252 unit 1: early american writing

Example from “The Crisis”

Those soldiers who stand firm in the “service of [their] country” deserve the “love and thanks of man and woman.” (lines 2–3)

“God almighty will not give up a people to military destruction. . . .” (lines 23–24)

Kind of Appeal

ethical appeal of“service to country” plus emotional appeal of love and gratitude

appeal to authority—in this case, the ultimate authority

After Reading

Comprehension 1. Recall At the end of the essay, what two qualities does Paine say American

troops need to win the war?

2. Summarize In the third paragraph, what reasons does Paine give for assuring the Americans that their cause is right?

3. Clarify What is implied by the terms “summer soldier” and “sunshine patriot” in the first paragraph?

Literary Analysis 4. Interpret Metaphor A metaphor is a figure of speech that equates two unlike

things. Explain what Paine means by the metaphor in lines 45–46: “for, though the flame of liberty may sometimes cease to shine, the coal can never expire.” How might this metaphor serve to inspire the troops’ loyalty?

5. Analyze Main Ideas and Support Review the chart of main ideas and support you completed as you read. What kind of support does Paine primarily use—reasons, facts, or expert testimony? Explain why you think this is so.

6. Analyze Persuasive Techniques Review the different persuasive techniques explained on page 245. Then, go back through the essay and find six examples of Paine’s strong persuasive appeals. In a chart, record your examples and briefly explain the type of appeal. What kinds of techniques does Paine favor in his essay?

7. Evaluate Analogy More detailed than a metaphor, an analogy is a point-by-point comparison in which an unfamiliar subject is explained in terms of a familiar one. Reread lines 65–68. Explain the analogy of the thief in terms of the following four points. In your opinion, does the analogy adequately justify the war? Explain why or why not.

• breaking and entering • threatening to kill• destroying property • binding to his will

Literary Criticism 8. Critical Interpretations John Adams, second U.S. president and no fan of

Paine’s, nonetheless acknowledged his crucial influence: “Without the pen of Paine the sword of Washington would have been wielded in vain.” Use information from Paine’s essay, as well as facts from his biography on page 244, to support Adams’s assessment.

SUNSHINE STATE STANDARDReading ProcessBenchmark LA.1112.1.7.3 Determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts.

FL_L11PE-u01s43-arCrisis.indd 252 1/28/08 5:11:26 PM

vocabulary practiceFor more practice, go to the Vocabulary Center at ClassZone.com.

the crisis 253

example sentence

Paine primarily wanted to stir up revolutionary ardor in his audience.

Vocabulary in Contextvocabulary practice

Choose the letter of the phrase that defines or is related to the boldfaced word.

1. celestial: (a) an instrument, (b) a star in the sky, (c) a slogan 2. tyranny: (a) a country with no freedoms, (b) an old bicycle, (c) a relay race 3. repulse: (a) a long-winded speaker, (b) a resisted enemy, (c) a favorite shirt 4. esteem: (a) a temperature drop, (b) a cousin, (c) an honored guest 5. ardor: (a) a grove of trees, (b) a passion for justice, (c) an accounting mistake 6. infidel: (a) a religious skeptic, (b) a lieutenant, (c) a television game show 7. dominion: (a) a landlocked country, (b) a public garden, (c) a control freak 8. relinquish: (a) a building site, (b) a surrender of territory, (c) a bad argument 9. prudent: (a) a cautious investor, (b) a distant relative, (c) car insurance 10. wrangling: (a) a favor, (b) a rowing machine, (c) towns with border disputes

vocabulary in writingWhat emotions does Paine try to elicit from his readers in this essay? Using three or more vocabulary words, write a brief discussion of at least two emotions and the methods Paine uses to elicit them. You might start like this.

vocabulary strategy: words from middle englishMiddle English was the language spoken in England roughly between A.D. 1100 and 1500. This form of English evolved after the Norman French, led by William the Conqueror, invaded and conquered England in 1066. Many modern words that first occurred in Middle English, such as the vocabulary word ardor, were derived from French. Others continued from Old English, the earliest recognized form of the language.

PRACTICE The boldfaced words in these sentences have their origins in Middle English. Use context clues to create a definition of each. Then check a dictionary etymology to find out the word’s original meaning.

1. He demonstrated his athletic prowess by participating in the triathlon. 2. She has been a recluse ever since the death of her husband. 3. Her fulsome praise of his decision greatly embarrassed him. 4. He had the perfect rejoinder for every accusation of the committee. 5. The garden held a plenitude of rare plants and flowers.

word listardor celestial dominion esteem infidelprudentrelinquish repulse tyranny wrangling

SUNSHINE STATE STANDARDReading ProcessBenchmark LA.1112.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools.

