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GRADE 11 ELA EXEMPLAR LESSON – Teacher Copy Quarter 1, Week 7: 10/01/12 – 10/05/12

(ELL=Weeks 9 & 10)

Learning Objectives This exemplar lesson concludes a close analysis of several Early American historical documents. Through repeated readings of targeted sections and the effective use of collaborative discussions (one-on-one, in groups, and teacher-led), students recognize complex arguments and common themes that contributed to America’s thirst for independence. Varying the length and purpose for writing (paraphrasing, objective summarization, analysis of evolving themes, use of graphic organizers to deconstruct arguments) provides time for evidentiary writing tasks that support deeper understanding of text. Teachers may need to further scaffold activities to address individual students’ needs depending on the intent of the lesson and specific learners’ needs.

Rationale: This lesson explores the viewpoint of citizens of Malden, Massachusetts, and an excerpt from de Crevecoeur’s third and most famous letter, "What is an American?" By looking at the historical perspectives of these colonists, students will conduct a close, analytic reading to unravel common themes from writings of the Revolutionary era.

Text Title(s): The Declaration of Independence (Thomas Jefferson); excerpt from Second Treatise of Government (John Locke); Letters from an American Farmer, 1783 (Michel-Guillaume-Jean De Crevecoeur); public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”

Genre/Text Structure: Public documents – Primary Source Informational Nonfiction/Literary Nonfiction

Targeted Text Selections Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence at

http://www.TeachingAmericanHistory.org/library/index.asp?documentprint=238 Letters from an American Farmer, 1783 (Michel-Guillaume-Jean de Crevecoeur) at http://staff.jccc.net/vclark/doc8_1_1.htm

Common Core State Standards (CCSS) RI.11-12; RH.11-12; W.11-12; WHST.11-12

http://www.corestandards.org

Lesson Sequence

PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:

Analyze the persuasive techniques and rhetorical devices used in the writing of Michel-Guillaume Jean de Crevecoeur and the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” to establish a portrait of American society that expresses the common themes and historical perspectives of colonists during the Revolutionary era.

Activity 1: GUIDING QUESTION(S):

What is the argument made by the citizens of Malden, Massachusetts, to their representative, viz. to Mr. Ezra Sargeant?

What persuasive techniques and rhetorical devices are used in the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”?

1. The students will read “Instructions from the Town of Malden…..” letter in its entirety. Rereading is embedded in the text-dependent questions and discussion activities. 2. Students should discuss (one-on-one, in groups, and teacher-led) and write about the initial meaning they have made from reading the document. 3. Graphic organizers (Persuasive Essay at www.Classzone.com) and Reader Response Journals serve as a means to organize thoughts for prewriting activities. Identify both the purpose (logical, emotional, ethic appeals) and use of rhetorical features (rhetorical question, antithesis, repetition, parallelism) in the letter in preparation for the independent summative assessment.

Activities 2, 3 and 4: GUIDING QUESTION(S):

Delineate and evaluate the argument that Michel-Guillaume Jean de Crevecoeur makes in the excerpt from Letters from an American Farmer, 1783; assess the reasoning present in his analysis, including the premises and purposes of his essay.

Write an objective summary of Michel-Guillaume Jean de Crevecoeur’s portrait of American society.

Does the society de Crevecoeur describes bear any resemblance to American society in Malden, Massachusetts?

Compare de Crevecoeur’s position to the argument advanced in the May 27, 1776, public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”

1. The students will read de Crevecoeur’s letter in its entirety. Rereading is embedded in the text-dependent questions and discussion activities. 2. Students should discuss (one-on-one, in groups, and teacher-led) and write about the initial meaning they have made from reading de Crevecoeur’s essay. 3. Returning to the text, the teacher asks students a small set of guiding questions about the first paragraph of the essay. The targeted text should

MIAMI-DADE COUNTY PUBLIC SCHOOLS Curriculum and Instruction

Division of Language Arts/Reading English Language Arts (ELA) Exemplar Lesson

GRADE 11 ELA EXEMPLAR LESSON Quarter 1, Week 7: 10/01/12 – 10/05/12

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be in front of the students as they engage in their discussions. 4. Identify de Crevecoeur’s purpose and use of rhetorical features in the essay. Write an objective summary of Michel-Guillaume Jean de

Crevecoeur’s portrait of American society as a prewriting exercise for the summative writing task.

