe the nextCongress, letacolonybetakenbylotfrom twelveonly, ballot) apresident from outofthedelegatesthatprovince. In colonies bylot,afterwhich,letthewholeCongress choose(by delegates are met,letacolonybetakenfrom thewholethirteen and tochooseapresident bythefollowingmethod.When the number inCongress willbeatleast390.EachCongress tosit Congress, sothateachcolony sendatleastthirty. Thewhole districts, eachdistricttosendaproper numberofdelegatesto subject totheauthorityofaContinentalCongress. representation more equal.Theirbusinesswhollydomestic,and wise andablementoimprove intousefulmatter. individuals becollected,theywouldfrequently formmaterialsfor giving risetosomethingbetter. Couldthestragglingthoughtsof opinion ofthemmyself, thanthattheymaybethemeansof hints; atthesametimemodestlyaffirming, thatIhavenoother Wherefore, asanopeningintothatbusiness,Ioffer thefollowing because noplanisyetlaiddown.Mendonotseetheirwayout— from

A committee of twenty-sixmembersCongress, viz.twofor But asthere isapeculiardelicacy, from whom,orinwhat Let eachcolonybedividedintosix,eight,orten,convenient LET theassembliesbeannual,withaPresident only. The If there isanytrue causeoffearrespecting independence,itis and lawlessness. rebellion unmotivated of extreme the depicts it usage, this in God; against revolt in up revolt his in Lucifer joined have would CommonSense

In Christian belief, the archangel Lucifer rose rose Lucifer archangel the belief, Christian In 22

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 48 47 46 right itis. ceremony, bedemolished, andscattered amongthepeoplewhose should afterwards arise,letthecrown attheconclusionof the to beKing;andthere oughttobenoother. Butlestanyilluse governments theKingislaw, soinfree countriesthelawOUGHT monarchy, thatin America THELAW ISKING.Forasinabsolute by whichtheworldmayknow, thatsofarasweapprove of the divinelaw, theword ofGod;let acrown beplacedthereon, for proclaiming thecharter;letitbebrought forthplacedon defective eveninearthlyhonors,letadaybesolemnlyset apart like theRoyalBrute ofBritain. Yet thatwemaynotappeartobe Friend, hereigns above,anddothnotmakehavocof mankind sum ofindividualhappiness,withtheleastnationalexpense.” should discoveramodeofgovernmentthatcontainedthe greatest freedom. Thosemenwould deservethegratitudeofages,who “of thepoliticianconsistsinfixingtrue pointofhappinessand In thisconference, thusassembled,willbeunited,thetwo be chosenintwoorthree ofthemostpopulouspartsthereof. that purpose;or, if more convenient,therepresentatives may as shallthinkproper toattendfrom allpartsoftheprovince for 23. observer ongovernmentsDRAGONETTI. similar purpose,Ioffer themthefollowingextractsfrom thatwise Amen. the timebeing:WhosepeaceandhappinessmayGodpreserve, charter, tobethelegislatorsandgovernorsofthiscontinentfor and thebodieswhichshallbechosencomformabletosaid contain. Immediatelyafterwhich,thesaidConference todissolve, conscience; withsuchothermatterasisnecessaryforacharterto all things,thefree exercise ofreligion, according tothedictatesof provincial:) Securingfreedom andproperty toallmen,andabove (Always remembering, thatourstrength iscontinental,not and drawingthelineofbusinessjurisdictionbetweenthem: of Congress, membersof Assembly, withtheirdateofsitting, England) fixingthenumberandmannerofchoosingmembers Colonies; (answeringtowhatiscalledtheMagnaCartaof frame aCONTINENTAL CHARTER, orCharteroftheUnited have atruly legalauthority. counselors, andthewhole,beingempowered bythepeople,will had experienceinnationalconcerns,willbeableanduseful members ofCongress, Assemblies, orConventions,byhaving grand principlesofbusinessKNOWLEDGEandPOWER.The

But where, sayssome,isthe Kingof America? I’lltellyou. Should anybodyofmenbehereafter delegatedforthisorsome The conferringmembersbeingmet,lettheirbusinessbeto DRAGONETTI

