Origin Myths
Argumentative Module
Module Title
Module
description
(overview):
Template task
(include number,
type, level):
Teaching task:
Since the beginning of time people have always sought to explain the “unexplainable.” Humans have a need and an innate
drive to order their world and to give meaning to the creation of life and the world. This unit encompasses a study of
Native-American tales, myths, values, and world views.
Task 2: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or
substitute) that addresses the question and support your position withevidence from the text(s). L2 Be sure to acknowledge
competingviews. L3 Give examples from past or current events or issues to
illustrate and clarify your position. (Argumentation/Analysis)
After reading the information and literature provided in class, write an argumentative essay that analyzes the world view and
values found in a selected piece of mythology. Support your argument with evidence from the text(s).
Grade(s)/Level:
11th
Discipline: (e.g.,
ELA, science,
history, other?)
ELA
Course:
English III
Author(s):
Jo Anna Singer, Jesse Allred, Mary Keith, Dina Honeycutt, Joel Hutchinson
Contact
Information:
[email protected], [email protected], [email protected], [email protected],
[email protected]
For classroom use only. May not be reproduced for commercial purposes.
1
Section 1: What Task?
TEACHING TASK
Background to
share with
students:
Teaching task:
Since the beginning of time people have always sought to explain the “unexplainable.” Humans have a need and an innate drive to order
their world and to give meaning to the creation of life and the world. This unit encompasses a study of Native-American tales, myths,
values, and world views.
Reading texts:
Walam Olum www.sacred-texts.com/nam/walam/wa01.htm
World on a Turtle’s Back
Navajo and Hopi Creation Myths
Genesis I-111
Darwin-Descent of Man
www.artsmia.org/world-myths/artbyculture/nativeamerican.html
www.godchecker.com/pantheon/native_american-mythology.php
www.americanfolklore.net/folklore/native-american-myths
youtube- Native American Creation Myths.mov
Extension
(optional: could
be a speech,
PPT, creative
project):
After reading the information and literature provided in class, write an argumentative essay that analyzes the world view and
values found in a selected piece of mythology. Support your argument with evidence from the text(s).
For classroom use only. May not be reproduced for commercial purposes.
2
COMMON CORE STATE STANDARDS
READING STANDARDS FOR ARGUMENTATION
“Built-in” Reading Standards
“When Appropriate” Reading Standards (applicable in black)
1- Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the test.
3- Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each
other and the whole.
4- Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
6- Assess how point of view or purpose shapes the content and style of a text.
10- Read and comprehend complex literary and informational texts independently
and proficiently.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR ARGUMENTATION
“Built-in” Writing Standards
“When Appropriate” Writing Standards (applicable in black)
1- Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
2- Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3- Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6- Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7- Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
For classroom use only. May not be reproduced for commercial purposes.
3
CONTENT STANDARDS FROM STATE OR DISTRICT Standards
source:
NUMBER
CONTENT STANDARDS
For classroom use only. May not be reproduced for commercial purposes.
4
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Active Reading
Ability to identify the central point and main supporting elements of a
text.
2. Essential Vocabulary
Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
3. Note-Taking
Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Conversation
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
Ability to establish a controlling idea and consolidate information
1. Controlling Idea
relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and
structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
For classroom use only. May not be reproduced for commercial purposes.
5
Section 3: What Instruction?
Pacing
Mini-Task: Product and
Prompt
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
Skill and Definition
1. Task Engagement
Ability to connect the
task and new content to
existing knowledge,
skills, experiences,
interests, and concerns.
Day 1
2. Task Analysis
Ability to understand
and explain the task’s
prompt and rubric.
Scoring (meets expectations)
Students will discuss and define a
myth by using either Cornell
Notes, teacher-generated notes,
or a KWL.
Students will receive credit for
completing notes and participating
in discussion.
Class discussion about the
prompt and rubric; highlight key
features of both.
Quick write as an exit slip on their
understanding of the prompt.
For classroom use only. May not be reproduced for commercial purposes.
Instructional Strategies
Scaffolding on student’s prior knowledge.