Activity 5: GUIDING QUESTION(S):

Write a 500 word analysis of the persuasive techniques and rhetorical devices used in the writing of Michel-Guillaume Jean de Crevecoeur and the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” to establish a portrait of American society that expresses the common themes and historical perspectives of colonists during the Revolutionary era.

Targeted Text Selection “Instructions from the Town of Malden, Massachusetts,

for a Declaration of Independence” (paragraphs 1 – 5, lines 1 - 30)

Vocabulary

Teacher Activities and Techniques Text-Dependent Questions

(lines 1 – 30) 1 At a legal meeting of the inhabitants of the town of

Malden, (Mass.), May 27, 1776, it was voted unanimously that

2 the following instructions be given to their representative, viz. to Mr. Ezra Sargeant.

3 Sir--A resolution of the hon. house of representatives, calling upon the several towns in this colony to express their

4 minds in respect to the important question of American independence, is the occasion of our now instructing you.

5 The time was, sir, when we loved the king and the people of Great Britain with an affection truly filial; we felt

6 ourselves interested in their glory; we shared in their joys and sorrows; we cheerfully poured the fruit of all our

7 labours into the lap of our mother country, and without reluctance expended our blood and our treasure in their cause.

8 These were our sentiments toward Great Britain while she continued to act the part of a parent state; we felt

9 ourselves happy in our connection with her, nor wished it to be dissolved; but our sentiments are altered, it is now

10 the ardent wish of our soul that America may become a free and independent state.

11 A sense of unprovoked injuries will arouse the resentment of the most peaceful. Such injuries these colonies have

12 received from Britain. Unjustifiable claims have been made by the king and his minions to tax us without our

13 consent; these claims have been prosecuted in a manner cruel and unjust to the highest degree. The frantic policy

14 of administration hath induced them to send fleets and armies to America; that, by depriving us of our trade, and

15 cutting the throats of our brethren, they might awe us into submission, and erect a system of despotism in

16 America, which should so far enlarge the influence of the crown as to enable it to rivet their shackles upon the people of Great Britain.

17 This plan was brought to a crisis upon the ever

underlined words: with insufficient contextual clues BOLD words: Tier Two

words

line 5 filial: having the relationship of a child to a parent; line 7 mother country: the country of one’s birth; the country or origin of settlers line 8 parent state: the governing body; ruling empowered leaders line 15 despotism: exercising absolute power or control; an absolute

GUIDING QUESTION(S):

What is the argument made by the citizens of Malden, Massachusetts, to their representative, viz. to Mr. Ezra Sargeant?

What persuasive techniques and rhetorical devices are used in the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”?

Return to the text, and ask students a small set of guiding questions about the document. (Q1) What, for the citizens of Maiden, Massachusetts, are the roots of American independence? Possible answer. The citizens of Malden believe that the relationship between Great Britain and the colonists, once “truly filial” (line 5), have been altered to the point that “A sense of unprovoked injuries…arouse the resentment of the most peaceful” (line 11) (Q2) Analyze the persuasive techniques and rhetorical devices used in the document. Possible answer. See attached KEY Deconstructing an Argument. “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” presents the united position of the citizens of Malden regarding the rights of the colonists under debate by the Continental Congress. It instructs their representative, Ezra Sargeant, to uphold the principles and ideals enumerated in the correspondence. The letter is rounded in persuasive rhetoric and argues effectively for the separation from British rule. The letter uses both inductive and deductive arguments. Paragraph 5 relies heavily on emotional appeal to convince the American representative to act decisively against the British. Paragraphs 6-7 contain ethical and logical appeals to encourage the Continental Congress to proceed against British king George III and dissolve ties to Britain.

