The Revolutionary Period and the Age of Reason (1750-1800)

1. “Give me Liberty, or give me death!” – Patrick Henry The Revolutionary Period and the Age of Reason (1750-1800)

2. Focus on “reason” • By the end of the 1700s, the Puritan influence on America began to decrease. • Writers used reason and logic – instead of the teachings of the Bible – to support their arguments. • People had come from all over Europe to the American colonies. • But were the colonists happy, overall, with the situation they were in?

3. OF COURSE NOT… • 1765 Parliament passes the Stamp Act, which taxes newspapers, almanacs, and legal documents in the col0nies • 1770 Boston Massacre (5 civilians die at the hands of British soldiers) • December 1773 The Boston Tea Party • 1774 Intolerable Acts passed by King George III • April 19, 1775 Revolutionary War begins • July 4, 1776 Declaration of Independence approved by Second Continental Congress • 1783 United States wins its independence

4. How do events of a given time influence what is written? • But how did the Revolutionary War affect the literature that was produced? • The most important pieces of literature during the AGE OF REASON, were political documents, speeches, andpamphlets(short, concise works that usually argue for or against a political cause.) • Non-fiction (such as the forms mentioned above) was far more influential than fiction.

5. List of political documents that are a part of the AGE OF REASON • The Declaration of Independence by Thomas Jefferson (political document) • Patrick Henry’s Speech to the Virginia Convention (we will not read this one) • Thomas Paine’s The Crisis (pamphlet) • Works of Benjamin Franklin (aphorisms printed in Poor Richard’s Almanack)

6. How Writing Changed • Writing was less private and religiously based • Writing came away from the Plain Style and became full of flourish and colorful language • Writing was influenced by the Revolutionary War and the burgeoning American spirit of individualism and self-reliance.

7. Ticket out the door… • Give three characteristics of the Age of Reason. • Name 2 authors that represent the Age of Reason. • Answer the following question: Why were political documents so important during the Age of Reason?

8. Benjamin Franklin (1706-1790) • Born into poverty (quit school at 10 to work and support his family) • Retired at 44 on good investments • Founded the first public library and The University of Pennsylvania • Wrote parts of the Declaration of Independence and the Constitution. • Enlisted French support for the Revolutionary War • Inventor • Bifocals, lightening rod, swimming fins, fire insurance, odometer, Daylight Savings Time . . .

9. Ben Franklin and Printing • Was a skilled printer by the age of 17 • Printed The Pennsylvania Gazette and Poor Richard’s Almanack (pub. 1733-1758) • Believed that all people should be well-informed, so he included political cartoons and pictures to communicate the news to people who could not read.

10. Poor Richard’s Almanack • almanac: the forerunner of today’s magazines. Colonial almanacs contained puzzles, articles, humor, cartoons, and common sense aphorisms. • aphorism: a short, memorable statement that expresses some truth or observation about life. • Because aphorisms focus on wit and logic they are excellent examples of writing in the Age of Reason.

11. Your Assignment: • (we’ve already done this assignment!) • With a partner, paraphrase the aphorisms from Poor Richard’s Almanack. • Some are very straight forward (“Honesty is the best policy.”) While others require some interpretation (“The worst wheel of the cart makes the most noise.”) • Then create 2 original aphorisms (one per partner) that would help guide someone in life.

12. Rhetorical Strategies • rhetorical question: a question to which no answer is expected. A rhetorical question is used to emphasize an obvious answer given by the speaker. Example: “Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God!”

13. Rhetorical Strategies (continued) • Repetition: the recurrence of words or phrases in a speech to call attention to important ideas. • Isocoloninvolves repetition of the same grammatical structure in two or more phrases or clauses. This means that the grammatical structures are parallel forms, typically with the same number of words. Deliberate isocolon works to provide or build rhythm which can be used to tie together ideas in a graceful, memorable way. One of the most famous examples of isocolon is Julius Caesar's "Veni, vidi, vici" ("I came; I saw; I conquered."), but we're also familiar with its use from modern day advertising jingles like "I'm a Pepper, he's a Pepper, she's a Pepper, we're a Pepper, wouldn't you like to be a Pepper, too? Dr. Pepper!" Example: “The far and the near; the home countries and the back; the rich and the poor...”

14. Rhetorical Devices and Braveheart • Find one example of the following rhetorical devices in this clip from Braveheart: 1. Repetition of a key word or phrase 2. Use of a rhetorical question 3. Use of isocolon http://www.youtube.com/watch?v=gr_OpFxCx-A

15. Thomas Paine (1737-1809) • A complete failure, Paine moved to America at the age 37 in 1774 seeking a new start. • In January 1774, he published Common Sense, the first cry for complete independence from Britain. • Common Sense sold more than 500,000 copies. • Paine followed Common Sense with a series of 16 pamphlets called The American Crisis – the first was issued in December 1776. • To lift his troops’ spirits, Washington had The Crisis, No. 1, read aloud to them before their important defeat of Hessian troops at the Battle of Trenton.

16. The Crisis, No. 1 by Thomas Paine • The Crisis was a series of pamphlets written in the simple language of the common man. Why? • What metaphors and analogies that would appeal to the common man does Paine use to describe King George III and England? • Why was it important to persuade the common man to support the Revolution?

17. Propaganda • propaganda: ideas, facts, or allegations spread deliberately to further one’s cause or to damage an opposing cause.

18. Thomas Jefferson (1743- July 4, 1826) • Wrote the Declaration of Independence for the Continental Congress (1776) • “a gentleman . . . who could calculate an eclipse, tie an artery, plan an edifice, try a case, break a horse, dance a minuet, and play the violin.” • Was governor of Virginia, minister to France, secretary of state, vice president, and president of the United States

19. Locke’s Theory of Natural Law • Originated by English philosopher John Locke • According to Locke, people are “by nature free, equal, and independent . . .” • Jefferson was heavily influenced by Locke and argued that the American Revolution was a struggle for the basic rights of all.

20. Connotation • Beyond their literal meanings, words carry with them both positive and negative suggestions or associations. • The colonists conquer. The British ______________. • The British murder. The colonists ______________. • King George is a tyrant. George Washington is a(n) _____________________. • In the Declaration of Independence, Jefferson uses words with strongly negative connotations. These words include “abuses,” “usurpation,” and “despotism.”