Students will highlight key features and expectations of the
writing prompt. They will provide an exit slip defining the task
in their own words/understanding.
6
Day 2-3
1. Active Reading
Ability to identify the
central point and main
supporting elements of
a text.
Day 4
1. Active Reading
Students will read and identify
from each origin myth the
world view of the culture.
They will respond to a
teacher generated ACE.
• Walum Olum
• World on a Turtle’s
Back
• Navajo and Hopi
Creation Myths
•
Ability to identify the
central point and main
supporting elements of
a text.
•
•
Students will
participate in an
introductory
discussion highlighting
the academic validity
of the use of Genesis
1-11I from state
adopted textbook.
Students will read
and discuss Genesis I11I.
Students will write a
well-developed
paragraph explaining
how the Genesis
origin myth might
influence our
culture’s view on
nature, women, or
knowledge. Select
one.
For classroom use only. May not be reproduced for commercial purposes.
Students will receive credit for
identifying the world view
elements that are central to the
myths in each culture using an
ACE prompt.
Students will read and discuss the origin myths. They will work
in small groups to determine the elements central in each myth
and individually respond to the ACE prompt.
Students will be assessed for their
paragraph using teacher-explained
rubric.
Students will annotate text, finding evidence of how our cultural
views of nature, women, and knowledge are affected. Teacher
will determine a uniform annotation glossary.
7
Day 5
1. Active Reading
Ability to identify the
central point and main
supporting elements of
2. Essential Vocabulary
Students will use close
reading techniques to analyze
Darwin’s-Descent of Man.
• 1st Reading. Students
will circle unfamiliar words and
make a contextual guess as to
the meaning. Students will
generate a vocabulary list on the
board and define their
contextual understanding of the
word. A teacher led discussion
will generate actual meanings.
• 2nd Reading. Students
will annotate the text
looking for main idea,
support and confusing
passages. They will use a
standardized form of
annotation determined
by teacher. A teacher
led discussion will clarify
and support student
understanding.
• 3rd Reading. Students
will look for evidence to
answer the question,
How might this
scientific text be viewed
as an origin myth?
•
Students will receive credit for
their answer to the question:
How might this scientific text be
viewed as an origin myth?
Vocabulary Enrichment/Think-Pair-Share
Annotation
Close Reading
Small and large group discussion
Teacher Modeling
See Day 1 and 5
Ability to apply
strategies for developing
an understanding of
text(s) by locating
For classroom use only. May not be reproduced for commercial purposes.
words and phrases that
identify key concepts
and facts, or
information.
8
3. Note-Taking
•
See Day 1and 5
Ability to read
purposefully and select
relevant information; to
summarize
and/or paraphrase.
Day 6-7
1. Bridging
Conversation
Ability to transition
from reading or
researching to the
writing task.
Day 7-8
Controlling Idea
Ability to establish a
controlling idea and
consolidate
information relevant to
task.
Day 7-9
Planning
Ability to develop a
line of thought and
text structure
appropriate to an
informational/
explanation task.
Day 7-9
Development
Ability to construct an
initial draft with an
emerging line of
thought and structure.
Students will create and illustrate
an origin myth. Students will
identify a group, along with their
values, world view, good and
evil, gods, etc.
Students will be assessed on their
myth. A class discussion will
assess the student’s ability to
identify a group and its values in an
origin myth.
Using thematic elements of origin myth, supplemented with a
handout on writing requirements/process, students will
complete an origin myth. Students will present their myths.
Students will select an origin
myth and determine the values
and world view of the culture
from which the myth originated.
Students will write a note card
demonstrating the controlling
idea.
Meets expectations if the
controlling idea clearly provides an
answer to the main teaching task.
To assist students in writing a strong controlling idea, model for
them the elements required on their note cards. Have students
write a note card that demonstrates their understanding of the
controlling idea.
Students will review the note
card with the information
needed to complete their essay.
Students will create a formal
outline or use a graphic
organizer and the annotated
readings to plan their essays.
Meets expectations if they have
created an outline or graphic
organizer to plan their essay.