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memorable nineteenth of April. We remember the fatal day! the

18 expiring groans of our countrymen yet vibrate on our ears! and we now behold the flames of their peaceful 19 dwellings ascending to Heaven! we hear their blood

crying to us from the ground for vengeance! charging us, as

20 we value the peace of their names, to have no further connection with,-- who can unfeelingly hear of the slaughter

21 of--, and composedly sleep with their blood upon his soul. The manner in which the war has been prosecuted hath

22 confirmed us in these sentiments; piracy and murder, robbery and breach of faith, have been conspicuous in the

23 conduct of the king’s troops: defenceless towns have been attacked and destroyed: the ruins of Charlestown,

24 which are daily in our view, daily reminds us of this: the cries of the widow and the orphan demand our attention;

25 they demand that the hand of pity should wipe the tear from their eye, and that the sword of their country should

26 avenge their wrongs. We long entertained hope that the spirit of the British nation would once more induce them

27 to assert their own and our rights, and bring to condign punishment the elevated villains who have trampled upon

28 the sacred rights of men and affronted the majesty of the people. We hoped in vain; they have lost their spirit of

29 just resentment; we therefore renounce with disdain our connexion with a kingdom of slaves; we bid a final adieu to Britain.

government; tyranny; arbitrary authority line 29 connexion: British noun for connection; something that links or joins; a union

(Q3) Reread the entire document. Use the Persuasive Essay graphic at www.Classzone.com to deconstruct the argument expressed in the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence.” Possible answer. See attached KEY Deconstructing an Argument. (Q4) Write an objective summary of liberties outlined by the citizens of Malden. Include evidentiary quotations/reference lines. Possible answer. See attached KEY Deconstructing an Argument for evidentiary quotations/reference lines.

Cross Genre Connections: Letters from an American Farmer, 1783

Vocabulary

Teacher Activities and Techniques Text-Dependent Questions

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(paragraph 1 – lines 1 -23)

(paragraph 1 – lines 1 -23) 1 In this great American asylum, the poor of Europe have

by some means met together, and in 2 consequence of various causes; to what purpose, should

they ask one another, what countrymen they 3 are? Alas, two thirds of them had no country. Can a

wretch who wanders about, who works and 4 starves, whose life is a continual scene of sore affliction

or pinching penury; can that man call England 5 or any other kingdom his country? A country that had

no bread for him, whose fields procured him no 6 harvest, who met with nothing but the frowns of the

rich, the severity of the laws, with jails and 7 punishments; who owned not a single foot of the

extensive surface of this planet? No! urged by a 8 variety of motives, here they came. Every thing has

tended to regenerate them; new laws, a new mode 9 of living, a new social system; here they are become

men: in Europe they were as so many useless 10 plants, wanting vegetative mould, and refreshing

showers; they withered, and were mowed down by 11 want, hunger, and war: but now, by the power of

transplantation, like all other plants, they have taken root and flourished! Formerly

12 they were not numbered in any civil list of their country, except in those of the poor; here they rank as citizens. By what invisible

13 power has this surprising metamorphosis been performed? By that of the laws, and that of their industry. The laws, the indulgent

14 laws, protect them as they arrive, stamping on them the symbol of adoption; they receive ample rewards for their labours; these

15 accumulated rewards procure them lands; those lands confer on them the title of freemen; and to that title every benefit is affixed

16 which men can possibly require. This is the great operation daily performed by our laws. From whence proceed these laws? From our

17 government. Whence that governments It is derived from the original genius and strong desire of the people ratified and confirmed by

18 government. This is the great chain which links us all, this is the picture which every province exhibits, Nova Scotia excepted. There the

19 crown has done all; either there were no people who had genius, or it was not much attended to: the consequence is, that the

20 province is very thinly inhabited indeed; the power of the crown, in conjunction with the musketos, has prevented men from settling

21 there. Yet some part of it flourished once, and it contained a mild harmless set of people. But for the fault of a few leaders the whole were

22 banished. The greatest political error the crown ever committed in America, was to cut off men from a country which wanted

23 nothing but men!

line 1 asylum: a place of shelter or refuge line 4 penury: great poverty line 8 regenerate: cause to be reborn line 11 transplantation: line 13 metamorphosis: to change; to alter line 26 Ubi panis ibi patria: where my bread is earned, there is my county

line 31 Alma Mater: fostering mother

GUIDING QUESTION(S):

Delineate and evaluate the argument that Michel-Guillaume Jean de Crevecoeur makes in the excerpt from Letters from an American Farmer, 1783 ; assess the reasoning present in his analysis, including the premises and purposes of his essay.

