Writers of the Revolution
Focus and Motivate
Letter to the Reverend Samson Occom
by Phillis Wheatley
atley
READING 8 Analyze how the
style, tone, and diction of a text
advance the author’s purpose
and perspective or stance. RC–
11(A) Reflect on understanding to
monitor comprehension.
TEKS Focus
READING 8 Analyze how the style, tone, and
diction of a text advance the author’s purpose
and perspective or stance. RC-11(A) Reflect on
understanding to monitor comprehension.
Letter to
o John Adams
by Abigail Adams
ms
Meet the Authors
Phillis
Wheatley
about the authors
Phillis Wheatley Ask students to identify the
details of Wheatley’s life they find most surprising and notable. Explain that Wheatley’s
letter demonstrates her education and biblical
knowledge, as well as her interest in moral
and religious issues.
Phillis Wheatley was the first AfricanAmerican poet to be published.
Moreover, her unusual life is the stuff
that movies are made of. Kidnapped at
age seven in West Africa, she was sold
to the prosperous Wheatley family at a
Boston slave auction. Within 16 months,
she had mastered English and could read
the Bible. She went on to learn Latin and
Greek well enough to read the classics.
c. 1753–1784
Abigail Adams Have students restate Adams’s
beliefs about women. Explain that her letter
reflects Adams’s acceptance of her husband’s
political role and her belief that men should
not have “absolute power” over their wives.
Startling Success Story Encouraged
by the Wheatley family, Phillis started
writing poetry as a teenager; She earned
fame in the colonies and England when
newspapers began publishing her poems,
most of them on moral and religious
subjects. While in London
don in 1773 to
publish her book of poetry, Wheatley was
the toast of society, which included many
nobles and dignitaries and the visiting
American patriot Ben Franklin.
Life as a Free Black Woman By 1778,
Wheatley had gained her freedom and
married a free black man. Their life
together was a losing struggle against
poverty, however, for in many respects
living as a free black in a colonial city
was as hard as being a slave. In late 1779,
Wheatley tried to get a second book
of her poems published, but war-torn,
financially strapped Boston had lost
interest in her.
notable quote
“Some view our sable race with scornful eye. . .
Remember, Christians, Negroes, black as Cain,
May be refin’d, and join th’ angelic train.”
—Phillis Wheatley
Abigail Adams
1744–1818
“Remember all Men would be tyrants if they
could.” —Abigail Adams
Abigail Adams was the wife of the second
U.S. president, John Adams, and mother
of the sixth, John Quincy Adams. But she
is equally well-known for her outspoken
opinions as expressed in thousands of
personal letters.
Intelligent and Competent The daughter
of a wealthy minister, young Abigail read
extensively in her father’s library. After
marrying John Adams, she moved to a
farm in Braintree, Massachusetts. As John
became increasingly involved in colonial
politics and the struggle for independ-
ence, Abigail managed the household and
farm as well as John’s business affairs.
An Early Feminist? Because of her support
for women’s education and her acute
awareness of men’s “absolute power,”
many have championed Abigail Adams
as an early advocate of women’s rights.
However, although her thinking was
clearly advanced for her time—she also
favored the abolition of slavery—she held
quite conventional views about a woman’s
subordinate role in society.
