Beruflich Dokumente
Kultur Dokumente
American Literature
By: Patrick McCann
v 1.0
Published by:
Continental Academy
3241 Executive Way
Miramar, FL 33025
TABLE OF CONTENTS
LESSON
Lesson 1
1.1
1.2
PAGE
Introduction to American Literature
1.3
1.4 Literary
1.5
Lesson 2
2.1
2.4 Middle
2.5
Lesson 3
Passage
51
3.1
3.2
Lesson 4
Fiction
71
4.1
4.2
Lesson 5
Poetry
5.1 Figurative
5.2
Lesson 6
27
2.2 Slave
2.3
Terms
87
Language
109
110
List the titles and authors of the three selections that you will read:
a) __________________________
________________________
b) __________________________
________________________
c) __________________________
________________________
2.
3.
4.
5.
6.
10
a) __________________________
________________________
b) __________________________
________________________
8.
What is dialect?
__________________________
9.
__________________________
10.
_____________________________
_____________________________
________________________
b) __________________________
________________________
2. process, step
3. Those who do not enjoy reading
4. autobiography
5. vocabulary
11
a) setting
b).character
12
Rough Draft Immature writers confuse this step for the entire
writing process. The rough draft is merely a first copy of the finished
product.
__________________________________________
4. Why is it helpful to share your writing with another, and/or to come back
and look at it the next day?
5. Identify a few ways to eliminate excess from ones writing. ______________
6. How does one get a computer to check your grammar and spelling, and
offer synonyms to vary word usage? ______________________________
ANSWERS FOR LESSON 1.3 ACTIVITY
1. Pre-writing techniques include brainstorming, outlining,
clustering/webbing and the use of graphic organizers.
2. Revising is changing major ideas in your writing; editing is correcting
mistakes.
3. Immature writers confuse with the rough draft with the entire writing
process.
4. Sharing your writing and/or coming back and look at it later give one a fresh
look.
5. Eliminate excess from your writing by avoiding repetition and unnecessary
details.
6. Use the toolbar on your computer to check for grammar, spelling,
synonyms and word count. Go to Tools, then look for your specific
need.
14
looks, feels, tastes, smells, makes one feel, or sounds. It can also
describe what something is or how something happened. These
essays generally use a lot of sensory details. The essay could be a
list-like description providing point by point details. It could function as
a story. Examples include: Describing a tree or the layout of a house.
2. A
happened and what resulted from the event. This essay is a study of
the relationship between two or more events or experiences. The
essay could discuss both causes and effects or it could simply
address one or the other. A cause essay usually discusses the
reasons why something happened. An effect essay discusses what
happens after a specific event or circumstance. Example: How
taxation caused the American Revolution
5. The
16
reader to the writer's point of view. The writer can either be serious or
funny, but always tries to convince the reader of the validity of his or
her opinion. The essay may argue openly or it may attempt to subtly
persuade the reader by using irony or sarcasm. Example: Reasons
school should be held in America eleven [11] months a year for ten
[10] hours a day.
8. A
17
18
ACTIVITY
Column B
Connotation
Plot
Theme
Setting
Simile
Foreshadowing
Denotation
Personification
Protagonist
Irony
Dialect
Denotation
Dialect
Personification
Plot
Protagonist
Setting
Simile
Theme
20
One
4. Be clear and specific with pronouns, make sure what they refer to is
not confused, and make references clear and consistent.
Phil and Jon played chess and Jon [not he] won.
A germ can infect a cut, but infection [not it] can be avoided.
When one reads, one [not you] can see what one is looking for.
5. Keep verb tenses the same, even in long sentences.
When
ran quickly.
Mechanics- Punctuation
1. Insert a COMMA after a dependent clause, introductory clause,
parenthetical clause, a list of three [3] or more items.
When walking, take your time.
According to Rita, he left early.
Joe, who was there, said it is true.
He ran, walked, and talked
21
cakes
King
22
(Topic)
c.
irony
b. connotation
d.
foreshadowing
c.
Setting
d.