(Q1) What, for Crevecoeur, are the roots of American nationalism?

Possible answer. In the excerpt from Letters from an American Farmer, Crevecoeur explains that people have emigrated to America to escape poverty and oppression. He points out that many descendants of immigrants can trace their ancestry to several nationalities. Crevecoeur defines an American as someone who adopts a new way of living based on new social values and opportunities. Since Americans labor for themselves, Crevecoeur predicts that they will be rewarded with great prosperity and joy. Crevecoeur’s essay confirms the impression of America as a rich, new land where hard work is more important than family background. (Q2) What is Crevecoeur's portrait of American society? What does he have to say about Native Americans and slaves?

Possible answer. Crevecoeur asserts because of marriage with people of other ethnic backgrounds, America produced “that strange mixture of blood which you will find in no other country” (line 27). Crevecoeur’s idea that “individuals of all nations are melted into a new race of men” (line 32) and his belief that the typical American is different because he leaves behind “all his ancient prejudices and manners, receiving new ones from the new mode of life he has embraced” (lines 29-30).

(Q3) Analyze the persuasive techniques and rhetorical devices used in the writing of Michel-Guillaume Jean de Crevecoeur.

Possible answer.

Crevecoeur uses imagery, such as this extended metaphor comparing American men to European men: “Here they are become men; in Europe they were as so many useless plants, wanting vegetative mold and refreshing showers; they withered and were mowed down by want, hunger, and war.” (lines 9-11).

Rhetorical questions whose answers seem obvious: (lines 1-3) “In this great American asylum…what countrymen they are?” (line 16) “From whence proceed these laws?”

(line18) provides an example of antithesis where Crevecoeur presents 2 opposing examples of the link between provinces with Nova Scotia identified as the exception, “…which every province exhibits, Nova Scotia excepted.”

Repetition/parallelism is used in lines 16-17 (“From whence…”, “”From…”, “Whence…”), lines 18-19 (“This is the great chain…” , “This is the picture…”) and lines 28-30 (“new one” , “new government” ,“new rank”) to emphasize, unify, and clarify Crevecoeur’s ideas.

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(paragraphs 1 – 4, lines 1 -45)

GUIDING QUESTION(S): Delineate and evaluate the argument that Michel-Guillaume Jean de Crevecoeur makes in the excerpt from Letters from an American Farmer, 1783; assess the reasoning present in his analysis, including the premises and purposes of his essay. (Q4) Write objective summary of Michel-Guillaume Jean de Crevecoeur’s portrait of American society. Include evidentiary quotations / reference lines.

Possible answer. Crevecoeur is enthusiastic about emerging political system in America: new Americans are “incorporated into one of the finest systems of populations which has ever appeared” (line 35 ). Crevecoeur concentrates more on the social issues of immigration than on the political issues of independence: America provides hope and rewards of all sorts for the poor Europeans who arrive, making it a nation whose labors and prosperity will one day cause great change in the world. By embracing new ideas and forming new opinions, immigrant can achieve not only freedom from servility (line 44), but also acquire land and an independent life (lines 14-16) through their labours.

Formative Assessment/ Rubrics, if applicable

Collaborative (one-on-one, in groups, and teacher-led) discussion(s) on text-dependent comprehension questions and written responses (paraphrasing, objective summarization, analysis of evolving themes, use of graphic organizers to deconstruct arguments) serve as prewriting assignments and formative assessments.

Summative Assessment/ Culminating Independent Writing Task

Write a 500 word analysis of the persuasive techniques and rhetorical devices used in the writing of Michel-Guillaume Jean de Crevecoeur and the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” to establish a portrait of American society that expresses the common themes and historical perspectives of colonists during the Revolutionary era.