Author Online
Go to thinkcentral.com. KEYWORD: HML11-258
258
Selection Resources
TX_L11PE-u01s44-brLetters.indd 258
9/9/09 9:21:29 AM
Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 1
BEST PRACTICES TOOLKIT
Plan and Teach, pp. 327–334
Summary, pp. 335–336 † ‡
Literary Analysis and Reading
Skill, pp. 337–340 †*
New Word Analysis, p. E8
DIAGNOSTIC AND SELECTION
TESTS
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
GrammarNotes DVD-ROM
ExamView Test Generator
on the Teacher One Stop
Selection Tests, pp. 93–96
* Resources for Differentiation
† Also in Spanish
‡ Also in Haitian Creole and Vietnamese
ß LITERARYßANALYSISßDICTION
$ICTIONßISßAßWRITER´SßCHOICEßOFßWORDSßß$ICTIONßINCLUDESßBOTHß
VOCABULARYßWORDSßANDßSYNTAXßARRANGEMENTßOFßWORDSßß$ICTIONß
CANßBEßFORMALßORßINFORMALßCOMMONßORßTECHNICALßABSTRACTßORß
CONCRETEßß.OTEßTHEßFORMALßDICTIONßINßTHISßEXCERPTßFROMßTHEß
LETTERßWRITTENßBYß!BIGAILß!DAMSß
(OWßMANYßAREßTHEßSOLITARYßHOURSß)ßSPENDßRUMINATINGßUPONßTHEß
PASTßANDßANTICIPATINGßTHEßFUTUREßWHILSTßYOUßOVERWHELMEDßWITHß
THEßCARESßOFßSTATEßHAVEßBUTßAßFEWßMOMENTSßYOUßCANßDEVOTEßTOß
ANYßINDIVIDUALß
7RITERSßOFTENßCOMMUNICATEßTONEßORßATTITUDEßTOWARDßAßSUBJECTß
THROUGHßTHEIRßDICTIONßß!SßYOUßREADßTHEßLETTERSßNOTICEßWORDSßANDß
PHRASESßTHATßREVEALßEACHßWRITER´SßATTITUDEßTOWARDßTHEßISSUESßOFß
LIBERTYßANDßFREEDOM
ß READINGßSTRATEGYßREADINGßPRIMARYßSOURCES
0RIMARYßSOURCESßAREßMATERIALSßWRITTENßORßMADEßBYßPEOPLEßWHOß
TOOKßPARTßINßORßWITNESSEDßTHEßEVENTSßPORTRAYEDßß4HESEßSOURCESß
CANßPROVIDEßUNIQUEßINSIGHTSßONßAßSUBJECTßß4OßGETßTHEßMOSTßOUTß
OFßAßPRIMARYßSOURCEßCONSIDERßTHEßFOLLOWING
ß 7HOßWASßTHEßWRITERßß4HEßAGEßNATIONALITYßANDßSOCIALßCLASSß
OFßTHEßWRITERßCANßINFLUENCEßTHEßPOINTßOFßVIEW
ß 7HATßISßTHEßFORMßOFßTHEßDOCUMENTßLETTERßDIARYßSPEECHß(OWß
MIGHTßTHEßFORMßHAVEßAFFECTEDßTHEßCONTENT
Who gets to
make the
Who gets to make the
RULES?
rules?
4HOSEßINßAUTHORITYßMAKEßTHEßRULESßFORß
OTHERS°WHETHERßIT´SßINßTHEßHALLSßOFß
#ONGRESSßORßTHEßCLASSROOMßß4HEßAUTHORSß
OFßTHESEßTWOßLETTERSßWHILEßAGREEINGß
WHOLEHEARTEDLYßWITHßTHEßPATRIOTßCAUSEß
STILLßFELTßLEFTßOUTßOFßTHEßPROCESSßANDßTHEß
BENEFITSßOFßTHEß!MERICANß2EVOLUTIONßß
$)3#533ß 0EOPLEßTODAYßHAVEßNOTßONLYß
MOREßFREEDOMßTHANßPEOPLEßDIDßINß
COLONIALßTIMESßBUTßALSOßMOREßWAYSßTOß
CHANGEßTHEßLAWSßß4HINKßOFßATßLEASTßTHREEß
SITUATIONSßINßWHICHßRULESßDIRECTLYßIMPACTß
YOURßLIFEßß4HENßFORßEACHßSITUATIONß
DISCUSSßWAYSßTHATßAREßAVAILABLEßTOß
CHANGEßORßMODIFYßTHOSEßRULESß
As students complete the DISCUSS activity,
have them identify the type of authority that
made the rules under discussion. Encourage
students to share their ideas for ways to change
these rules.
TEKS Focus
LITERARY
A N A LY S I S
TEKS 2, RC-11(A)
Model the Skill: diction
Tell students they can determine many
things about writers and their purpose by
studying diction. Write this excerpt from a
letter on the board:
I believe that you made the correct
decision to acquire another company.
Mr. Elvin, your decisions are always
thoughtful, and I know that my project
will benefit from this one.