Dialect
c.
b. theme
setting
d.
characters
c.
foreshadowing
d.
personification
23
c.
ironic
b. foreshadowing
d.
thesis
c.
theme
d.
plot
c.
b. Youre
Your
d.
You are
c.
whether
b. whethere
d.
wheather
9. When one reads, ____________ can explore for what one is looking.
a. you
c.
one
b. they
d.
she
10. To format your writing, means to think about what ___________ youre
doing.
a. audience
c.
type of writing
b. purpose
d.
main ideas
2. d
3. b
4. b
5. c
6. b
7. c
8. c
9. c
10. c
24
25
26
NON-FICTION
Introduction:
The history of slavery is deeply intertwined with the history of the United
States. The Autobiography of Frederick Douglass is the most famous
narrative written by an American slave. Other figures (in this lesson and in
Lesson 5) include Harriet Jacobs, Olaudah Equiano, Julia Ward Howe,
Phyllis Wheatley, and Paul Laurence Dunbar.
27
28
29
30
Recruited colored men in the Civil War for the 54th and 55th
Massachusetts Regiments and urged the emancipation of slaves.
Died in 1895.
31
__________________________
2.
__________________________
3.
_____________________________
_____________________________
____________________________
4.
__________________________
5.
___________________________
_____________________________
____________________________
6.
___________________________
____________________________
7.
___________________________
__________________________
_____________________________
2.
3.
4.
The inevitable result was to destroy bonds between mother and child.
5.
6.
7.
He felt about her death the way that he would feel about the death of
a stranger.
32
__________________________
2.
_____________________________
3.
The home plantation was the government for how many farms?
_______________________________________________________
4.
5.
6.
7.
8.
9.
10.
11.
33
2.
3.
4.
5.
6.
7.
8.
Slaves slept on the cold, damp floor with only a coarse blanket.
9.
They saw Mr. Hopkins as a good overseer because he was not cruel.
10.
11.
Frederick says that slaves sing when they are most unhappy.
What was the problem with Colonel Lloyds garden at the Great
House Farm?
__________________________
2.
_____________________________
3.
__________________________
34
_____________________________
5.
Why, according to Frederick, did all slaves say they were well-fed,
and that their master was kind?
_______________________________________________________
6.
What did slaves from different plantations argue about with each
other?
__________________________
_____________________________
Slaves stole fruit from Colonel Lloyds garden at the Great House
Farm
2.
3.
Old Barney and young Barney cared for Colonel Lloyds carriagehouse, stable, and horses.
4.
5.
Slaves said they were well-fed and that their master was kind
because they feared punishment for saying otherwise.
6.
Slaves from different plantations argued about who had the better
master.
Frederick supposes that Mr. Hopkins was let go from his job as
overseer
because:
____________________________ __________________________.
2.
3.
_____________________________
5.
What did Mr. Gore do when Denby ran into the water and refused to
come out?
__________________________
6.
7.
_____________________________
_____________________________
_____________________________
ANSWERS:
1.
Mr. Hopkins was let go from his job as overseer because he was not
severe enough in his dealings with the slaves.
2.
3.
4.
5.
6.
Mrs. Hicks killed Freds wifes cousin because she fell asleep and the
baby cried.
7.
Mr. Beal Bondly shot a slave dead for fishing for oysters.
Chapter V
1. Why did Frederick have much leisure time?
___________________________________________________________
2. From what did Frederick suffer the most?
___________________________________________________________
3. Fredericks feet were so cracked that he could
___________________________________________________________
36
2.
3.
4.
5.
6.
7.
8.
City slaves were clothed and fed better than country slaves, enjoying
privileges.
38
2.
3.
4.
Why did he feel that learning to read had been a curse rather than a
blessi
ng?
_______________________________________________________
5.
6.
ANSWERS:
1. Frederick says that slavery proved as injurious to Ms. Auld as it did to
him.
2. Fredericks new plan for learning to read was to make friends with the
poor white kids on the streets.
3. The more he read, the more he hated the slaveholders.
4. He felt that learning to read had been a curse rather than a blessing
because it made him aware of his wretched condition without a
remedy to change it.
5. Two Irishmen suggested that he run away to the North.
6. Fredericks next task was to learn to write.
39
42
____________________________________________________________
2.
