The American Renaissance 1840 - 1860
Transcendentalism/Anti-Transcendentalism/Gothic
THEME - Individual v. Society
CCGPS Standards and "I Can" Statements
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text
1. I CAN determine the meanings of unfamiliar words.
2. I CAN identify and explain symbols in the material I read.
3. I CAN identify the author's purpose of a particular text.
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
4. I CAN correctly cite evidence from the text in my writing.
5. I CAN correctly cite the evidence from the text that I use to support my answer.
6. I CAN critically review my written work and revise and edit it BEFORE turning it in for a grade.
ELACC11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
ELACC11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
7. I CAN compare/ contrast the writings of the Romantics, Transcendentalists and the Anti-Transcendentalists
8. I CAN demonstrate understanding of how American literature developed and began to differ from European literature.
Task 1 - Intro to Transcendentalism/Anti-Transcendentalism
Read pages 207-214 in the RED LITERATURE BOOK. Answer the following questions:
1. At a "remarkable party," a discussion began about whether American writers would ever produce great
writing. What two writers defended American writers, agreeing that America would produce some really great
writers?
2. Which writer praised English authors?
4. Melville and Hawthorne shared a common bond: They both saw a ____ ____ to human existence.
5. In a magazine essay, Melville claimed that Hawthorne was very close to becoming America's _____.
6. What does the word "renaissance" mean? (the definition is in the reading)
7. What did the Americans mean when they referred to themselves as living in a renaissance?
8. According to the Red Lit Book, what would be a better term than renaissance?
9. New England had long been known for its interest in ____-____ and ____ ____.
10. Name THREE reform movements occurring in New England at this time
11. What was a utopian project?
12. Which writer is credited with being a primary force behind the "flowering of American culture", inspiring
numerous reform movements that aimed to improve public education, end slavery, and elevate the status of
women.
13. What does the word 'transcendental' refer to?
14. ____ is an important tool for discovering ____.
15. For Emerson, transcendentalism was not a new philosophy but the "___________________________.'
16. The writings of ____ and ____ forcefully expressed Transcendental ideas.
17. Transcendentalists viewed ____ as a doorway to a ____ world holding ____ truths.
18. What does 'optimism' mean?
( http://www.merriam-webster.com/dictionary/optimism
#2)
19. What does 'intuition' mean? (p. 212)
20. Emerson's intuitive thought contrasts with the ____ thinking of Benjamin Franklin.
21. Emerson believed that God is good and that he works through nature. Therefore, even the natural events
that seem most tragic - ____, ____, ____ - can be explained on a spiritual level.
22. Emerson's sense of optimism and hope appealed to audiences who lived in a period of ____ ____, ____
____, and ____ over ____.
23. Name THREE authors who were ANTI-Transcendentalists.
24. With what premise did the Anti-Transcendentalists disagree?
25. In their works, the Anti-Transcendentalists explored the conflict between ____ and ____, the ____
effects of ____ and ____, and even ____ and ____ in the human psyche.
Task 2 - Well-known Transcendental, Anti-Transcendental and Gothic American Writers
You will research the following well-known writers of the Transcendentalism/Anti-Transcendentalisme literary period.
You may use the RED literature book (page numbers are given) or Google.
p. 216
1 Ralph Waldo Emerson
2 Edgar Allen Poe - scroll down to his name
p. 261-262
3 Henry David Thoreau - scroll down to his name
p. 230-231
4 Herman Melville
5 Nathaniel Hawthorne
p. 296-297
Answer the following questions about each author:
1. identify if the writer was a Transcendentalist or an Anti-Transcendentalist
2. What the writer was best known for
3. Most famous works
4. Did the writer write novels, short stories, essays, poetry? Or more than one?
5. SIX interesting facts that other students probably won't include on their power point
Task 3 - Henry David Thoreau
Click on the link below and watch the video called "Great Books: Walden”
http://assignments.discoveryeducation.com/?cdPasscode=T6729-FC6C
NOTE: if asked for a passcode, enter this T6729-FC6C
Answer the following questions after viewing
1. Why did Thoreau go to live in the woods?
2. In what ways did the Industrial Revolution sometimes make life worse instead of better?
3. Do you think that in our modern-day lives we are disconnected from the natural world around us?
EXPLAIN why you think that way.