ß 7HENßANDßWHEREßWASßITßWRITTENßß4HEßTIMEßANDßPLACEßOFßAß
PRIMARYßSOURCE´SßWRITINGßCANßPROVIDEßCLUESßTOßTHEßCULTUREßANDß
HISTORYßOFßTHEßPERIOD
ß 7HOßISßTHEßINTENDEDßAUDIENCEßß)NßAßPRIVATEßLETTERßTOßAßLOVEDß
ONEßAßWRITERßMIGHTßVOICEßTHOUGHTSßANDßFEELINGSßMOREßFREELYß
THANßINßANßOPENßLETTERßTOßAßPUBLICßAUDIENCE
Point out that choosing words like believe
and acquire instead of think and get and
syntax like “my project will benefit” give
the letter formal diction.
&ORßHELPßANALYZINGßTHEßLETTERSßOFß7HEATLEYßANDß!DAMSß
COMPLETEßAßCHARTßSUCHßASßTHEßONEßSHOWNßHEREßASßYOUßREAD
EACHßLETTER
Writer:
GUIDED PRACTICE Ask students to identify
the writer’s attitude or tone regarding
Mr. Elvin’s decision.
Form:
When and Where Written:
Intended Purpose/Audience:
READING
STR ATEG Y
#OMPLETEßTHEßACTIVITIESßINßYOURß2EADER7RITERß.OTEBOOK
differentiated instruction
for struggling readers
Vocabulary Support To support instruction,
clarify the meaning of these words:
• abstract, “expressing something that can
only be understood intellectually”
• concrete, “able to be seen or touched;
existing in reality, not just an idea”
• primary, “something that is first in order;
thus, the first person to see or experience
an event”
Concept Support: Reading Primary Sources
To help students evaluate primary source
letters, ask them to recall a letter they have
written and identify its audience. Have
them note information they would have
omitted if the audience were different. As
they read the selection letters, urge students to identify information each author
might have omitted had she known the
letter would be made public.
TEKS 2, RC-11(A)
Model the Skill: reading
primary sources
Point out that that formal diction, complimentary tone, and reference to “my
project” make the writer likely to be an
employee, writing to his or her boss.
GUIDED PRACTICE Ask students to identify
the letter’s intended audience and purpose.
Remind them to use a chart like the one on
this page to keep track of their information.
RESOURCE MANAGER—Copy Master
Reading Primary Sources p. 339
(for student use while reading the
selections)
letter to . . . occom / . . . adams
259
Practice and Apply
etterßTOßTHEß
summary
Reverend Samson Occom
Wheatley’s letter applauds Occom’s defense
of the natural rights of African Americans and
points out that people cannot claim to love
freedom yet oppress others.
0HILLISß7HEATLEY
read with a purpose
BACKGROUNDß 4HEß2EVERENDß3AMSONß/CCOMßWASßAß-OHEGANß)NDIANßWHOßBECAMEßAß
Help students set a purpose for reading. As
they read the two letters, ask them to find
what Wheatley and Adams have in common.
LITERARY
A N A LY S I S
MINISTERßAFTERßCONVERTINGßTOß#HRISTIANITYßß)NßAßLETTERßTOß0HILLISß7HEATLEYßHEßHADßCRITICIZEDß
SOMEßOFßHISßFELLOWßMINISTERSßFORßOWNINGßSLAVESßß7HEATLEY´SßRESPONSEßTOßHERßFRIENDßDATEDß
&EBRUARYßßßWASßLATERßPUBLISHEDßINßCOLONIALßNEWSPAPERSß
TEKS 2, RC-11(A)
10
a DICTION
Possible answer: Phrases such as “obliging
kind epistle” (line 1) and “glorious dispensation” (line 6) give the letter a formal tone.
White readers were probably surprised
to encounter such writing from a black
woman in a time when most black men
and women were enslaved and illiterate.
Wheatley’s language might have caused
white people to think differently about
black people.
20
Reverend and honored sir,
I have this day received your obliging kind epistle, and am greatly satisfied with
your reasons respecting the negroes, and think highly reasonable what you offer
in vindication of their natural rights: Those that invade them cannot be insensible
that the divine light is chasing away the thick darkness which broods over the
land of Africa;1 and the chaos which has reigned so long, is converting into
beautiful order, and reveals more and more clearly the glorious dispensation of
civil and religious liberty, which are so inseparably united, that there is little or no
enjoyment of one without the other: Otherwise, perhaps, the Israelites had been
less solicitous for their freedom from Egyptian slavery;2 I do not say they would
have been contented without it, by no means; for in every human breast God has
implanted a principle, which we call love of freedom; it is impatient A
of oppression, and pants for deliverance; and by the leave of our modern
Egyptians3 I will assert, that the same principle lives in us. God grant deliverance
in his own way and time, and get him honor upon all those whose avarice impels
them to countenance and help forward the calamities of their fellow creatures.