Supports the controlling idea by
using evidence from text(s) read
and the writing process.
Students can use any notes, organizers, or text to begin planning
and organizing their essays.
Students will write an initial draft
of their essays. Insert and cite
textual evidence.
Meets expectations if they have a
completed essay that can be
edited to contain all components.
Their response is supported with
textual evidence.
For classroom use only. May not be reproduced for commercial purposes.
Share examples of graphic organizers or formal outlining
techniques.
Teacher will circulate and provide feedback on outlines.
Use planning documents to create an initial draft.
Teacher will circulate to provide feedback on paragraphs.
9
Day 10
Revision
Ability to refine text,
including line of
thought, language
usage, and tone as
appropriate to
audience and purpose.
Day 10
Editing
Day 11
Ability to proofread
and format a piece to
make it more effective.
Completion
Students will peer edit using
common proofreading
abbreviations handout provided
by the teacher.
Meets expectations if they use
teacher and peer feedback to
polish and refine the draft.
Students will work in pairs to provide feedback to each other
on teacher commentary.
After peer-editing students will
refine their essay adhering to
structure, mechanics, and proper
use of citing textual evidence.
See Day 10
Turn in a complete set of drafts,
plus a final version of the essay.
Ability to submit final
piece that meets
expectations.
For classroom use only. May not be reproduced for commercial purposes.
Teacher will conference with individual students to provide
feedback that balances support for strengths and clarity about
areas of improvement.
Meets expectations if the essay fits
the “Meets Expectations” category
of the rubric for the teaching task.
10
TEACHING TASK RUBRIC (ARGUMENTATION)
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
1.5
Approaches Expectations
2
Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Establishes a claim. (L2) Makes
note of counter claims.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations
2.5
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a substantive
and credible claim or proposal. (L2)
Develops claims and counter claims fairly
and thoroughly.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
For classroom use only. May not be reproduced for commercial purposes.
3.5
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt. Structure
enhances development of the reasoning
and logic of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
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Feedback Sheet
Student _______________________________________ Date _______________________________________
Element
Score
Notes
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
Total
Average
Overall Performance Level
For classroom use only. May not be reproduced for commercial purposes.
12
MATERIALS, REFERENCES AND SUPPORTS (ADD BELOW)
FOR TEACHERS
FOR STUDENTS
ACE Guidelines
ACE Outline
Editing Remarks Template
Darwin Excerpt from The Descent of Man
Genesis 1-111 from World Literature textbook
For classroom use only. May not be reproduced for commercial purposes.
13
Common Proofreading Symbols
Symbol
Meaning
Example
insert a comma
apostrophe or single
quotation mark
insert something
use double quotation marks
use a period here
delete
transpose elements
close up this space
a space needed here
begin new paragraph
no paragraph
For classroom use only. May not be reproduced for commercial purposes.
14
Common Proofreading Abbreviations (The abbreviation would appear in the margin,
probably with a line or arrow pointing to the offending element.)
Abbreviation Meaning
Example
Ab
a faulty abbreviation
She had earned a Phd along with her M.D.
Agr
agreement problem:
subject/verb or
pronoun/antecedent
The piano as well as the guitar need tuning.
The student lost their book.
Awk
awkward expression
or construction
The storm had the effect of causing
millions of dollars in damage.
Cap
faulty capitalization
We spent the Fall in Southern spain.
CS
comma splice
Raoul tried his best, this time that
wasn't good enough
DICT
faulty diction
Due to the fact that we were wondering
as to whether it would rain, we stayed home.
Dgl
dangling
construction
Working harder than ever, this job
proved to be too much for him to handle.
- ed
problem with
final -ed
Last summer he walk all the way to Birmingham.
Frag
fragment
Depending on the amount of snow we get this
winter and whether the towns buy new trucks.
||
problem in parallel
form
My income is bigger than my wife.
P/A
pronoun/antecedent
agreement
A student in accounting would be wise to see
their advisor this month.
Pron
problem with
pronoun
My aunt and my mother have wrecked her car
The committee has lost their chance to change
things.
