DOCSLIB.ORG

The Power Of

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Power Of Unit 3 The Power of Persuasion Essential Questions Unit Overview America’s tradition of open debate and lively free ? How are the components speech was established in the early period of the of rhetoric applied to the fight for independence from British rule. Before creation and delivery of that, the founding settlers had established persuasive speeches? the basis for a literate democratic society in its schools and system of justice. You have seen from the previous unit that persuasive, ? How can artistic free speech is at the heart of our democracy’s expression advance social vitality. Through a study of historic American commentary? speeches, this unit provides an opportunity to analyze models of effective persuasive speech in preparation for writing and delivering original speeches. Continuing the idea of free speech, this unit then delves into Arthur Miller’s play The Crucible and explores both the play itself as well as its relationship to the time period in which it was written. 209 Unit The Power of Persuasion 3 Contents Learning Focus: Speaking with Confidence. 212 Goals Activities: C To define and apply the 3.1 Previewing the Unit . ...................................213 appeals and devices of 3.2 Fears and Expectations ..................................214 rhetoric 3.3 Quotables . ...........................................216 C To analyze, create, and 3.4 A Presidential Beginning .................................218 present persuasive Speech: “Inaugural Address,” by John F. Kennedy speeches 3.5 Reviewing Rhetoric .....................................224 C To interpret and analyze texts and situate them 3.6 Using Rhetorical Devices . ...............................226 in their communication Sermon: From “Sinners in the Hands of an Angry God,” contexts by Jonathan Edwards C To analyze, create, and 3.7 “Give Me Liberty!” ......................................229 present a dramatic Speech: “Speech to the Virginia Convention,” by Patrick Henry scene about a societal 3.8 It’s All in the Delivery . ..................................232 issue Embedded Assessment 1 Creating and Presenting a Persuasive Speech. .233 ACADEMIC VOCABUlaRY Rhetoric Rhetorical Devices Social Commentary Foil © 2011 College Board. All rights reserved. 210 SpringBoard® English Textual Power™ Level 6 Learning Focus: Speaking Your Conscience. 238 3.9 Preparing to Read The Crucible . ..........................239 Article: “The Lessons of Salem,” by Laura Shapiro 3.10 A Salem Tea Party ......................................244 3.11 Beginnings . ...........................................248 *Drama: The Crucible (Act One), by Arthur Miller 3.12 Key Scene 1: Proctor and Abby . ..........................249 3.13 Defining Hysteria .......................................251 Fable: “The Very Proper Gander,” by James Thurber 3.14 Conflicts in Salem . .....................................254 3.15 Speaking Like a Puritan . ................................255 *Drama: The Crucible (Act Two), by Arthur Miller 3.16 Key Scene 2: Proctor and Elizabeth . ......................257 3.17 Character Metaphors ....................................259 3.18 Proof and Confessions . .................................260 *Drama: The Crucible (Act Three) by Arthur Miller 3.19 Fearful Consequences ...................................262 3.20 Speaking Out . .........................................263 Speech: Excerpt from “Declaration of Conscience,” by Margaret Chase Smith Essay: “Why I Wrote The Crucible: An artist’s answer to politics,” by Arthur Miller 3.21 A Matter of Integrity . ...................................274 *Drama: The Crucible (Act Four), by Arthur Miller 3.22 Final Verdicts ..........................................275 3.23 Timed Writing ..........................................276 Embedded Assessment 2 Creating and Performing a Dramatic Scene . .277 © 2011 College Board. All rights reserved. Unit Reflection . 282 *Texts not included in these materials. 211 Learning Focus: Speaking with Confidence “It’s a free country, and every American has the right to free speech.” You have probably heard some variation of that statement on many occasions. Even children can be overheard bragging about the right to free speech. Despite all the boasting about rights, though, when Americans are asked to name their fears, guess what is often near the top of the list? Speaking! Public speaking, to be exact. Even with strong opinions and a strong belief in the right to speak, some people find it difficult to put their ideas into a coherent speech that they can deliver confidently enough to influence their audience. Those who can, however, find out very quickly that words have an incredible power to persuade. The art of rhetoric is most simply the art of using language effectively and persuasively. Speeches are a particular literary form used most often to persuade others to a point of view. So reading and writing speeches provides a particularly good way to analyze and apply specificrhetorical devices such as allusions and repetition that you have already learned about. As you study and view classic American speeches to create and prepare your own persuasive speech, you will review the rhetorical appeals of ethos, pathos, and logos. In the United States, you do have the right to free speech. This unit will help you exercise that right with confidence and maturity. Independent Reading: In this unit, you will read literary fiction and nonfiction texts that explore America’s commitment to freedom of speech. For independent reading, choose a play, novel, or collection of short stories or essays that use literature as a venue to make a statement about American society. © 2011 College Board. All rights reserved. 