Giacinto Dragonetti, (1738–1818) an Italian lawyer and legal theorist. (1738–1818) legal and Dragonetti, lawyer Giacinto Italian an 23 “Thescience”sayshe UNIT 1 Independent Learning • UNIT 1Independent Learning NOTES from CommonSense

IL46 IL47 NOTES

UNIT 1 Independent Learning • UNIT 1Independent Learning 49 51 50 us; power, whichhathstirred uptheIndiansandNegroes todestroy glorious toexpelfrom thecontinentthatbarbarous andhellish There are thousands,andtensofwhowouldthinkit door toeternaltyranny, bykeepingvacanttheseatofgovernment. independence now, yeknownotwhatdo;are openinga Britons undertheoppression oftheConqueror. Ye thatoppose business mightbedone;andourselvessuffering likethewretched relief canBritaingive?Ere shecouldhearthenews,fatal desperate adventurer totryhisfortune;andinsuchacase,what the totteringsituationofthingswillbeatemptationfor some government of America return againintothehandsofBritain, away thelibertiesofcontinentlikeadeluge.Should assuming tothemselvesthepowersofgovernment,maysweep may collecttogetherthedesperateanddiscontented, andby may hereafter arise,wholayingholdofpopulardisquietudes, to formaconstitutionofourownincooldeliberatemanner, he willbecomeconvinced,thatitisinfinitelywiserand safer, man seriouslyreflects ontheprecariousness ofhumanaffairs, event totimeandchance.Ifweomititnow, someMassanello while wehaveitinourpower, thantotrust suchaninteresting forgive; shewouldceasetobenature if shedid. As wellcanthe addresses againstus.There are injurieswhichnature cannot last cord nowisbroken, thepeopleofEnglandare presenting innocence? Neithercanyereconcile Britainand America. The to usthetimethatispast?Canyegiveprostitution itsformer ten timesmore andgreater concernstoquarrel overthanever? affection willincrease, orthatweshallagree better, whenwehave there beanyreason tohope,thatastherelationship expires, the out thelittleremains ofkindred between usandthem,can pores instruct ustodetest,ismadnessandfolly. Everydaywears to havefaith,andouraffections woundedthrough athousand and treacherously bythem. the herd ofcommonanimals.Thesocialcompactwoulddissolve, the guardians ofhisimageinourhearts.Theydistinguishusfrom unextinguishable feelingsforgoodandwisepurposes. Theyare the murders ofBritain.The Almighty hathimplantedinusthese lover forgive theravisherofhismistress, asthecontinentforgive 25. 24. from of Native American forces. American Native of aid the enlisted and revolutionaries, American the against enlist would who slaves African revolt. in led he people same the by killed eventually was power, by and corrupted to be perceived was he city, the of control taking However, after Naples. of city home his in Spain of rule the and nobility the against revolt apopular of

A governmentofourownisnaturalright: And whena Ye thattellusofharmonyandreconciliation, canyerestore To talkoffriendshipwiththoseinwhomourreason forbidsus hath stirred up . . . destroy us .destroy up stirred hath Massanello 25 thecruelty hathadoubleguilt,itisdealingbrutally byus, CommonSense

Tomasso Aniello (1622–1647), an Italian fisherman who became the head head the (1622–1647), became who Aniello Tomasso fisherman Italian an

the British colonial authorities offered freedom to any freedom offered authorities colonial British the 24

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 52 mankind. depart. O!receive thefugitive,andprepare intimeanasylumfor regards herlikeastranger, andEnglandhathgivenherwarningto the globe. Asia, and Africa, havelongexpelledher—Europe is overrun withoppression. Freedom hathbeenhuntedround tyranny, butthetyrant,standforth!Every spotoftheoldworld injuries whichourtemperssustain,provoke usintojustice. and themurderer, wouldoftenescapeunpunished,didnotthe existence were wecalloustothetouchesofaffection. Therobber, and justicebeextirpated 26.