____________________________________________________________
3.
____________________________________________________________
4.
____________________________________________________________
ANSWERS:
remains, residue dregs hinted intimated
ashes, cinders embers strong point, gift forte
insert, interject interposed suffered, got weaker languished
obey, fulfill, act in accordance with comply
43
wicked, evil
____________________________________________________________
3. fervor, eagerness ____________
receded, abated
____________________________________________________________
matching, equal, proportionate __________________________________
ANSWERS:
numerous, many myriad run-down, ramshackle dilapidated
took in, absorbed imbibed wicked, evil infernal
fervor, eagerness ardor receded, abated subsided
matching, equal, proportionate commensurate
44
45
_____________________________
___________________________
ANSWERS:
1. Frederick believed too many people talked publicly about the
underground railroad, hurting slaves chances to escape.
2. He himself escaped to New York on September 3rd, 1838, at the age of 20
or 21
3. David Ruggles sought Frederick out in New York, helped him out, and
helped give him safe passage to New Bedford, Massachusetts.
4. Frederick was surprised in New York to see wealth (churches, dwellings,
gardens, etc.) without slavery, the absence of whipping, human dignity
among laborers, and a sense of solidarity among blacks, particularly
fugitive slaves.
5. The Liberator was an abolitionist newspaper.
6. Frederick spoke at the anti-slavery convention in Nantucket at the age of
23 or 24.
7. He completed his first of three autobiographies four years later on April
28th, 1845
46
c.
secondary
d.
tertiary
c.
Overseers
b. Slave owners
d.
Abolitionists
c.
Frederick Douglass
d. Olaudah Equinao
c.
wealth
b. escape
d.
learning
47
c.
mulattoes
b. city slaves
d.
dark-skinned slaves
6. How often did Douglass see his mother when he was a slave?
a. Every day
c.
Often
b. Every month
d.
Very rarely
7. How did Douglass feel about the little White boys he knew in Baltimore?
a. He did not like them
b. He missed them
them
8. ___________________________________ was a famous Abolitionist.
a. Master Auld
c.
Eugene ONeill
b. Mr. Covey
c.
b. weakness
horror
d.
ambivalence
spelling
b.
synonyms
c.
grammar checks
d.
literary criticism
2. d
3. d
4. d
5. b
6. d
7. b
8. d
9. a
10. d
48
49
50
Introduction:
Eugene ONeill depicts the working-class life of Yank. He shovels coal
on a trans-Atlantic ocean liner sailing from New York City in early twentiethcentury. Yanks isolation from, and conflict with, inhabitants of the upper
class drives the plot of this play. Students employ both the Venn Diagram
and the Story Map in the writing process.
Lesson 3.1
Born to James and Ella O'Neill on October 16, 1888 in New York
City.
Considered the first great American playwright. His plays deal with
American tragedy; many of his characters are caught
in destructive situations and paths that they cannot
escape.
http://www.eoneill.com/photographs.htm01/11,
51
52
Occupation _______________________________________
2.
3. Region,
ancestry ___________________________________
53
2.
Social Class
3.
4.
5.
6.
industrial working-class
Differences in Pronunciation
When we identify differences, we see most occur in the realm of
pronunciation.
d as a t (drink/trink)
th as a d (there/dere)
v as a f (Gif)
Say each of the different pronunciations aloud. As you speak, explore what
makes these different sounds. The tongues position in the mouth is higher
for the t sound than for the d sound. P has the same dynamics as b,
except that the vocal chords vibrate for p. Teeth are clenched when
pronouncing j, but unclenched for the y sound.
54
The first sentence employs dont for doesnt, and places the
(indirect object) big head ahead of the (verb) give. The second
sentence uses the object pronoun Me instead of the subject
pronoun I.
55
____________ __________________________________________________
3. Whats the difference between the d and th sounds__________ ________
ANSWERS:
1.
2. Grammar
3.
Now, READ The Hairy Ape. This 61-page narrative is separate from this
textbook. It is in the READING SUPPLEMENT to this course.