212 SpringBoard® English Textual Power™ Level 6 ACTIVITY Previewing the Unit 3.1 SUGGESTED LeaRNING STRategies: Think-Pair-Share, Close Reading, Marking the Text, Summarizing/Paraphrasing, Graphic Organizer Essential Questions 1. How are the components of rhetoric applied to the creation and delivery of persuasive speeches? 2. How can artistic expression advance social commentary? Unit Overview and Learning Focus Predict what you think this unit is about. Use the words or phrases that stood out to you when you read the Unit Overview and the Learning Focus. Embedded Assessment What knowledge must you have (what do you need to know) to succeed on the Embedded Assessment? What skills must you have (what must © 2011 College Board. All rights reserved. you be able to do to complete the Embedded Assessment successfully)? Unit 3 • The Power of Persuasion 213 ACTIVITY 3.2 Fears and Expectations SUGGESTED LEARNING STRAtegIes: Quickwrite, Discussion Groups, Graphic Organizer, Marking the Text Quickwrite: On your own paper, respond to each of the following sentence starters: a. When I consider the idea of speaking in front of a group, I usually feel…. b. My experiences speaking publicly have been.... c. When I am watching a peer give an oral presentation, I usually feel…. 1. In small discussion groups brainstorm ways in which both the speaker and the audience can have a positive influence on an oral presentation. Create a T-chart for your ideas. Come up with three to five suggestions for speakers as well as audience members. You will share these ideas with the class and use them as norms for classroom presentations. Speaker Audience 2. Write the Pledge of Allegiance on separate paper. Then mark the text by highlighting words and phrases you think should be emphasized. ll rights reserved. A 3. Next, prepare a plan for presenting the Pledge to your classmates. Prepare for your oral interpretation by marking the text for inflection, deciding where you might include an appropriate gesture, and practicing the delivery style you would like to use as well as an approach and exit. Be sure to determine the tone you would like to © 2011 College Board. use and convey that attitude to the listeners through your manner of delivery. 214 SpringBoard® English Textual Power™ Level 6 ACTIVITY 3.2 continued With your group read and discuss the list of suggestions before you present your oral interpretation. Do Do Not Greet your audience. Start speaking before you are ready. Make eye contact. Stare at your notes. Speak clearly. Mumble or put your hands or notes in front of your face. Smile. Glare at your audience or look at them with fear and apprehension. Put a smile in your voice. Sound bored, disgusted, or afraid. Use variety in volume and pitch. Speak in a monotone. Use appropriate gestures. Grip the podium tightly, play with your hair, or ll rights reserved. A rustle your notes. Maintain your focus. Start daydreaming or focusing on the audience’s reaction more than your presentation. © 2011 College Board. Move around (if it is intentional). Fidget, rock, or pace. Thank your audience. Start walking away before you have finished your last sentence and closing. Unit 3 • The Power of Persuasion 215 ACTIVITY 3.3 Quotables SUGGESTED LEARNING STRAtegIes: Drafting, Think-Pair-Share One way to enhance a speech is to include relevant quotations. To practice this process, first read each of the following quotations. Then, select three quotations on which you can comment. For each of the quotations you choose, create a statement that incorporates the quotation as well as one or two sentences of your own commentary that adds to the message expressed. Example: In the words of Marcus Tulius Cicero, “nothing is so unbelievable that oratory cannot make it acceptable.” In the 21st century, when the words of influential
Load more

Recommended publications
  • The Literature of .Witchcraft in New England. by Justin Winsor
    1895.] Literature of Witchcraft in Neio England. 351 THE LITERATURE OF .WITCHCRAFT IN NEW ENGLAND. BY JUSTIN WINSOR. THE sporadic and epidemic manifestations of .witchcraft during the seventeenth century in New England were bnt symptoms of a belief in satanic agencies, world-wide and pervading all ages. As a psychological symptom, it has created a large number of treatises, learned or emotional, some confidently adhering to the belief, others corrective or sternly critical. Lecky, who has touched the subject in his History of Rationalism, gives high praise to the learn- ing and ability of Maury's Histoire de la Magie (Paris, 1860). The retrospections of the Commentaries of Black- stone, the records (1661) of the Tryal of Witches at the Assizes for the County of Suffolk, March, 1664, before Sir Matthew Hale (London, 1682), (which Cotton Mather summarized in his Wonders of the Invisible World), and T. Glanvil's Sadducismus triumphans, or full and plain evidence concerning witches and apparitions (London, 1681,)—a book on which the Mathers feasted—show how thoroughly perverse public opinion was in England in tl^e days when colonial New England looked thither for guid- ance. The commonness of the frenzy is. shown in such books as W. H. D. Adams's Historical sketches of magic and loitehcraft in England and Scotland (London, 1889). Michael Dalton's Country Justice (1619, etc.,) was the authority for the English practice in such trials. Dr. Haven, in his Eeport to the American Antiquarian Society (April 24, 1874), says of Dalton's book : "The tests, the manner of examination, the nature of the evidence, the 25 352 American Antiquarian Soeiety.