This I desire not for their hurt, but to convince them of the strange absurdity
of their conduct, whose words and actions are so diametrically opposite. How
well the cry for liberty, and the reverse disposition for the exercise of oppressive
power over others agree—I humbly think it does not require the penetration4 of a
philosopher to determine.—
Analyze Visuals
4HISßIMAGEßSHOWSßAß
SLAVEßAUCTIONßINß.EWß
!MSTERDAMß.EWß9ORKßß
7HATßDOESßTHISßTELLßYOUß
ABOUTßSLAVERYßINßCOLONIALß
!MERICAß
1
ß ß INSENSIBLEßßßßTHEßLANDßOFß!FRICAßUNAWAREßTHATß#HRISTIANITYßISßSPREADINGßTHROUGHOUTß!FRICA
ß ß )SRAELITESßßßß%GYPTIANßSLAVERYßAßBIBLICALßALLUSIONßTOßTHEß)SRAELITESßWHOßWEREßLEDßOUTßOFß%GYPTßBYß-OSES
ß ß MODERNß%GYPTIANSßTHEßOWNERSßOFß!FRICANßSLAVES
Targeted Passage
A $)#4)/.
$ESCRIBEß7HEATLEY´Sß
DICTIONßINßLINES߯ß(OWß
MIGHTßHERßWAYßOFßWRITINGß
HAVEßSTRUCKßWHITEßREADERSß
ATßTHEßTIME
Language Coach
7ORDß$EFINITIONSß
!BSURDITYßLINEßßMEANSß
±UNREASONABLENESS²ß
±ILLOGICALITY²ßORß
±STUPIDITY²ß7HEATLEYßISß
SAYINGßTHATßSLAVEßOWNERSß
AREßSAYINGßONEßTHINGß
ANDßDOINGßANOTHERß(OWß
DOßTHEIRßACTIONSßCONFLICTß
WITHßTHEIRßWORDS
ß ß PENETRATIONßUNDERSTANDINGßINSIGHT
First Slave Auction in New Amsterdam, 1655.
The Granger Collection, New York.
unit 1: early american writing
differentiated instruction
for english language learners
Language Coach
TEKS 1C
Word Definitions Possible answer:
swer
Wheatley is saying it’s absurd for colonial
slaveholders to be clamoring for freedom
from British rule while at the same time
denying freedom to their slaves. Tell students that absurdity is a noun; absurd is
the adjective that describes something as
unreasonable, illogical, or stupid.
260
unit 1 : early american writing
for struggling readers
In combination with the Audio Anthology CD,
use one or more Targeted Passages (pp. 260,
262, 264) to ensure that students focus on
key concepts in the selections. Targeted Passages are also good for English learners.
1 Targeted Passage
[Lines 1–13]
This passage clarifies Wheatley’s view of the
rights of African Americans and her acknowledgement of what they desire.
Analyze Visuals
TEKS 12
Possible answer: This image shows that slavery
was a popular trade in colonial America. A
white man is apparently attempting to sell a
slave to one of the colonists. There are many
colonists in the audience, which suggests that
this was a common practice and that many
colonists were interested in buying slaves.
revisit the big 
Who gets to make the
RULES?
Discuss In lines 10–19, whom does Wheatley
think has the ultimate authority over people?
What does she hope that authority will do?
Possible answer: Wheatley thinks that God has
the ultimate authority over people. She believes
God put the desire for freedom in every human
heart and will deliver that freedom when ready
(lines 13–14). She hopes that God will make
those who support freedom while oppressing
slaves realize the error of their thinking (line
14–15).
• How does Wheatley feel about Reverend
Occom’s opinions about African Americans?
