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This exemplar lesson concludes a close analysis of several Early American historical documents.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
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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
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
Vocabulary
Teacher Activities and Techniques
“Instructions from the Town of Malden, Massachusetts,
Text-Dependent Questions
for a Declaration of Independence”
(paragraphs 1 – 5, lines 1 - 30)
underlined words:
(lines 1 – 30)
GUIDING QUESTION(S):
with insufficient
1 At a legal meeting of the inhabitants of the town of
What is the argument made by the citizens of Malden,
contextual clues
Malden, (Mass.), May 27, 1776, it was voted
Massachusetts, to their representative, viz. to Mr. Ezra
unanimously that
Sargeant?
BOLD words: Tier Two
2 the following instructions be given to their
What persuasive techniques and rhetorical devices are used
words
representative, viz. to Mr. Ezra Sargeant.
in the public document “Instructions from the Town of
3 Sir--A resolution of the hon. house of representatives,
Malden, Massachusetts, for a Declaration of
calling upon the several towns in this colony to
Independence”?
line 5 filial: having
express their
the relationship of a
4 minds in respect to the important question of American
Return to the text, and ask
child to a parent;
independence, is the occasion of our now instructing
students a small set of guiding
you.
questions about the document.
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
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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
(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.
line 15 despotism:
exercising absolute
power or control; an
absolute
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GRADE 11 ELA EXEMPLAR LESSON
18
19
20
21
22
23
24
25
26
27
28
29
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
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;
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.
Quarter 1, Week 7: 10/01/12 – 10/05/12
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
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Vocabulary
Teacher Activities and Techniques
Text-Dependent Questions
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GRADE 11 ELA EXEMPLAR LESSON
(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!
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Quarter 1, Week 7: 10/01/12 – 10/05/12
line 1 asylum: a
place of shelter or
refuge
line 4 penury:
great poverty
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?
line 8 regenerate:
cause to be reborn
line 11
transplantation:
line 13
metamorphosis: to
change; to alter
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).
line 26 Ubi panis ibi
patria: where my
bread is earned,
there is my county
line 31 Alma
Mater: fostering
mother
(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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GRADE 11 ELA EXEMPLAR LESSON
(paragraphs 1 – 4, lines 1 -45)
Quarter 1, Week 7: 10/01/12 – 10/05/12
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.
Formative Assessment/ Rubrics, if applicable
Summative Assessment/ Culminating Independent
Writing Task
Extension Activities/Further Resources
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.
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.
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.
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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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
Content Knowledge/Media Connections:
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=1EB740C874E3-40B1-AD6C-86B75CE6C308
Key Academic Vocabulary
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.
Using Cognate Words
Writing Task
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=8E409D2964D5-4796-9440-AF5FD987ED16
This graphic organizer is found at www.classzone.com or McDougal Littell EASY Planner.
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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
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
Supporting evidence
(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.”
Counter position Paragraphs 6-7 (lines 30 – 40)
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.”
Possible responses
Malden writers used a variety of ethical, logical and moral appeals.
(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”
• (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”
(lines 40) “We have freely spoken our sentiments…mean not to
dictate…now instruct you, sir…”
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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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
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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GRADE 11 ELA EXEMPLAR LESSON
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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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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
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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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
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
Supporting evidence
Counter position
Possible responses
Analytical Objective Summary
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GRADE 11 ELA EXEMPLAR LESSON
Quarter 1, Week 7: 10/01/12 – 10/05/12
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?"
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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
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.
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