    [Show full text]
  • Perjurium Maleficis: the Great Salem Scapegoat
    Perjurium Maleficis: The Great Salem Scapegoat by Alec Head The Salem Witch Trials, often heralded as a sign of a religious community delving too deep into superstition, were hardly so simple. While certainly influenced by religion, the trials drew upon numerous outside elements. Though accusations were supposedly based in a firm setting of religious tradition, an analysis of individual stories—such as those of Rebecca Nurse, John Alden, and George Burroughs—shows that the accused were often targeted based on a combination of either fitting the existing image of witches, personal feuds, or prior reputations. The Puritans of Salem considered themselves to be “God’s chosen people,” building a new land, a heaven on earth.1 As with many endeavors in the New World, the Puritans faced innumerable struggles and hardships; their path would never be an easy one. However, rather than accepting their hurdles through a secular perspective, the Puritans viewed matters through a theological lens to explain their difficulties. While other, non-Puritan colonies faced similar challenges, the Puritans took the unique stance that they lived in a “world of wonders,” in which God and Satan had hands in the daily lives of humanity.2 In effect, this led to desperate—eventually deadly— searches for scapegoats. Upon his arrival in Salem, Reverend Samuel Parris publicly insisted that the hardships were neither by chance nor mere human hand. After all, if they were God’s chosen people, any opposition must have been instigated by the devil.3 Satan would not simply content himself with individual attacks. Rather, Parris insisted, grand conspiracies were formed by diabolical forces to destroy all that the Puritans built.
    [Show full text]
  • Narratives of the Witchcraft Cases, 1648-1706
    Narratives of the Witchcraft Cases, 1648−1706 George Lincoln Burr Narratives of the Witchcraft Cases, 1648−1706 Table of Contents Narratives of the Witchcraft Cases, 1648−1706...............................................................................................1 George Lincoln Burr................................................................................................................................1 INTRODUCTION...................................................................................................................................3 Notes........................................................................................................................................................5 A BRIEF AND TRUE NARRATIVE: titlepage.....................................................................................7 “The Bookseller to the Reader.”..............................................................................................................7 Narrative..................................................................................................................................................7 Notes......................................................................................................................................................11 Remarks of things more than ordinary about the Afflicted Persons......................................................14 Notes......................................................................................................................................................15
    [Show full text]
  • Cotton Mathers's Wonders of the Invisible World: an Authoritative Edition
    Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English 1-12-2005 Cotton Mathers's Wonders of the Invisible World: An Authoritative Edition Paul Melvin Wise Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Wise, Paul Melvin, "Cotton Mathers's Wonders of the Invisible World: An Authoritative Edition." Dissertation, Georgia State University, 2005. https://scholarworks.gsu.edu/english_diss/5 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. COTTON MATHER’S WONDERS OF THE INVISIBLE WORLD: AN AUTHORITATIVE EDITION by PAUL M. WISE Under the direction of Reiner Smolinski ABSTRACT In Wonders of the Invisible World, Cotton Mather applies both his views on witchcraft and his millennial calculations to events at Salem in 1692. Although this infamous treatise served as the official chronicle and apologia of the 1692 witch trials, and excerpts from Wonders of the Invisible World are widely anthologized, no annotated critical edition of the entire work has appeared since the nineteenth century. This present edition seeks to remedy this lacuna in modern scholarship, presenting Mather’s seventeenth-century text next to an integrated theory of the natural causes of the Salem witch panic. The likely causes of Salem’s bewitchment, viewed alongside Mather’s implausible explanations, expose his disingenuousness in writing about Salem. Chapter one of my introduction posits the probability that a group of conspirators, led by the Rev.