Extension Activities/Further Resources

Technology:

www.discoveryeducation.com – (see links embedded in pacing guide)

www.classzone.com Graphic Organizers – Persuasive Essay graphic at www.Classzone.com

English Language Learner (ELL) Resources and Strategies

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Content Knowledge/Media Connections: Key Academic Vocabulary

Using Cognate Words

Writing Task

Use Communication, Information and Media connections: Teaching the Constitution http://www.annenbergclassroom.org/page/teaching-the-constitution to build content background on the principles of a constitutional democracy. Use the constitutional curriculum links (videos, timelines, ibooks, lesson plans, and critical thinking resources) to teach content knowledge concepts.

http://player.discoveryeducation.com/index.cfm?guidAssetId=1EB740C8-74E3-40B1-AD6C-86B75CE6C308

Use McDougal Littell Best Practices Toolkit - Word Questioning – Transparency E9 to teach this academic vocabulary from the selection: secure (line 9), consent (line 11), commit (line 64), legislate (line 76), and publish (line 108). The graphic organizer is found at www.classzone.com or McDougal Littell EASY Planner. Develop cognate awareness and strategies for using cognates as a tool for understanding English as a second language. Introduce students to the concept of cognates and identify cognates in ‘The Declaration of Independence.’(e.g. government, monarch, democracy, monarchy, president, premier, communism, capitalism, tyranny, aristocracy, oligarchy, theocracy) Visit www.achieve3000.com to find lesson plan on cognates or use link http://doc.achieve3000.com/article/UsingCognates.pdf. Watch the video clip from Discovery Education titled ‘Writing the Declaration of Independence’ where Thomas Jefferson articulates the ideals of a new and free nation. Answer the following question in a paragraph form. Use Cause-and-Effect Diagram, Transparency B38 (Easy Planner) to plan. How could a weak Declaration of Independence have affected the outcome of the Revolutionary War?

http://player.discoveryeducation.com/index.cfm?guidAssetId=8E409D29-64D5-4796-9440-AF5FD987ED16

This graphic organizer is found at www.classzone.com or McDougal Littell EASY Planner.

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Deconstructing an Argument – KEY

Directions: A persuasive work requires a clear statement of opinion, evidence supporting that position, and responses to possible counterarguments. This template will help you deconstruct fundamental themes and central principles citizens from the Town of Malden, Massachusetts used to explain their position to the American representative, Ezra Sargeant, during the drafting of the Declaration of Independence.

Introduction (identify issue)

At a legal meeting of the inhabitants of the town of Malden, (Mass.), May 27, 1776, it was voted unanimously that the following instructions [regarding the proposed Declaration of Independence under debate by Second Continental Congress] be given to their representative, viz. to Mr. Ezra Sargeant.

Statement of opinion (thesis)

(lines 9-10) “….it is now the ardent wish of our soul that America may become a free and independent state. “

Position (line 12) “Unjustifiable claims have been made by the king and his

minions to tax without our consent…”

(line14 ) “…send fleets and armies to America; that by depriving us of our trade…”

(line 15) “…cutting the throats of our brethren… awe us into submission”

(line 15-16) “…erected a system of despotism in America… enlarge the influence of the crown…”

(lines 35 – 37) “…that the present…deficient to God, posterity, and themselves…

(line 37) “…this is the only form of government which we wish to see established;”

(line 38-39) “…we can never be willingly subject to any other King…. to possess unlimited power.”

Supporting evidence Paragraph 5 (lines 17 - 28) contains many examples of emotional appeal.

(line 17-19) “…fatal day…groans of our countrymen…flames of their peaceful dwellings ascending to Heaven!’

(line 20-22) “…slaughter of—“, “…blood upon his soul”, “…piracy

and murder…” (line 22) “…robbery and breach of faith”

(line 24-25) “…cries of the widow and orphan…”, “…wipe the tear

from their eye..”27-28 (line 28) “…trampled upon the sacred rights of men and affronted

the majesty of the people.” Paragraphs 6-7 contain ethical and logical appeals

(lines 37 – 39) “…deficient in their duty to God, their posterity and themselves…”

(lines 42-44) “…if you should declare America to be a free and independent republic…..will support and defend the measure…to the last drop of their blood, and the last farthing of their treasure.”