O yethatlovemankind! Ye thatdare oppose,notonlythe extirpated

❧

v . pulled up by the roots. the by up . pulled 26 [from] theearth,orhaveonlyacasual UNIT 1 Independent Learning • UNIT 1Independent Learning NOTES from CommonSense

IL48 from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 132 persuasively. expressing theirownclearlyand issues, on discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1  

grades 11–12topics, texts, and

Standard

evidence log buildingonothers’ideasand UNIT 1•WRITING FREEDOM INDEPENDENT l

Initiate andparticipate s e Prepare toShare Share Your understanding ofthemeaningfreedom. these writinganddiscussionactivities.Explainhowthis ideaaddstoyour Review yournotes,andmarkthemostimportantinsight yougainedfrom Reflect FromLearn Your Classmates unit. Inyournotes,considerwhythistextbelongsin text youexplored independentlyandwritenotesaboutitsconnectiontothe to grow whenyoushare withothers.Reflectonthe whatyouhavelearned Even whenyouread something independently,yourunderstandingcontinues As you talk with your classmates, jot down ideas that you learn from them.As youtalkwithyourclassmates,jotdownideasthatlearn ar DiscussIt nin What is the meaningoffreedom?What isthe g

Share yourideasaboutthetextyouexplored onyourown. I ndependent L earning

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. unit. Haveyourideaschanged? Review yourEvidenceLogandQuickWrite from thebeginningof At thebeginningofthisunit,youtookapositiononfollowingquestion: Review EvidenceforanArgument Evaluate theStrength of Your Evidence Identify apossiblecounterclaim: State yourpositionnow: evidence torefute acounterclaim? Ifnot,makeaplan. Do youhaveenoughevidencetosupportyourclaim? youhaveenough 3. 2. 1. caused you to reevaluate your ideas. your to reevaluate you caused have that evidence of pieces three least at Identify 

Other: Reread aselection. Do onlineresearch.

E PERFORMANCE-BASED ASSESSMENT What are mosteffective the and toolsforestablishing preserving freedom? Yes vid e nc e log

Speak withanexpert. Skim atextbook.

Consider yourargument. 2. 1. 3. reinforced your initial position. initial your reinforced have that evidence of pieces three least at Identify

NO prep Performance-Based AssessmentPrep reasons, andevidence. sequences claim(s), counterclaims, create anorganizationthatlogically alternate oropposingclaims, and distinguish theclaim(s)from the significanceofclaim(s), knowledgeable claim(s), establish W.11–12.1.a  S ta n dards

Introduce precise,

133 word choices. word your to vary help Network your Wordargument, use your and revise you write As 134 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using to supportclaimsinananalysisof W.11–12.1.a–f   • • • s SELECTION IN small-group Whole-class

W tan D UNIT 1•WRITING FREEDOM performance-based assessment EPEN ORD d sources

D ar Write routinelyover ENT

NET Write arguments d -

selections selections LEARNING LEARNING s W OR K components. as strong astheycouldbe,revise youressaytoaddorstrengthen those it againsttherubric.Ifoneormore oftheelements are missingornot read theArgumentRubric.Onceyouhavecompletedyourfirstdraft,check Review theElementsofEffective Argument Vocabulary Academic Reread theAssignment words givenbelowinorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Thetaskmayreference someoftheacademicwords tested over time. other textsthatdemonstratedhowanation“conceivedinliberty”was a nationthatoffered freedom toatleastsomeofitscitizens,andyouread American freedom. You abouthowtoestablish sawtheFounders’concerns In thisunit,youread avarietyoftextsthatconsidered themeaningof Writing to Part 1 Part confirm your argument. Consider counterclaims. and possible address from research your that own examples Supplement with your ideas to demonstrate how well tools those have of the test time. stood on) fromso the unit that other established. Use texts the Founders and documents, systems, value institutions, government (processes, successful Textsof the Anchor Use to some the most identify tools Write an Assignment demonstrate confirm preserving freedom?preserving and tools for establishing effective most the are What