Read it right through or stop after each chapter to ANSWER the following
questions.
___________________________________________________________
2.
___________________________________________________________
3.
How does Paddy compare the old days sailing on clipper ships with
the sailors current situation?
__________________________________________________________
4.
__________________________________________________________
__________________________________________________________
5.
__________________________________________________________
ANSWERS:
1.
2.
3.
Paddy says about the old days that the clipper ships were fine and
beautiful, and that clean-skinned, free, strong and brave men
belonged to ships.
4.
5.
Yank says engines (steel) move the world, and that he is steam and
oil for the engines.
Scene II
1.
3. A
ANSWERS:
1.
The promenade deck is light and airy, but the stokehole is dirty,
cramped and hot.
2.
Mildred constantly insults her aunt, even saying that she detests her.
3.
The presence of Mildreds aunt in the play helps to show the some of
Mildreds bad attributes: laziness, superficiality, falseness.
Scene III
1. This scene contains the climax, or high point, of the play. Identify the
climax.
____________________________________________________________
ANSWER:
1. The climax of the story is the encounter between Mildred and Yank in
the stoke-hole. It is the look on Mildreds face, and Paddys
interpretation of the look (she looked at Yank as though he were an
ape.) that sets Yank on his path toward destruction.
58
ACTIVITY:
Write at least TWO paragraphs comparing Mildred and Yank.
Think about the different places they come from in society, their childhood,
etc. We have used the Venn Diagram help you get started. Add your
additional notes below, then write a rough draft on your own paper.
Yank
Works in stokehole
of a steamship
Needs to belong
Mildred
Victims of
class
Looking for
purpose
or identity
Cant escape
cultural identity
Pale
A poseur
Spoiled daughter
of steel magnate
Educated
Uneducated
Needs to belong
Trapped by Modern
Industrial
Society?
Does anti-poverty,
social service work
59
____________________________________________________________
3.
Yank was scared when he first saw her because he thought she was
___________________________________________________________.
4.
___________________________________________________________.
5.
____________________________________________________________
____________________________________________________________
ANSWERS:
1. Yank takes up the position of Rodins The Thinker in a mechanical
effort to get into the unfamiliar (for him) process of thinking.
2. Paddy says, Sure, twas as if shed seen an ape!
3. Yank first thought Mildred was a ghost.
4. Yank says that he belongs and Mildred doesnt, that shes only
baggage, unmoving.
5. Yanks shipmates jump on him to stop him from finding and attacking
her.
60
___________________________________________________________
2.
___________________________________________________________
3.
__________________________________________________________
4.
Yank says that his parents never went to church. What does he give
as the reason for their non-attendance in church?
___________________________________________________________
5.
____________________________________________________________
6.
Describe the appearances of the men that Yank and Long see
coming from church.
_______________________________________________________
7.
____________________________________________________________
8.
____________________________________________________________
9.
____________________________________________________________
ANSWERS:
1. Scene V opens up three weeks later on Fifth Avenue.
2. Long has brought Yank to New York to let him see rich people.
3. A proletarian is a worker, primarily an industrial worker.
61
62
________________________
8. What position does Yank assume when he reads the Sunday Times?
____________________________________________________________
9. What does Yank now say about steel (and cages)?
____________________________________________________________
10. The scene ends with the guard
____________________________________________________________
ANSWERS:
1.
2.
3.
The inmates refer to the prison as a coop, a pen, a sty, a kennel all
animal cages.
4.
5.
The gang that Mildred runs with is rich people, the capitalist class. Her
father is a leading steel industrialist. They hang out on the ship
promenade, 5th Avenue, etc.
6.
7.
8.
9.
The scene ends with the guard turning hose on full pressure on Yank,
and calling for a strait jacket.
Scene VII
1.
2.
3.
4.
5.
ANSWERS:
1.
Yank almost couldnt remember his real name (Bob Smith) because
he never uses it.
2.
When Yank wants to blow up things, the secretary of the I.W.W. gets
suspi
cious.
3.
4.
The policeman chooses not to arrest Yank because its too long a
walk to the station.
5.