Counter position Paragraphs 6-7 (lines 30 – 40)

(line 30-31) “…fatal to liberties of America”…which has led Britains to “lawless domination”

(line 33) …placed in situation “in 1763…in hands of

government…powers of militia”

(lines 40) “We have freely spoken our sentiments…mean not to dictate…now instruct you, sir…”

Possible responses Malden writers used a variety of ethical, logical and moral appeals. • (line 31) Ignore the acts “…we would soon catch the contagion of

venality and dissipation…” • (lines 33-34) “…life of every man…would be endangered”

Analytical Objective Summary “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” presents the united position of the citizens of Malden regarding the rights of the colonists under debate by the Continental Congress. It instructs their representative, Ezra Sargeant, to uphold the principles and ideals enumerated in the correspondence. The letter is grounded in persuasive rhetoric and argues effectively for the separation from British rule. The letter opens by developing a deductive argument beginning with the question of American independence that clearly outlines the citizens past position (lines 5) “…we loved the king and the people of Great Britain with an affection truly filial”. In lines 9-10, the letter shifts focus to the present attitude of the citizenry, “…it is now the ardent wish of our soul that America may become a free and independent state.” The fourth paragraph identifies the position of the colonists and proceeds to inductively provide a foundation for separation from British rule. For example, line 12 identifies “Unjustifiable claims have been made by the king and his minions to tax without our consent…” which have led the king to (line 15-16) “…erected a

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system of despotism in America… enlarge the influence of the crown….” Through a series of emotional appeals, the letter presents images that elicit strong reactions from the rebellious colonists. For example, lines 17-19 recognize the “…fatal day…groans of our countrymen…flames of their peaceful dwellings ascending to Heaven!’ “ which resulted from the cruel and unjust influence of the crown. Lines 24-25 provide the strong imagery of “…cries of the widow and orphan…” and the need to “…wipe the tear from their eye…” as the tyranny of the king’s troops accelerates against “defenceless towns.” A logical position is advanced in lines 30-31 when the citizens state “…it would be fatal to the liberties of America…” if action is not taken because the colonies “…would soon catch the contagion of venality and dissipation, which hath Britains to lawless domination.” The letter appeals to the sense of values and moral judgment in lines 37 – 39 where the citizens confirm “…the present age would be deficient in their duty to God, their posterity and themselves, if they do not establish an American republic.” The correspondence ends by The impassioned plea from the people of Malden combined with the powerful oratory and writing of other colonists who held similar views, advanced and strengthened the position of the Continental Congress to act decisively.

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Student Copy

Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence

The First Continental Congress met in September 1774 to draw up a declaration of colonial rights. They

reconvened in May 1775 as the Second Continental Congress to draft the Declaration of Independence.

The document underwent multiple changes by Congress as noted in the following transcription of Thomas

Jefferson's “Notes on Debates in Congress” dated July 02-04, 1776.

“Congress proceeded … to consider the Declaration of Independence, which had been reported and lain on the table

the Friday preceding, and on Monday referred to a committee of the whole. The pusillanimous idea that we had friends

in England worth keeping terms with, still haunted the minds of many. For this reason, those passages which conveyed

censures on the people of England were struck out, lest they should give them offence. The clause too, reprobating the

enslaving the inhabitants of Africa, was struck out in complaisance to South Carolina and Georgia, who had never

attempted to restrain the importation of slaves, and who, on the contrary, still wished to continue it. …The debates,

having taken up the gender parts of 2d, 3d, and 4th days of July, were, in the evening of the last, closed; the

Declaration was reported by the committee, agreed to by the House, and signed by every member present, except Mr.

Dickinson.”

Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence

May 27, 1776

1 At a legal meeting of the inhabitants of the town of Malden, (Mass.), May 27, 1776, it was voted unanimously that

the following instructions be given to their representative, viz. to Mr. Ezra Sargeant. Sir--A resolution of the hon. house of representatives, calling upon the several towns in this colony to express their minds in respect to the important question of American independence, is the occasion of our now instructing you.

5 The time was, sir, when we loved the king and the people of Great Britain with an affection truly filial; we felt ourselves interested in their glory; we shared in their joys and sorrows; we cheerfully poured the fruit of all our

labours into the lap of our mother country, and without reluctance expended our blood and our treasure in their cause.