    [Show full text]
  • Cotton Mather - Poems
    Classic Poetry Series Cotton Mather - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Cotton Mather(12 February 1663 – 13 February 1728) Cotton Mather, FRS was a socially and politically influential New England Puritan minister, prolific author and pamphleteer; he is often remembered for his role in the Salem witch trials. He was the son of Increase Mather, and grandson of both John Cotton and Richard Mather, all also prominent Puritan ministers. <b>Biography</b> Mather was named after his maternal grandfather, John Cotton. He attended Boston Latin School, where his name was posthumously added to its Hall of Fame, and graduated from Harvard in 1678 at age 15. After completing his post- graduate work, he joined his father as assistant pastor of Boston's original North Church. In 1685 Mather assumed full responsibilities as pastor at the Church. Cotton Mather wrote more than 450 books and pamphlets, and his ubiquitous literary works made him one of the most influential religious leaders in America. Mather set the moral tone in the colonies, and sounded the call for second- and third-generation Puritans, whose parents had left England for the New England colonies of North America, to return to the theological roots of Puritanism. The most important of these, Magnalia Christi Americana (1702), comprises seven distinct books, many of which depict biographical and historical narratives to which later American writers, such as Nathaniel Hawthorne, Elizabeth Drew Stoddard, and Harriet Beecher Stowe, would look in describing the cultural significance of New England for later generations after the American Revolution.
    [Show full text]
  • The Newtonian Epoch in the American Colonies (1680-1783) by Fkedeeick E
    314 American Antiquarian Society [Oct., THE NEWTONIAN EPOCH IN THE AMERICAN COLONIES (1680-1783) BY FKEDEEICK E. BRASCH ISTORY in its constant recording of events of H human experience moves on steadily and per- sistently. However certain is the course of history, it is nevertheless a varied series of epochs, events, or com- bination of experiences. It is therefore of vital concern from an intellectual point of view that a retrospective and introspective attitude be maintained in order to see how life as it is today has been achieved. From our present position in the course of events, we are con- cerned today with one of the great periods of the past movement. It is a small section to be sure, but a most interesting and timely one. Between the years of 1680 and 1720 in English history, under the rule of William III and Queen Anne, a most brilliant and illuminating intellectual life is reported. England virtually assumed undisputed leadership only to share it later, first with France and then with Germany. In this period England gave to history her best, both in science and philosophy. The accumulated wisdom of the ages seems to have been concentrated in the lives and works of two undis- putedly brilliant minds, Isaac Newton and John Locke. Theirs are beyond question the outstanding names in that epoch, which followed the discoveries and the liberations of the Renaissance and the Reform- ation, and preceded the great mathematical, physical and philosophical discoveries of today. In one sense Newton and Locke were systematizers of ideas which were prevalent.
    [Show full text]
  • “Sinners in the Hands of an Angry God” by Jonathan Edwards
    Text 1: A Sermon Sermon “Sinners in the Hands of an Angry God” by Jonathan Edwards 1 “[Men] deserve to be cast into hell; so that divine justice never stands in the way; it makes no objection against God’s using His power at any moment to destroy them. Yea, on the contrary, justice calls aloud for an infinite punishment of their sins.” 2 “The devil stands ready to fall upon them, and seize them as his own, at what moment God shall permit him. They belong to him; he has their souls in his possession, and under his dominion. The Scripture represents them as his goods.” 3 “The corruption of the heart of man is immoderate and boundless in its fury; and while wicked men live here, it is like fi re pent up by God’s restraints, whereas if it were let loose, it would set on fi re the course of nature; as the heart is now a sink of sin, so, if sin was not restrained, it would immediately turn the soul into a fiery oven, or furnace of fi re and brimstone.” 4 “God has laid Himself under no obligation, by any promise to keep any natural man out of hell one moment. God certainly has made no promises either of eternal life, or of any deliverance or preservation from eternal death, but what are contained in the covenant of grace, the promises that are given in Christ, in whom all the promises are yea and amen.” 5 “So that, thus it is that natural men are held in the hand of God, over the pit of hell; they have deserved the fiery pit, and are already sentenced to it; and God is dreadfully provoked: His anger is as great towards them as those that are actually suffering the execution of the fierceness of His wrath in hell; and they have done nothing in the least to appease or abate that anger, neither is God in the least bound by any promise to hold them up for one moment.
