AP Colonial Period samples

William Byrd
logo

Students will be able to identify Byrd's use of Satire to compare and contrast the Puritan and Southern Planter groups in colonial America.  Be able to discuss Byrd's tone in the "History" and discuss Byrd's ideas of intermarraige between the white settlers and the native Indian peoples.  

Madame Knight
logo

Learning Objectives/Goals: 

Students will be able to describe how Knight used Allusion, Details, and Diction to convey her sense of wit and humor when describing her travels.  Be able to describe the tone established in the journal and be able to support your claim with examples from the text.  Be able to compare/contrast Knight's account with the events/conditions portrayed in the Journal of Mary Rowlandson

Mary Rowlandson
logo

Learning Objectives/Goals:

Students will be able to discuss/analyze: 

1. How does the Narrative demonstrate Puritan theology and thinking at work?

2. In what ways does Rowlandson use her experience to reaffirm Puritan beliefs?

3. How does she see the Indians? 

4. Are there any instances where she seems to waver in her faith?

5. How does she use the Bible and varied scriptural allusions in her analysis of her captivity and restoration?

For in-class discussion:

1. Explain how Rowlandson's narrative reinforces her world view. Where (if at all) does her covenant theology fail her or seem insufficient to explain actions and events?

Edward Taylor
logo

Learning Objectives/Goals:

Students will understand and elaborate on Taylor's use of conceit ( a startling metaphor or other figure of speech--a suprising connection made between two different things) and paradox (a statement that seems to contradict itself).  Be able to discuss diction choices made by Taylor and how certain words convey multiple meanings throughout the poem.  Students will be able to analyze the use of Imagery used in the poem and will be able to discuss the effect each of these has on the whole.

Jonathan Edwards
logo

Learning Goals: Students will demonstrate their understanding of:

the visual and persuasive nature of powerful imagery, effective use of figuartive language, how to ascertain the meaning of a word through the textual clues, how authors use diction to create tone, the effective use of repetition, the nature of Aristotelian appeals, and the differences between argumentative and persuasive texts.

Answer the following questions:

1. What does Edwards mean by 'natural men'? How do you know? Describe his primary audience.

2. In the 2nd paragraph, Edwards begins three clauses with "there is." This technique is anaphora. Why does he use this repetitive structure?

3. Consider the italicized clause in the following sentince: "That world of misery, that lake of burning brimstone, is extended abroad under you." The italicized clause is an appostitive.  Notice that it is surrounded by commas.  Appositives can also be set off with semicolons, parenthesis, and dashes.  What purpose does the clause serve in the sentence? Find another example of an appositive in the sermon and give it in quote form.

4. Consider the following clause: "... you would immediately sink and swiftly descend and plunge into the bottomless gulf, and you healthy constitution, and you own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell..."  As Edwards lists items, he uses the conjunction "and" before each one. This technique is known as polysyndeton.  What is the rhetorical effect?

5.  What, in your opinion, is the most powerful image that Edwards employs and why so?

6.  According the the Jolliffe handout, Edwards sermon in effective because it makes Aristotelian appeals; these appeals are to logos (the logic of the text), ethos (the credibility of the author, his goodwill, and/or appeals to authority), and pathos (the emotions of the audience).  Describe the nature of the appeals Edwards employs.

7.  Tone is the attitude that the author conveys toward a subject.  This is often established through the diction, or word choice, of the author. List some words or phrases that help to create the tone.  Try to describe the tone using two adjectives.

 

Anne Bradstreet
logo

Learning Objectives/Goals:

Students will be able to identify Bradstreet's use of Extended Metaphor in the poem as well as her use of Biblical Allusion to set the tone of the poem.

Be able to write on/ comment on the Puritan idea of "Pelf" that Bradstreet mentions at the close of the poem. 

Be able to evaluate Bradstreet's motivations in writing this poem by examining the details.

Anne Bradstreet video recital