FL_L11PE-u01s43-arCrisis.indd 253 1/28/08 5:11:28 PM

Practice and ApplyAfter ReadingUse these copy masters to check under-standing and provide extra support:

RESOURCE MANAGER—Copy MastersReading Check p. 400Persuasive Techniques p. 393Question Support p. 401 Additional selection questions are provided for teachers on page 387.

answers 1. perseverance and fortitude 2. They tried everything they could to avoid

war. God would not favor the cause of a murderer such as the king.

3. Like fair-weather friends, they join in good times and disappear in difficult times.

Possible answers: 4. He means that liberty can be temporar-

ily suppressed but cannot die. The image inspires loyalty by carrying the positive connotation of home and hearth, and by underscoring the idea that the fight is for everything the soldiers hold dear.

5. standards focus Analyze Main Ideas and Support If we stand firm, we will triumph: freedom is celestial (reason), impious enemy goal (fact); We fought too late: troops could have won last year (reason); God will not allow our defeat: king is murderer (reason), we tried to avoid war (fact); American independence inevitable: Tory wanted peace for himself (testimony), wars will break out until then (fact); Americans must be strong: if not, our children will curse us (reason), we didn’t seek this war (fact); Don’t be fooled by false peace offers: Howe’s timing was lucky (fact), our preparation is secure and improv-ing (fact). Paine uses facts and reasons, which he finds effective.

6. standards focus Persuasive Tech-niques He favors appeals to logic, emotion, and ethics: “Not a place . . . with them” (lines 39–41), logical to location, emotional to happiness; “throw not . . . God may bless you” (lines 54–55), appeal to authority of Bible; “The blood of his children . . . made them happy” (lines 59–60), emotional ap-peal of children, loaded language; “It is the madness . . . trick of war” (lines 82–83),

logical appeal to experience; “I dwell not . . . to your eyes” (lines 100–101), logical appeal to reason; “by cowardice . . . un-lamented” (lines 117–122), emotional appeal to fear.

7. The thief’s actions of entering a house, threatening those inside, and destroying property are analogous to British actions against the colonies. Students may say the analogy supports the right to defend one’s property. Others may say it is overly simple.

8. Paine galvanized popular support for independence among the common people who would fight the war. Without a morale boost, America’s cause might have failed.

252 unit 1: early american writing

252 unit 1: early american writing

Example from “The Crisis”

Those soldiers who stand firm in the “service of [their] country” deserve the “love and thanks of man and woman.” (lines 2–3)

“God almighty will not give up a people to military destruction. . . .” (lines 23–24)

Kind of Appeal

ethical appeal of“service to country” plus emotional appeal of love and gratitude

appeal to authority—in this case, the ultimate authority

After Reading

Comprehension 1. Recall At the end of the essay, what two qualities does Paine say American

troops need to win the war?

2. Summarize In the third paragraph, what reasons does Paine give for assuring the Americans that their cause is right?

3. Clarify What is implied by the terms “summer soldier” and “sunshine patriot” in the first paragraph?

Literary Analysis 4. Interpret Metaphor A metaphor is a figure of speech that equates two unlike

things. Explain what Paine means by the metaphor in lines 45–46: “for, though the flame of liberty may sometimes cease to shine, the coal can never expire.” How might this metaphor serve to inspire the troops’ loyalty?

5. Analyze Main Ideas and Support Review the chart of main ideas and support you completed as you read. What kind of support does Paine primarily use—reasons, facts, or expert testimony? Explain why you think this is so.

6. Analyze Persuasive Techniques Review the different persuasive techniques explained on page 245. Then, go back through the essay and find six examples of Paine’s strong persuasive appeals. In a chart, record your examples and briefly explain the type of appeal. What kinds of techniques does Paine favor in his essay?

7. Evaluate Analogy More detailed than a metaphor, an analogy is a point-by-point comparison in which an unfamiliar subject is explained in terms of a familiar one. Reread lines 65–68. Explain the analogy of the thief in terms of the following four points. In your opinion, does the analogy adequately justify the war? Explain why or why not.

• breaking and entering • threatening to kill• destroying property • binding to his will

Literary Criticism 8. Critical Interpretations John Adams, second U.S. president and no fan of

Paine’s, nonetheless acknowledged his crucial influence: “Without the pen of Paine the sword of Washington would have been wielded in vain.” Use information from Paine’s essay, as well as facts from his biography on page 244, to support Adams’s assessment.