See also P/A and S/V
For classroom use only. May not be reproduced for commercial purposes.
15
You'll have to do this on one's own time.
Rep
unnecessary
repetition
The car was blue in color.
R-O
run-on sentence
Raoul tried his best this time
that wasn't good enough.
Sp
spelling error
This sentence is flaude with two mispellings.
-s
problem with final -s
He wonder what these teacher think of him.
STET
Let it stand
The proofreader uses this Latin term to indicate
that proofreading marks calling for a change
should be ignored and the text as originally
written should be "let stand."
S/V
subject/verb
agreement
The problem with these cities are leadership.
T
verb tense problem
He comes into the room, and he pulled his gun.
Wdy
wordy
Seldom have we perused a document so verbose,
so ostentatious in phrasing, so burdened with
too many words.
WW
wrong word
What affect did the movie have on Sheila?
She tried to hard to analyze its conclusion.
For classroom use only. May not be reproduced for commercial purposes.
16
Directions for ACE Writing Strategy
This is merely a guide about how teachers can implement ACE instruction into the classroom. There are many variations.
Step 1: Put students into groups (suggested number is 3)
Step 2: Distribute the same open-ended question to each group and tell them to develop an answer.
Step 3: After all groups are done explain the ACE method to them.
A= answer the question as written
C= cite from the text using details and quotes to support your answer
E= explain how your citations support your answer
Step 4: Have each group go back over their answer and revise it so that it contains the 3 parts of the ACE method.
Step 5: After they've completed their revisions, collect the responses and redistribute them so that each group has another groups'
response.
Step 6: Each group should identify the A, C, and the E in the response they have.
Step 7: Choose a volunteer from each group to write on the board. Have them write the "A" from the paper they have on the board
and then as a class discuss the various answers while identifying the strengths and weaknesses of each one.
Step 8: Follow the same routine for the C and E.
Step 9: For homework, give students a worksheet with at least 4 different open-ended questions and their responses. Ask students
to identify the A, C, and E in each response.
For classroom use only. May not be reproduced for commercial purposes.
17
ACE Outline Question:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
ANSWER
Answer the question
•
Make sure that you
completely answer
the question.
•
Use key words from
the question in your
responses.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
CITE
Cite evidence from the
readings, graphs
or illustrations to support,
prove, or explain.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
EXPLAIN/EXPAND
Explain your answer or expand
upon your answer. Extend your
response by explaining the
connection between the information
that you cited and the answer.
Make it clear that you know the
answer because of the evidence.
Personal connections help expand.
__________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
For classroom use only. May not be reproduced for commercial purposes.
18
from The Descent of Man (1871) by Charles Darwin
chapter XXI "General Summary and Conclusion"
Project Gutenberg
http://www.gutenberg.org/cache/epub/2300/pg2300.html
The main conclusion here arrived at, and now held by many naturalists who are well competent to form a sound judgment, is that man is
descended from some less highly organised form. The grounds upon which this conclusion rests will never be shaken, for the close similarity
between man and the lower animals in embryonic development, as well as in innumerable points of structure and constitution, both of high and
of the most trifling importance ... are facts which cannot be disputed. They have long been known, but until recently they told us nothing with
respect to the origin of man. Now when viewed by the light of our knowledge of the whole organic world, their meaning is unmistakable. The
great principle of evolution stands up clear and firm, when these groups or facts are considered in connection with others. ... It is incredible that
all these facts should speak falsely. He who is not content to look, like a savage, at the phenomena of nature as disconnected, cannot any longer
believe that man is the work of a separate act of creation. He will be forced to admit that the close resemblance of the embryo of man to that,
for instance, of a dog—the construction of his skull, limbs and whole frame on the same plan with that of other mammals, independently of the
uses to which the parts may be put ... all point in the plainest manner to the conclusion that man is the co-descendant with other mammals of a
common progenitor.
...