These were our sentiments toward Great Britain while she continued to act the part of a parent state; we felt

ourselves happy in our connection with her, nor wished it to be dissolved; but our sentiments are altered, it is now 10 the ardent wish of our soul that America may become a free and independent state.

A sense of unprovoked injuries will arouse the resentment of the most peaceful. Such injuries these colonies have received from Britain. Unjustifiable claims have been made by the king and his minions to tax us without our consent; these claims have been prosecuted in a manner cruel and unjust to the highest degree. The frantic policy

of administration hath induced them to send fleets and armies to America; that, by depriving us of our trade, and 15 cutting the throats of our brethren, they might awe us into submission, and erect a system of despotism in

America, which should so far enlarge the influence of the crown as to enable it to rivet their shackles upon the people of Great Britain.

This plan was brought to a crisis upon the ever memorable nineteenth of April. We remember the fatal day! the expiring groans of our countrymen yet vibrate on our ears! and we now behold the flames of their peaceful

dwellings ascending to Heaven! we hear their blood crying to us from the ground for vengeance! charging us, as

20 we value the peace of their names, to have no further connection with,-- who can unfeelingly hear of the slaughter of--, and composedly sleep with their blood upon his soul. The manner in which the war has been prosecuted hath confirmed us in these sentiments; piracy and murder, robbery and breach of faith, have been conspicuous in the conduct of the king’s troops: defenceless towns have been attacked and destroyed: the ruins of Charlestown, which are daily in our view, daily reminds us of this: the cries of the widow and the orphan demand our attention;

25 they demand that the hand of pity should wipe the tear from their eye, and that the sword of their country should

avenge their wrongs. We long entertained hope that the spirit of the British nation would once more induce them to assert their own and our rights, and bring to condign punishment the elevated villains who have trampled upon the sacred rights of men and affronted the majesty of the people. We hoped in vain; they have lost their spirit of just resentment; we therefore renounce with disdain our connexion with a kingdom of slaves; we bid a final adieu to Britain.

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30 Could an accommodation now be effected, we have reason to think that it would be fatal to the liberties of

America; we should soon catch the contagion of venality and dissipation, which hath Britains to lawless

domination. Were we placed in the situation we were in 1763: were the powers of appointing to offices, and commanding the militia, in the hands of governors, our arts, trade and manufacturers, would be cramped; nay

more than this, the life of every man who has been active in the cause of his country would be endangered.

35 For these reasons, as well as many others which might be produced, we are confirmed in the opinion, that the present age would be deficient in their duty to God, their posterity and themselves, if they do not establish an American republic. This is the only form of government which we wish to see established; for we can never be willingly subject to any other King than he who, being possessed of infinite wisdom, goodness and rectitude, is

alone fit to possess unlimited power. 40 We have freely spoken our sentiments upon this important subject, but we mean not to dictate; we have

unbounded confidence in the wisdom and uprightness of the continental congress: with pleasure we recollect that this affair is under their direction; and we now instruct you, sir, to give them the strongest assurance, that if they should declare America to be a free and independent republic, your constituents will support and defend the measure, to the last drop of their blood, and the last farthing of their treasure.

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Deconstructing an Argument Directions: A persuasive work requires a clear statement of opinion, evidence supporting that position, and responses to possible counterarguments. This template will help you deconstruct fundamental themes and central principles citizens from the Town of Malden, Massachusetts used to explain his position to the American representative, Ezra Sargeant, during the drafting of the Declaration of Independence.

Introduction (identify issue)

Statement of opinion (thesis)

Position

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Analytical Objective Summary

GRADE 11 ELA EXEMPLAR LESSON Quarter 1, Week 7: 10/01/12 – 10/05/12

2012-2013 12

Michel-Guillaume-Jean De Crevecoeur, excerpt from Letters from an American Farmer, 1783

Crevecoeur was a Frenchman who had served with Montcalm in the French and Indian War and in 1765 decided to remain in the New World. For the next fifteen years, he farmed land in Orange County, New York and wrote his Letters from an American Farmer. The following excerpt is from his third and most famous letter, "What is an American?"