4. Do you think Thoreau found what he was looking for at Walden Pond? EXPLAIN how you know this.
5. What is civil disobedience?
6. How did the coming of the railroad affect pristine locations like Walden Pond?
Task 4 - Herman Melville
Click on the link below and watch the video called "Great Books: Moby Dick".
http://assignments.discoveryeducation.com/?cdPasscode=T678D-BC69
Answer the following questions after viewing
1. What is a central theme of Moby Dick?
2. Why does Ishmael see white as a frightening color?
3. What do you think the whale in Moby Dick symbolizes?
Task 5- Edgar Allan Poe-Background.
Click on the link below and watch the video called "Great Books: Tales of Edgar Allan Poe"
http://assignments.discoveryeducation.com/?cdPasscode=T677B-9164
Answer the following questions after viewing
1. What is your definition of fear?
2. Why did Poe think of himself as cursed?
3. What are the similarities between love and hate?
4. Why are Poe's tales so horrifying?
5. What set The Tell-Tale Heart apart from Poe's other works?
Task 6 - The Fall of the House of Usher by Edgar Allan Poe
In the RED literature book, read the following on p. 262: Reading Focus and Elements of Literature
1. Name the Gothic details that Poe uses to create atmosphere.
On p. 279, read the short poem called The Fall of the House of Usher by Reed Whittemore
2. This poem gives a very short synopsis (overview) of Poe's short story. In your own
words, tell what is going to happen in the story.
Read The Fall of the House of Usher
**You can either read it in the RED literature book or at the link provided below.
**I highly suggest that you LISTEN WHILE YOU READ so that you can get
the full effect of the story.
Read p. 263 - 279
Read http://www.thoughtaudio.com/titlelist/TA0108-HouseUsher/POE-HOUSEOFUSHER.pdf
Listen Get CD from teacher
Fall of the House of
Usher - E A Poe
Listen http://www.needcoffee.com/2009/10/31/fall-house-usher-audio/
Click on "you can download it directly here"
3. Why do you think Poe made Roderick and Madeline TWINS instead of just brother and sister?
4. What are the narrator's first impressions of the house as he draws near the house of Usher?
5. The narrator describes Roderick as having a "cadaverousness of complexion". What does he mean by this?
HINT: you will need to look up the word "cadaver" if you don't know what it means!!
6. Describe Roderick's behavior that greatly concerns the narrator. P. 268
7. What was wrong with Madeline? (describe her symptoms)p. 269
8. When Madeline dies, Roderick plans to keep her in a vault in the house for a short time before her final
burial. Why does he want to keep her in a vault in the house? P. 273
9. Describe her tomb. P. 274
10. What does the narrator notice about Madeline's appearance? P. 274
11. During the storm, the narrator and Usher hear eerie noises in the house. What conclusion does Usher
come to regarding the noises? P. 278
12. The wind blows open the door. What happens to Roderick Usher? WHY?
13. What happened to the narrator?
14. At the beginning of the story, the narrator seems normal, providing an objective view of the Ushers. As
the story progresses, however, he begins to display thoughts and behaviors that are similar to Roderick's. Find
ONE sentence in the story that shows the narrator's deteriorating state of mind. WRITE THAT
SENTENCE AND THE PAGE NUMBER on your paper.
Task 7 - Compare/Contrast Romanticism, Transcendentalism, Anti-Transcendentalism
Compare/contrast the three following time periods: Romanticism, Transcendentalism, and Anti-Transcendentalism
NOTE: You will need to go back and look at the chapter on Romanticism to help you remember.
For each period, answer the following questions:
1. List the characteristics of each, including the time period (YEARS)
2. Name 2 authors for each period
Include at least ONE important title for each author
Describe how each author's writing reflected the period
Task 8. Semester Final Exam Project
1. The Semester Final Exam Project is your final exam in this course and counts as a final exam grade.
It is a Power Point presentation, in which you will reflect upon what you learned in each unit you
complete in your English class, you will reflect upon what you did, what standards were addressed and what
you learned in each task.
Instead of waiting until the end of the semester to complete this final exam, you will work on it as you
complete each unit. That way your final exam will be finished when you complete your last unit for this
course.
2. Get the instructions for the Final Exam Project from your teacher.
Task 9. Grade Yourself
1. Get a blank standards-based rubric from your teacher
2. Write each "I Can…" statement from the Standards chart in a separate box.
3. Then rate yourself as to how well you mastered each "I Can…" statement.
4. Bring all your work and the completed rubric to your teacher to discuss your work and your grade.