    [Show full text]
  • Salem Witch Trials1
    1 the institution), Brattle had interests in science and mathematics Salem Witch Trials as well as commerce. He was liberal in his political and religious beliefs and opposed Puritan orthodoxy. The second viewpoint The Salem witchcraft trials were one of the most infamous provided here is taken from a letter Brattle wrote to an unknown episodes in American colonial history. In early 1692 some children English clergyman in which he attacks the proceedings used in the in Salem, a village in Massachusetts close to Boston, accused three Salem witch trials, especially the “specter” or supernatural women of bewitching them. Charges and countercharges followed, evidence. The letter was not published in Brattle’s day, but is and in June of that year witchcraft trials were authorized by the believed by historians to have been privately circulated, allowing colonial governor, William Phips. Over the next few months the Brattle to discreetly make his views of the witchcraft proceedings special court appointed by Phips tried, convicted, and executed known. Governor William Phips suspended the witchcraft trials in nineteen people of witchcraft in the largest such proceedings in October 1692. In all several hundred people were accused of American history (one other person was tortured to death after witchcraft, fifty-five confessed, and twenty were killed. refusing to enter a plea of guilty or not guilty). Amid growing criticism and doubts over the witch trials, Phips turned to Cotton Mather, Boston’s leading minister and the author of several books A Defense of the Salem Witch Trials (1692) and sermons on witchcraft, to defend the Salem proceedings.
    [Show full text]
  • View of John Winthrop's Career As a Scientist, to Mention the Copy of Euclid, Cambridge, 1655, Which Had Been Used in College Successively by Penn Townsend (A.B
    Some Books of Early New England Provenance in the 1823 Library of Alleghany College BY EDWIN WOLF, 2ND N 1823, appealing to the Germans of Pennsylvania for I funds to establish a Professorship in German Literature, Timothy Alden, the president of Alleghany College in Meadville, Pennsylvania, stated: "The Library, a most useful and indispensable appendage to any such institution, through the munificence of Winthrop, Bentley, Thomas, and many other benefactors, comprising books in thirty different languages, is the first, except one, as to the excel- lence of the selection and in point of value, belonging to any collegiate institution in the United States."' The Catalogus Bibliothecae Collegii Alleghaniensis, compiled by Alden and printed at Meadville in 1823, confirms the amazing state- ment that at the end of the first quarter of the 19th century a library existed not far from Lake Erie in quality surpassed only by that of Harvard College as an "appendage" to a teaching institution. It is probably also correct to say that among non-teaching institutions only the Library Company of Philadelphia and Jefferson's collection at the Library of Congress were better. It is surprising that for well over a century so important an aggregation of books has been so little known. Searching for books from Franklin's library, I stumbled upon it. To my amazement it produced, not books from Franklin's ' Timothy Alden, A Letter addressed to the Germans of Pennsylvania [Meadville, 1823], 8. I have used the original spelling of Alleghany throughout; after 1833 it was changed to Allegheny. 14 AMERICAN ANTIQUARIAN SOCIETY [April, library, but a wealth of New England provenance.