(lines 1–3)
• What two rights does Wheatley believe
cannot be separated? (line 7)
• Who does Wheatley compare enslaved
African Americans to? Why? (lines 8–13)
for english language learners
Vocabulary Use New Word Analysis to teach
these words: convince (line 16), require (line
19); philosophy (line 45).
BEST PRACTICES TOOLKIT—Transparency
New Word Analysis p. E8
letter to . . . occom
261
summary
etterßTO
Abigail Adams begins her letter by expressing the value of her husband’s work to found
the nation over his family’s needs. She then
describes the chaos and lack of leadership in
Boston. Adams urges the new government to
declare sovereignty and points out that men’s
power over women contradicts their goal to
liberate the nation.
READING
STR ATEG Y
b
John Adams
!BIGAILß!DAMS
TEKS 2, RC-11(A)
BACKGROUNDß )Nß-ARCHßOFßßWHILEß*OHNß!DAMSßWASßINß0HILADELPHIAßWITHßOTHERß
DELEGATESßDRAFTINGßAßCODEßOFßLAWSßFORßTHEßNEWßINDEPENDENTßCOUNTRYß!BIGAILßWROTEßAß
LETTERßASKINGßHIMßTOß±REMEMBERßTHEßLADIES²ßINßTHEßNEWßLAWSß±"EßMOREßGENEROUSßANDß
FAVORABLEßTOßTHEMßTHANßYOURßANCESTORSßß$OßNOTßPUTßSUCHßUNLIMITEDßPOWERßINTOßTHEß
HANDSßOFßHUSBANDS²ßß*OHN´SßRESPONSEßWASßTOßLAUGHßANDßREMARKß±9OUßAREßSOßSAUCY²
4HEßFOLLOWINGßISßTHEßNEXTßLETTERßSHEßSENTßTOßHIM
Model the Skill: primary
sources
Read aloud lines 1–10. Have student discuss
whether they feel Adams is addressing
private or public concerns. Point out that
in lines 8–10, she tells her husband that
she misses him. Ask students to look for
remarks that are about public issues and
their relationship with those that focus on
personal concerns. Possible answer: Adams says her husband’s duties take precedence over their personal lives.
10
revisit the big 
Who gets to make the
RULES?
Discuss In lines 13–18, does Adams characterize the people who have authority over Boston
and its colonists? Possible answer: Adams
does not think the rulers are doing a good job.
She believes that they are lazy and that they
feel secure, when they should not (lines 13–15).
She thinks they worry and focus on the wrong
things (lines 15–16).
Braintree, 7, May, 1776
How many are the solitary hours I spend, ruminating upon the past, and
anticipating the future, whilst you, overwhelmed with the cares of state, have
but a few moments you can devote to any individual. All domestic pleasures and
enjoyments are absorbed in the great and important duty you owe your country,
“for our country is, as it were, a secondary god, and the first and greatest parent.
It is to be preferred to parents, wives, children, friends, and all things, the gods
only excepted; for, if our country perishes, it is as impossible to save an individual,
as to preserve one of the fingers of a mortified hand.” Thus do I suppress every
wish, and silence every murmur, acquiescing in a painful separation from the
companion of my youth, and the friend of my heart. B
I believe ’t is near ten days since I wrote you a line. I have not felt in a humor
to entertain you if I had taken up my pen. Perhaps some unbecoming invective1
might have fallen from it. The eyes of our rulers have been closed, and a lethargy
has seized almost every member. I fear a fatal security has taken possession of
them. Whilst the building is in flames, they tremble at the expense of water to
quench it. In short, two months have elapsed since the evacuation of Boston,2
and very little has been done in that time to secure it, or the harbor, from future
Analyze Visuals
1
4HESEßPASTELßPORTRAITSßOFß
!BIGAILßANDß*OHNß!DAMSß
WEREßDONEßINßßABOUTß
TWOßYEARSßAFTERßTHEIRß
MARRIAGEßß(OWßDOßTHESEß
PORTRAITSßCOMPAREßWITHß
THOSEßTHATßMIGHTßBEßDONEß
TODAYßOFßAßYOUNGßCOUPLE
Targeted Passage
B ß 02)-!29ß3/52#%3
$OESß!DAMS´SßLETTERß
CONCERNßITSELFßWITHßPRIVATEß
ORßPUBLICßISSUESßINßLINESß
¯ßß7HATßDOESßSHEßSAYß
ABOUTßTHEßRELATIONSHIPß
BETWEENßTHEßPRIVATEßANDß
THEßPUBLIC
ß ß UNBECOMINGßINVECTIVEßßINAPPROPRIATEßABUSIVEßLANGUAGE
ß ß TWOßMONTHSßßßß"OSTONßß"RITISHßTROOPSßUNDERß'ENERALß7ILLIAMß(OWEßANDßMOREßTHANßAßTHOUSANDß,OYALISTSß
EVACUATEDß"OSTONßONß-ARCHßß
unit 1: early american writing
differentiated instruction
for struggling readers
1 Targeted Passage
[Lines 3–14]
This passage shows Adams’s view of the
newly forming country and reveals aspects
of her character and relationship with John.