1 In this great American asylum, the poor of Europe have by some means met together, and in consequence of various causes; to what purpose, should they ask one another, what countrymen they are? Alas, two thirds of them had no country. Can a wretch who wanders about, who works and starves, whose life is a continual scene of sore affliction or pinching penury; can that man call England

5 or any other kingdom his country? A country that had no bread for him, whose fields procured him no harvest, or any who met with nothing but the frowns of the rich, the severity of the laws, with jails and

punishments; who owned not a single foot of the extensive surface of this planet? No! urged by a variety of motives, here they came. Every thing has tended to regenerate them; new laws, a new mode of living, a new social system; here they are become men: in Europe they were as so many useless

10 plants, wanting vegetative mould, and refreshing showers; they withered, and were mowed down by want, hunger, and war: but now, by the power of transplantation, like all other plants, they have taken root and flourished! Formerly

they were not numbered in any civil list of their country, except in those of the poor; here they rank as citizens. By what invisible power has this surprising metamorphosis been performed? By that of the laws, and that of their industry. The laws, the indulgent laws, protect them as they arrive, stamping on them the symbol of adoption; they receive ample rewards for their labours; these

15 accumulated rewards procure them lands; those lands confer on them the title of freemen; and to that title every benefit is affixed which men can possibly require. This is the great operation daily performed by our laws. From whence proceed these laws? From our

government. Whence that governments It is derived from the original genius and strong desire of the people ratified and confirmed by government. This is the great chain which links us all, this is the picture which every province exhibits, Nova Scotia excepted. There the crown has done all; either there were no people who had genius, or it was not much attended to: the consequence is, that the

20 province is very thinly inhabited indeed; the power of the crown, in conjunction with the musketos, has prevented men from settling there. Yet some part of it flourished once, and it contained a mild harmless set of people. But for the fault of a few leaders the whole

were banished. The greatest political error the crown ever committed in America, was to cut off men from a country which wanted nothing but men!

What attachment can a poor European emigrant have for a country where he had nothing? The knowledge of the language, the love 25 of a few kindred as poor as himself, were the only cords that tied him: his country is now that which gives him land, bread, protection, and consequence: Ubi panis ibi patria, is the motto of all emigrants. What then is the American, this new man? He is either an

European, or the descendant of an European; hence that strange mixture of blood, which you will find in no other country. I could point out to you a man, whose grandfather was an Englishman, whose wife was Dutch, whose son married a French woman, and whose present four sons have now four wives of different nations. He is an American, who, leaving behind him all his ancient

30 prejudices and manners, receives new ones from the new mode of life he has embraced, the new government he obeys, and the new rank he holds. He becomes an American by being received in the broad lap of our great Alma Mater. Here individuals of all nations are melted into a new race of men, whose labours and posterity will one day cause great change in the

world. Americans are the western pilgrims, who are carrying along with them that great mass of arts, sciences, vigour, and industry, which began long since in the East; they will finish the great circle. The Americans were once scattered all over Europe; here they are

35 incorporated into one of the finest systems of population which has ever appeared, and which will hereafter become distinct by the power of the different climates they inhabit. The American ought, therefore, to love this country much better than that wherein either

he or his forefathers were born. Here the rewards of his industry follow with equal steps the progress of his labour; his labour is founded on the basis of nature, self-interest; can it want a stronger allurement? Wives and children, who before in vain demanded of him a morsel of bread, now, fat and frolicsome, gladly help their father to clear those fields whence exuberant crops are to arise to

40 feed and to clothe them all; without any part being claimed, either by a despotic prince, a rich abbot, or a mighty lord. Here religion demands but little of him; a small voluntary salary to the minister, and gratitude to God; can he refuse these? The American is a new man, who acts upon new principles; he must therefore entertain new ideas, and form new opinions. From

involuntary idleness, servile dependence, penury, and useless labour, he has passed to toils of a very different nature, rewarded by 45 ample subsistence. This is an American.

Write an objective summary of Michel-Guilllaume Jean de Crevecoeur’s portrait of American society. For further information regarding this document contact the Division of Language Arts/Reading, Secondary District Instructional Supervisors,

Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and World

Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.