SUNSHINE STATE STANDARDReading ProcessBenchmark LA.1112.1.7.3 Determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts.

FL_L11PE-u01s43-arCrisis.indd 252 1/28/08 5:11:26 PM

vocabulary practiceFor more practice, go to the Vocabulary Center at ClassZone.com.

the crisis 253

example sentence

Paine primarily wanted to stir up revolutionary ardor in his audience.

Vocabulary in Contextvocabulary practice

Choose the letter of the phrase that defines or is related to the boldfaced word.

1. celestial: (a) an instrument, (b) a star in the sky, (c) a slogan 2. tyranny: (a) a country with no freedoms, (b) an old bicycle, (c) a relay race 3. repulse: (a) a long-winded speaker, (b) a resisted enemy, (c) a favorite shirt 4. esteem: (a) a temperature drop, (b) a cousin, (c) an honored guest 5. ardor: (a) a grove of trees, (b) a passion for justice, (c) an accounting mistake 6. infidel: (a) a religious skeptic, (b) a lieutenant, (c) a television game show 7. dominion: (a) a landlocked country, (b) a public garden, (c) a control freak 8. relinquish: (a) a building site, (b) a surrender of territory, (c) a bad argument 9. prudent: (a) a cautious investor, (b) a distant relative, (c) car insurance 10. wrangling: (a) a favor, (b) a rowing machine, (c) towns with border disputes

vocabulary in writingWhat emotions does Paine try to elicit from his readers in this essay? Using three or more vocabulary words, write a brief discussion of at least two emotions and the methods Paine uses to elicit them. You might start like this.

vocabulary strategy: words from middle englishMiddle English was the language spoken in England roughly between A.D. 1100 and 1500. This form of English evolved after the Norman French, led by William the Conqueror, invaded and conquered England in 1066. Many modern words that first occurred in Middle English, such as the vocabulary word ardor, were derived from French. Others continued from Old English, the earliest recognized form of the language.

PRACTICE The boldfaced words in these sentences have their origins in Middle English. Use context clues to create a definition of each. Then check a dictionary etymology to find out the word’s original meaning.

1. He demonstrated his athletic prowess by participating in the triathlon. 2. She has been a recluse ever since the death of her husband. 3. Her fulsome praise of his decision greatly embarrassed him. 4. He had the perfect rejoinder for every accusation of the committee. 5. The garden held a plenitude of rare plants and flowers.

word listardor celestial dominion esteem infidelprudentrelinquish repulse tyranny wrangling

SUNSHINE STATE STANDARDReading ProcessBenchmark LA.1112.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools.

FL_L11PE-u01s43-arCrisis.indd 253 1/28/08 5:11:28 PM

Assess and Reteachdifferentiated instruction

answersVocabulary in Contextvocabulary practice 1. b 6. a 2. a 7. a 3. b 8. b 4. c 9. a 5. b 10. c

RESOURCE MANAGER—Copy MasterVocabulary Practice p. 398

vocabulary in writingHelp students brainstorm reasons why Paine wrote this essay and have them use this list in their writing.

vocabulary strategy: words from middle english (also an EL language objective)Remind students that knowing a word’s ety-mology may help them to remember its cur-rent meaning. Point out differences between current usage and original meaning.Possible answers: 1. skill (original meaning: brave) 2. hermit (original meaning: to close up) 3. effusive (original meaning: loathsome) 4. answer (original meaning: to answer) 5. abundance (original meaning: full)

RESOURCE MANAGER—Copy MasterVocabulary Strategy p. 399

Vocabulary Center at ClassZone.comAdditional Vocabulary Activities

for english learnersTask Support: Vocabulary Practice Have stu-dents work in mixed-language groups. Tell groups to review the words listed as choices for the PRACTICE items. Students can identify cognates from their home languages for these words, then work together to create a composite list of words and home-language cognates.

for advanced learners/apVocabulary in Writing Have students write a journal entry by a colonial soldier spending Christmas Eve on the banks of the Delaware River. Challenge them to convey the writer’s emotions. Students should use at least three vocabulary words in their journal entry.

Assess

RESOURCE MANAGER—Copy MastersSelection Test A pp. 403–404Selection Test B/C pp. 405–406

Test Generator CD

Reteach

STANDARDS LESSON FILEReading Lesson 4: Recognizing Main Idea

and DetailsInformational Text Lesson 15: Persuasive

TechniquesVocabulary Lesson 25: Etymologies

the crisis 253