• To what does Adams compare the new
country? Why? (line 5)
• What thoughts or feelings does Adams
suppress? (lines 8–10)
262
unit 1 : early american writing
• Why does Adams say that she hasn’t
written her husband for nearly ten days?
(lines 11–13)
for english language learners
Develop Reading Fluency Give students practice identifying fluent reading. Read the first
sentence of Adams’s letter aloud, emphasizing both the pauses signified by the commas
that set off clauses and the word you. Then
read the sentence aloud again, this time
without pausing for commas or emphasizing
you. Ask students which reading was clearer
to understand. Then have students read the
sentence chorally. Have them continue their
choral reading for more practice.
Analyze Visuals
TEKS 12
Possible answer: These portraits are more
formal than the portraits that most young
couples would have done today. Most contemporary portraits would be photographs and
would show the couple together. They might be
posed informally in a familiar home or outdoor
setting. They would probably be smiling and
showing affection. The dress and hairstyles
would also be more natural.
tiered discussion prompts
Use these prompts to have students consider
Adams’s evaluation of her nation’s rulers in
lines 8–18:
Connect Have you or someone you know
ever worried about small details at the
expense of larger, more important issues?
Explain. Accept all thoughtful responses.
Interpret Consider the time period in which
Adams’s letter is written, then reread lines
15–16. What does the “building in flames”
represent? What does Adams mean when
she writes, “they tremble . . . to quench it”?
Possible answer: The “building in flames” is
the lingering fear in Boston of future invasion by the British. Though British troops
evacuated the city nearly two months before,
nothing since has been done to secure it,
because the “rulers” or Continental Congress
in Philadelphia (to which her husband is a
delegate) “tremble” and won’t spend the
money for troops and supplies.
letter to john adams
for struggling readers
Writer: Abigail Adams
Concept Support: Reading Primary Sources
As students read the letter, help them fill out
the reading chart introduced on page 259.
Direct their attention to the boldface date
and location of writing. Have them read the
BACKGROUND for help in identifying purpose
and audience.
Form: personal letter
Evaluate What does Adams seem to think
of the response of the citizens of Boston to
the crisis? Possible answer: Adams seems
impressed by the sense of personal responsibility the citizens have taken to secure their
city, an action that is in sharp contrast to the
“lethargy” of Congress.
When and Where Written: at Adams’s home
in Braintree, on May 7, 1776
Intended Purpose/Audience: letter to her
husband, John, to inform him about colonial
affairs and to remind him about being fair to
women with the new laws
letter to john adams
263
20
LITERARY
A N A LY S I S
c
TEKS 2, RC-11(A)
diction
Possible answer: The words that suggest
a concern with political issues include
“government,” “stability,” and “colony” (line
25); “Congress” (line 26); “maxims of state”
(line 27); and “king” and “people” (line 28).
Adams’s diction shows that she uses sophisticated thinking and is comfortable discussing issues of public policy.
READING
STR ATEG Y
d
30
TEKS 2, RC-11(A)
primary sources
40
Possible answer: Adams points out that
colonial men are interested in freeing themselves from Great Britain, but they continue
to keep their wives and daughters enslaved
(lines 32–34).
50
LITERARY
A N A LY S I S
e
TEKS 2, RC-11(A)
invasion. The people are all in a flame, and no one among us, that I have heard
of, even mentions expense. They think, universally, that there has been an amazing
neglect somewhere. Many have turned out as volunteers to work upon Noddle’s
Island, and many more would go upon Nantasket,3 if the business was once set
on foot. “’T is a maxim of state, that power and liberty are like heat and moisture.