64
Plagiarism
Unacknowledged use of somebody
elses words or ideas; intellectual
dishonesty
Characters: _______________
______________ _______________
66
2.
c. Clusters
b. Flow chart
d. Venn Diagram
_____________ was the first American to win the Nobel Prize for
Literature.
3.
4.
5.
6.
a. Frederick Douglass
c. Eugene ONeill
b. Paul Dunbar
d. Hemmingway
b. Chicago
d. Buffalo
c. working
b. wealthy
d. unemployed
c. class conflict
d. country values
c. vocabulary
b. pronunciation
b. Paddys comment
d. The I.W.W.
b. See it as noble
d. He has no opinion
67
c. a and b
e. In the stoke-hole
c. Stay strong
b. Gain intensity
d. Not give up
Lesson 3
1. d
3. c
5. c
7. a
9. c
2. c
4. c
6. a
8. a
10. a
68
69
70
Introduction:
Washington Irving portrays life in Sleepy Hollow, a fictional village in
the Hudson Valley of New York. We analyze elements of literature (setting,
characters, narrative, plot, theme) in this fictional selection. Our fiction
lesson includes exercises in vocabulary and the writing process (character
sketch, story map, and rough draft).
Lesson 4.1
http://www4.ncsu.edu:8030/~wdlloyd/irving-bio.htm, 01/11/2006
Life spans the period between the Revolutionary War and the Civil
War.
1804 6
71
War of 1812 Military aide (U.S. Army) to New York Governor Tompkins
1848 1859 President, Astor Library (later New York Public Library)
72
Examine the setting (Sleepy Hollow) in the first few pages, then move to
the main characters (Ichabod Crane, the Headless Horseman, Brom
Jones, and Katarina Tassel.) Again, previewing the worksheets and taking
notes is always helpful.
73
...this sequestered glen has long been known by the name of SLEEPY
HOLLOW...
1. tendency,
____________________________________________________________
2. hidden
____________________________________________________________
3. habitual,
____________________________________________________________
4.
____________________________________________________________
74
2.
3.
4.
the first few pages of the story. Locate in the story, and list, descriptive
phrases that help to portray Sleepy Hollow. A few examples are
presented; fill in the blanks.
Note that Sleepy Hollows atmosphere changes in the course of
Irvings description. The setting begins tranquilly, then becomes bewitching.
There is a huge connotative difference in these words, and we see an
atmospheric foreshadowing of future events.
a) lap of land among high hills
b) ___________________________________________________
c) the occasional whistle of a quail or tapping of a woodpecker
d) ____________________________________________________
e) a retreat whither I might steal from the world and its distractions
f) _____________________________________________________
75
76
77
____________________________________________________
ANSWERS:
The Headless Horseman
a) the apparition of a figure on horseback, without a head
b) the ghost of a Hessian trooper, whose head had been carried away by a
cannon-ball in the Revolutionary War
c) hurrying along in the gloom of night
d) this spectre
e) the rushing speed with which he sometimes passes along the Hollow
f) his being belated
g) this legendary superstition
Minor Characters Identify and describe the following minor characters:
Katrina Van Tassell : _________________________
Baltus Van Tassell: __________________________
78
A traveling gazette,
carrying the whole budget
of local gossip from
traveling house to house
Ichabod Crane
How he looked
80
81
Setting:
Characters: ______________
______________
_______________ ________________
_______________ ________________
______________
_______________ ________________
Problem:
Event 1:
_______________________________________________________
Event 2:
_______________________________________________________
Event 3:
_______________________________________________________
Event 4:
_______________________________________________________
Event 5:
_______________________________________________________
Solution:___________________________________________________
82
c. a and b
b. Catskill Mountains
c. lawyering
b. map-making
d. writing
c. Dietrich Knickerbocker
b. Sketch Book
d. Tarrytown
c. Geoffrey Crayon
b. Dietrich Knickerbocker
d. Eugene ONeill
5. Who does the author say first wrote down the story?
a. Gentleman in tavern
c. Geoffrey Crayon
b. Dietrich Knickerbocker
d. Washington Irving
c. theme
b. Antagonist
d. plot
83
b. Ichabod Crane
c. wealthy
b. country
d. uneducated
c. educated
b. country
d. ignorant
84
85
86
Introduction:
A multicultural sampling of poetry combines with the introduction of
various poetic terms for this lesson on poetry. Eight poems (four related to
the earlier nonfiction lesson on slavery) are offered with pictures and audio
recordings.