It must not be supposed that the divergence of each race from the other races, and of all from a common stock, can be traced back to any one
pair of progenitors. On the contrary, at every stage in the process of modification, all the individuals which were in any way better fitted for
their conditions of life, though in different degrees, would have survived in greater numbers than the less well-fitted. The process would have
been like that followed by man, when he does not intentionally select particular individuals, but breeds from all the superior individuals, and
neglects the inferior. He thus slowly but surely modifies his stock, and unconsciously forms a new strain.
...
By considering the embryological structure of man,—the homologies which he presents with the lower animals,—the rudiments which he
retains,—and the reversions to which he is liable, we can partly recall in imagination the former condition of our early progenitors; and can
approximately place them in their proper place in the zoological series. We thus learn that man is descended from a hairy, tailed quadruped,
probably arboreal in its habits, and an inhabitant of the Old World. This creature, if its whole structure had been examined by a naturalist,
would have been classed amongst the Quadrumana, as surely as the still more ancient progenitor of the Old and New World monkeys. The
Quadrumana and all the higher mammals are probably derived from an ancient marsupial animal, and this through a long line of diversified forms,
from some amphibian-like creature, and this again from some fish-like animal. In the dim obscurity of the past we can see that the early
progenitor of all the Vertebrata must have been an aquatic animal, provided with branchiae, with the two sexes united in the same individual,
For classroom use only. May not be reproduced for commercial purposes.
19
and with the most important organs of the body (such as the brain and heart) imperfectly or not at all developed. This animal seems to have
been more like the larvae of the existing marine Ascidians than any other known form.
...
The belief in God has often been advanced as not only the greatest, but the most complete of all the distinctions between man and the lower
animals. It is however impossible, as we have seen, to maintain that this belief is innate or instinctive in man. On the other hand a belief in allpervading spiritual agencies seems to be universal; and apparently follows from a considerable advance in man's reason, and from a still greater
advance in his faculties of imagination, curiosity and wonder. I am aware that the assumed instinctive belief in God has been used by many
persons as an argument for His existence. But this is a rash argument, as we should thus be compelled to believe in the existence of many cruel
and malignant spirits, only a little more powerful than man; for the belief in them is far more general than in a beneficent Deity. The idea of a
universal and beneficent Creator does not seem to arise in the mind of man, until he has been elevated by long-continued culture.
...
I am aware that the conclusions arrived at in this work will be denounced by some as highly irreligious; but he who denounces them is bound to
shew why it is more irreligious to explain the origin of man as a distinct species by descent from some lower form, through the laws of variation
and natural selection, than to explain the birth of the individual through the laws of ordinary reproduction. The birth both of the species and of the
individual are equally parts of that grand sequence of events, which our minds refuse to accept as the result of blind chance. The understanding
revolts at such a conclusion, whether or not we are able to believe that every slight variation of structure,—the union of each pair in marriage, the
dissemination of each seed,—and other such events, have all been ordained for some special purpose.
...
The main conclusion arrived at in this work, namely, that man is descended from some lowly organised form, will, I regret to think, be highly
distasteful to many. But there can hardly be a doubt that we are descended from barbarians. The astonishment which I felt on first seeing a party of
Fuegians on a wild and broken shore will never be forgotten by me, for the reflection at once rushed into my mind—such were our ancestors.
These men were absolutely naked and bedaubed with paint, their long hair was tangled, their mouths frothed with excitement, and their expression
was wild, startled, and distrustful. They possessed hardly any arts, and like wild animals lived on what they could catch; they had no government,
and were merciless to every one not of their own small tribe. He who has seen a savage in his native land will not feel much shame, if forced to
acknowledge that the blood of some more humble creature flows in his veins. For my own part I would as soon be descended from that heroic
little monkey, who braved his dreaded enemy in order to save the life of his keeper, or from that old baboon, who descending from the mountains,
carried away in triumph his young comrade from a crowd of astonished dogs—as from a savage who delights to torture his enemies, offers up
bloody sacrifices, practices infanticide without remorse, treats his wives like slaves, knows no decency, and is haunted by the grossest
superstitions.
For classroom use only. May not be reproduced for commercial purposes.
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