argumentative essay argumentative

S ources: establish supplement

Review theassignmenttobesure youfully A

in which you respond to this question: rgument

conviction

Before youbeginwriting,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Argument Rubric 2 3 4 1 The introduction is engaging engaging is introduction The Focus and Organization information that is important. any restate not does conclusion The the argument. to readers connect not do and choppy and short often are sentences The logically. progress not do ideas The acknowledged. not are counterclaims and included, are claim the for evidence or reasons No stated. clearly not is claim The information. restates and claim the into insight some offers conclusion The argument. to the readers connect transitions sentence A few logically. somewhat progress ideas The are briefly acknowledged. Counterclaims claim. the support and address evidence and reasons Some claim. the establishes introduction The information. important restates conclusion The the argument. to readers connect transitions sentence and logically, progress ideas The acknowledged. are Counterclaims claim. the support and address evidence and Reasons attention. readers’ grabs that away in claim the establishes and engaging is introduction The claim. the into insight fresh offers conclusion The transitions. sentence of avariety by connected logically, progress ideas The are clearly acknowledged. Counterclaims claim. the support and address evidence and Valid reasons compelling way. a in claim the establishes and and purpose. audience the for appropriate Vocabulary is generally formalmostly and objective. is argument the of tone The contain relevant information. evidence of sources The audience and purpose. and appropriately for the Vocabulary is used strategically formal and objective. is argument the of tone The information. relevant contain and specific are comprehensive and evidence of sources The Evidence and Elaboration ineffective. or limited is vocabulary The informal. is argument the of tone The included. is evidence No reliable or relevant and purpose. audience the for appropriate somewhat is Vocabulary objective. and formal occasionally is argument the of tone The information. relevant some contain evidence of sources The essential question: Whatisthemeaningoffreedom? Performance-Based Assessment mechanics. and usage of conventions English standard in accuracy demonstrates argument The mechanics. and usage of conventions English standard uses The argument consistently mechanics. and usage of conventions English standard in mistakes contains argument The mechanics. and usage of conventions English standard in accuracy some demonstrates argument The Language Conventions

135 136 1 2 3

UNIT performance-based assessment organized and easy to follow. easy and organized clearly is commentary The audience. atelevision for appropriate are delivery and content The Content and may be difficult to follow. difficult be may and is disorganizedThe commentary in mind. audience specific no with generic, are delivery and content The to follow. easy fairly is organizedThe commentary and audience. television a for meant clearly be not may consistent, although some content are delivery and content The

•

WRITING

FREEDOM Video Commentary Speaking andListening: Review theRubric Follow thesestepstomakeyourpresentation livelyandengaging. your commentarytoensure thatyouare prepared. evaluated appearintherubricbelow. Reviewthecriteriabefore delivering Part 2 Part • • • during coverage of apresidential debate. commentary the on conceptyou to of their freedom. be expert Present a Imagine that representatives of have atelevision station on called Assignment Have aclassmateoperatethecameraasyoudeliveryourcommentary. instead ofstaringdownatyourpaper. Practice yourdelivery.Remembertolookupatthecameraregularly the materialyoumostwanttoemphasizeforthataudience. Read yourtextaloud,keepingthetelevisionaudienceinmind.Highlight Use of Media of Use rarely visible.rarely are expressions the so face, the on focused not is or steady hold not does camera The out. and in fades sometimes recording the on voice The are visible. expressions facial most so steady, The generally camera holds audible. mostly is but vary may recording the on voice The visible. clearly are expressions facial and steady, holds camera The and audible. consistent is recording the on voice The , based on the on final based of draft your argument, to used be

The criteriabywhichyourcommentarywillbe Presentation Techniques camera. the at to look fails speaker The enough. loudly speak not does and/or occasionally, speaks too quickly, mumbles speaker The the camera. at occasionally looks speaker The Tone and pace are inconsistent. volume. appropriate an has usually and time the of most clear is Speech tocamera engage the audience. the at regularly looks speaker The interest. to maintain vary Tone pace and volume. appropriate an at and clear is Speech video

Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning.

Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts.

Reflect on the Learning Strategies Discuss It Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before joining a class discussion.

Reflect on the Text Choose a selection that you found challenging, and explain what made it difficult.

Explain something that surprised you about a text in the unit.

Which activity taught you the most about the meaning of American freedoms? What did you learn? © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

SCAN FOR MULTIMEDIA Unit Reflection 137