87
88
89
http://blackmask.com/books38c/amerinmyth.htm, 01/11/2006
91
92
http://poetry.poetryx.com/poems/9872, 01/11/2006
94
Literary Reminder
Personification - Assigning human attributes to a non-human being or thing.
8. Present a 1-paragraph response to Joyce Kilmers opinion as expressed
in Trees.
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________
95
Poet
Born June 27, 1872 in Dayton, Ohio, to exslaves Matilda and Joshua Dunbar.
Younger
Published
Gained popularity due to his dialect poems and reviews received from
Wiliam Dean Howells, writing in Harper's Weekly in 1896. This was
the beginning of his national reputation.
96
bark: boat
98
octet
couplet
sestet
quatrain
ANSWERS:
couplet -
2 lines
quatrain 4
sestet -
octet -
Iambic Pentameter
Iambic pentameter is 5 (penta) repetitions of the iamb. An iamb
is a metrical foot containing an unstressed syllable followed by a
stressed syllable.
ACTIVITY:
Read ALOUD the Prologue of Romeo and Juliet, written in sonnet
form.
100
101
and 3rd lines rhyme, as do the 2nd and 4th, the 5th and 7th, the 6th and
8th, the 9th and 11th, the 10th and 12th, and the 13th and 14th.
All lines are 10 syllables (5 iambs) long. The syllables that are
stressed are the 2nd, 4th, 6th 8th, and 10th. This gives a rhythm to the
poem. Read the poem ALOUD again, giving stress to every second
syllable. As you read aloud, you should also notice that lines 9 and 11
(love and remove) rhyme to the eye (on paper), but not to the ear.
Notice that the first line seems to have 11 syllables. If one, however,
were to pronounce the word falln as one syllable, the iambic pentameter
continues. The same came be said four other times in the poem. Four
three-syllable words (salient, devious, passionate, shivering) should be
pronounced as if they had only two syllables each in order, again, to
maintain the rhythm of the iambic pentameter.
What is the rhyme scheme for Dunbars poem Douglass on page 97?
___ ___ ___ ___ , ___ ___ ___ ___ , ___ ___ ___ ___ ___ ___
ANSWER:
The rhyme scheme for the poem is abba, abba, ababab
Literary Terms Reminder
Connotation: Emotions associated with a word
Denotation: The dictionary meaning of word
102
103
__ __ __ __
__ __ __ __
__ __ __ __
__ __
__ __
2. Find the synonyms listed for hymn by going to Tools, Language,
Thesaurus.
List them ___________
_____________
______________
______________
__________________
What does the thesaurus tell you about the difference between hymn
and anthem?
____________________________________________________________
____________________________________________________________
5.
Why do you think she used builded instead of built in the second
stanza?
____________________________________________________________
____________________________________________________________
6.
Who/what is the serpent that the Hero born of woman shall crush?
____________________________________________________________
104
The rhyme scheme for the poem is aaab, cccb, dddb, eeeb, fffb.
2.
3.
4.
5.
Howe uses builded in the 2nd stanza to maintain the rhythm of the
poem.
6.
105
c. ironic
b. figurative
d. dramatic
2. In The Hairy Ape , when Yank says Im steam and oil for the engines,
he is speaking ______________.
a. Ironically
c. literally
b. esoterical ly
d. metaphorically
c.
d.
hyperbole
personification
Metaphor
c.
hyperbole
b.
Simile
d.
personification
c. hyperbole
b. Simile
d. personification
106
a. magic of nature
c. poetic spirit
b. American Indian
b. sonnet
c. six
b. four
d. eight
c. six
b. four
d. eight
Frederick Douglass
b.
d. William Shakespeare
LESSON 5
1. b
6.
2. c
7.
3. b
8.
4. c
9.
5. d
10.
107
108
113
114