Where they are well mixed, every thing prospers; where they are single, they are
destructive.”
A government of more stability is much wanted in this colony, and they are
ready to receive it from the hands of the Congress. And since I have begun with
maxims of state,4 I will add another, namely, that a people may let a king fall, yet
still remain a people; but, if a king let his people slip from him, he is no longer a
king.5 And as this is most certainly our case, why not proclaim to the world, in
decisive terms, your own importance? C
Shall we not be despised by foreign powers, for hesitating so long at a word?
I cannot say that I think you are very generous to the ladies; for, whilst you
are proclaiming peace and good-will to men, emancipating all nations, you
insist upon retaining an absolute power over wives. But you must remember,
that arbitrary power is like most other things which are very hard, very liable to
be broken; and, notwithstanding all your wise laws and maxims, we have it in
our power, not only to free ourselves, but to subdue our masters, and, without
violence, throw both your natural and legal authority at our feet;—
“Charm by accepting, by submitting sway,
Yet have our humor most when we obey.”6 D
I thank you for several letters which I have received since I wrote last; they
alleviate a tedious absence, and I long earnestly for a Saturday evening, and
experience a similar pleasure to that which I used to find in the return of my
friend upon that day after a week’s absence. The idea of a year dissolves all my
philosophy.
Our little ones, whom you so often recommend to my care and instruction,
shall not be deficient in virtue or probity,7 if the precepts of a mother have their
desired effect; but they would be doubly enforced, could they be indulged with
the example of a father alternately before them. I often point them to their sire,
“engaged in a corrupted state,
Wrestling with vice and faction.”8 E
Language Coach
3IMILESß !ßSIMILEßISßAß
FIGUREßOFßSPEECHßTHATß
COMPARESßTWOßSIMILARß
THINGSßUSINGßWORDSß
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LINESß!NDßHOWßDOESß
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ANSWER
Targeted Passage
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DOESß!BIGAILß!DAMSßPOINTß
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diction
Possible answer: Relationships between
husbands and wives were rather formal
during colonial times. Even when talking
about her children to her husband, Adams
uses formal language and little emotion.
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ß ß MAXIMSßOFßSTATEßßRULESßORßSHORTßSAYINGSßRELATEDßTOßGOVERNMENT
ß ß KINGßßAßREFERENCEßTOß+INGß'EORGEß)))ßWHOßIGNOREDßCOLONISTS´ßPROTESTSßANDßPUTß-ASSACHUSETTSßUNDERß
MILITARYßRULE
ß ß ±#HARMßßßßOBEY²ßßAßCOUPLETßTAKENßFROMß!LEXANDERß0OPE´SßPOEMß-ORALß%SSAYS
ß ß DEFICIENTßßßßßPROBITYßßLACKINGßINßGOODNESSßORßINTEGRITY
selection wrap–up
READ WITH A PURPOSE Now that students
have read the letters, they may note that both
writers address the shortcomings of men who
seek freedom for the colonies. Ask students
what each writer wants. Possible answers:
Wheatley wants the men to realize that slaves,
too, want and deserve freedom. Adams wants
them to relinquish the power they hold over
their wives, which is contradictory to their professed desire for people of all nations to be free.
CRITIQUE
Have students evaluate whether both
writers express their points clearly.
264
unit 1 : early american writing
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POLITICIANßWHOßFOUGHTßFORßHIGHßMORALßSTANDARDSßINßTHEß2OMANß3ENATE
unit 1: early american writing
differentiated instruction
for struggling readers
2 Targeted Passage
[Lines 32–51]
This passage reflects Adams’s view of
women’s rights and duties.
• Why does Adams say that her husband
and his colleagues aren’t “very generous
to the ladies”? (lines 33–34)
• Why does Adams appreciate her
husband’s letters? (lines 41–42)
• What qualities does Adams want to instill
in her children? (line 47)
for english language learners
Language Coach
Similes Possible answer: Power is compared to heat, and liberty is compared to
moisture. Adams uses the comparison to
say that power and liberty, like heat and
moisture, are best expressed together, not
alone, where they can be destructive.