    [Show full text]
  • The Foundation of the Brattle Street Church in Boston and Transformations in Colonial Congregationalism Cara Elliott
    Volume 10 Article 4 2011 This House which I have built: The oundF ation of the Brattle trS eet Church in Boston and Transformations in Colonial Congregationalism Cara Elliott Gettysburg College Class of 2011 Follow this and additional works at: https://cupola.gettysburg.edu/ghj Part of the American Studies Commons, History Commons, and the Religion Commons Share feedback about the accessibility of this item. Elliott, Cara (2011) "This House which I have built: The oundF ation of the Brattle trS eet Church in Boston and Transformations in Colonial Congregationalism," The Gettysburg Historical Journal: Vol. 10 , Article 4. Available at: https://cupola.gettysburg.edu/ghj/vol10/iss1/4 This open access article is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. This House which I have built: The oundF ation of the Brattle trS eet Church in Boston and Transformations in Colonial Congregationalism Abstract On December 24, 1699, a small gathering of men and women met "for public Worship in [their] pleasant new- built house," a simple wooden structure in Brattle losC e, a section of Boston near the town dock. The newly appointed Reverend Benjamin Colman preached from Chronicles 2, chapter vi, verse 18, "But will God in very deed dwell with men on the earth? Behold, heaven, and the heaven of heavens, cannot contain thee; how much less this house which I have built." This first public meeting of the Brattle trS eet Church occurred amidst a heated theological debate among New England Congregational clergymen, which began a year earlier when the foundation of the church had first been conceived.
    [Show full text]
  • The Legitimacy of Spectral Evidence During the Salem Witchcraft Trials
    1 REBECCA ELISE EATON THE LEGITIMACY OF SPECTRAL EVIDENCE DURING THE SALEM WITCHCRAFT TRIALS Submitted for the LLB (Honours) Degree Faculty of Law Victoria University of Wellington 2013 2 Abstract This paper looks at the use of spectral evidence during the Salem witch trials and examines whether its use was legitimate and in accordance with the evidential standards of the time (1692). Ultimately this paper finds that the use of spectral evidence was legitimate as it followed the slim guidelines available at the time. The court followed a strong precedent and the limited statutory guidance and instructions that were available. However there was acknowledgement at the time that spectral evidence was limiting the rights of those accused and was leading to unjust convictions. As such these trials invoked an acknowledgement of more modern standards of evidence. Therefore spectral evidence was legitimately used given the guidelines of the time despite the unjust effect that it had. Key words : Salem, witchcraft trials, spectral evidence 3 Contents I. Introduction……………………………………………………4 II. Background to the trials……………………………………….4 III. Legal Procedure……………………………………………….7 a. Establishment of court, juries and judges………………….7 b. Evidence used……………………………………………...7 IV. Spectral Evidence……………………………………………...9 a. Background………………………………………………...9 b. How Spectral Evidence was used in the trials…………….10 c. How heavily was Spectral Evidence relied upon?...............12 d. Use of evidence was informed by popular beliefs………...13 V. Spectral Evidence and evidential standards of the time……....14 a. Guidance given on the use of Spectral Evidence………….14 i. Case law…………………………………………….14 ii. Statute………………………………………………15 iii. Legal texts………………………………………….15 b. General evidential standards of the time…..……………....17 c.
    [Show full text]
  • Coming to Terms with the Salem Witch Trials
    Coming to Terms with the Salem Witch Trials JOHN M. MURRIN OR SEVERAL YEARS I have been approaching the Salem witch trials from two different directions.' Breaking out in F1692, they became the last major upheaval that afflicted the English Atlantic world between the third Anglo-Dutch War of 1672-74 and the 1690s. The Dutch reconquest of New York for fifteen months in 1673-74 reconfigured the politics ofthat colony and established patterns of partisanship that would prevail until after 1700. In 1675-76, King Philip's War devastated New Eng- land, generated massacres on both sides, and led to the enslave- ment of hundreds of Indians. While all of the New England gov- ernments survived the crisis intact and were finally able to win the war, it was only with significant support from the praying Indians, the Mohegans, and the Pequots. New England's victory inflicted civil war upon the Indians within the recognized boundaries of Plymouth, Massachusetts, Connecticut, and Rhode Island. By contrast, when an Indian war erupted at almost the same time in 1.1 wish to thank the Erasmus Institute at the University of Notre Dame, the National Endowment for the Humanities, and the American Antiquarian Society for their financial support in the academic year 2001-2. An earlier version of this essay, entitled 'How Close Are We to Understanding the Salem Witch Trials?' was delivered as a paper at the Colum- bia University Seminar in Early American History, November 9, 1999. A revised version became a New England Regional Seminar at the American Antiquarian Society on May 7, 2002.1 wish to thank the participants at both events for their many thoughtful suggestions.
    [Show full text]