After Reading
Practice and Apply
Comprehension
1. Recall What does Phillis Wheatley praise the Reverend Occom for doing?
2. Clarify In Wheatley’s opinion, what is the cause of slavery?
3. Recall Why does Abigail Adams put her country before personal happiness?
READING 8 Analyze how the style,
tone, and diction of a text advance
the author’s purpose and perspective
or stance. RC–11(A) Reflect
on understanding to monitor
comprehension.
For preliminary support of post-reading
questions, use these copy masters:
RESOURCE MANAGER—Copy Masters
Reading Check p. 341
Diction p. 337
Question Support p. 342
4. Clarify What is the situation in Massachusetts that Adams complains to her
husband about?
Literary Analysis
Additional selection questions are
p
provided for teachers on page
331.
5. Compare and Contrast In both letters, Wheatley and Adams reveal their
powerlessness to change what they clearly see as wrong. How do they
personally deal with this lack of authority? Discuss how they cope with the
following situations:
answers
1. supporting the natural rights of African
Americans
• slavery
• lack of security due to inaction
2. greed
• absolute power of men
3. because if her country perishes, then saving
individuals or their happiness won’t matter
6. Analyze Diction For each letter, look for examples of diction that reveal
the writer’s tone. Then compare and contrast the tone of each, explaining
possible reasons for any differences you find.
4. The colony lacks security. Volunteers will
help, but they need Congress’s authority.
7. Analyze Primary Sources How are these personal letters letters useful or
limited in their historical value? What insights do they provide that more
formal documents, such as the Declaration of Independence, do not? How
does the identity of the writer influence the content? Draw upon your chart
to cite examples from the letters to prove your points.
Possible answers:
5. Wheatley points out the hypocrisy of
slave-holding ministers and trusts in God to
stop slavery and its absolute power. Adams
trusts in her husband for help with the
colony’s lack of security. She appears skeptical about men’s absolute power changing.
Both seem ultimately powerless.
8. Evaluate Argument Each woman makes an argument in her letter: Wheatley
against slavery, and Adams against the “arbitrary power” of men. Who
presents the stronger case? Cite evidence to support your opinion.
Literary Criticism
9. Historical Context Personal letters, such as Wheatley’s, offer a rare
opportunity to hear women’s voices from the past. What distinguishes
Wheatley’s and Adams’s writing from the rhetoric of Patrick Henry, Thomas
Jefferson, and Tom Paine? What do their letters reveal about how women
were expected to behave in early America?
Who gets to make the
TEKS 2, RC-II(A)
6.
teks focus Diction Lines 3–6 and 17–20
show Wheatley’s formal, polite, controlled
and impersonal tone. Lines 8–13, 25–30,
32–34, and 41–45 show Adams’s informal,
spontaneous, emotional, and personal tone.
Adams’s tone is more personally forceful
than Wheatley’s.
7.
teks focus Reading Primary Sources
Advantages: The letters give useful
personal details and insights about life of
the times (Wheatley: lines 13–20; Adams:
rules?
Rules are everywhere—from the laws in government down to the rules at
your school or at home. Why are rules and people who are given authority to
enforce rules important?
letter to the reverend samson occom / letter to john adams
TX_L11PE-u01s44-arLetters.indd 265
lines 13–24, 32–38). Disadvantages: limited
perspective: Adams’s view is limited by personal vulnerability and fear. She expresses
views atypical of women. Each writer is
influenced by her specific situation as a
former slave or the wife of a statesman.
8. Students might say that Wheatley’s argument is stronger. Her facts are clear and
she is unemotional. The personal details
of Adams’s letter can cloud her points. All
answers should include support.
265
8/31/09 11:35:56 AM
9. Henry, Jefferson, and Paine use forceful
rhetoric. The women’s writing is more
accepting. The letters show that women
were expected to accept their subordination with humility and contentment.
Who gets to make the RULES?
Students should recognize that rules
help ensure an orderly society and that
those responsible for enforcing them are
entrusted with the responsibility to do so
in a just and fair way.
Assess and Reteach
Assess
DIAGNOSTIC AND SELECTION TESTS
Selection Tests A, B/C pp. 93-96
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
letter to the reverend samson occom / letter to john adams
265