1588: Elizabeth I at Tilbury

ESSENTIAL QUESTION

In a time when women were considered the weaker sex and secondary citizens, how does Queen Elizabeth I of England convince her male troops to prepare for a foreign invasion?

CONTEXT

Queen of England during it’s Golden Age, Elizabeth I (1533-1603) was the second daughter of King Henry VIII. Never married, she was relatively tolerant in religious affairs and cautious in foreign affairs, successfully fending off multiple demands that she marry to produce an heir to the throne. She became known as the “Virgin Queen”, and her reign saw the rise of William Shakespeare, Christopher Marlowe, Francis Drake, and Sir Walter Raleigh, as well as the British defeat of the Spanish Armada, at the time considered the strongest navy afloat.

On July 12, 1588, a large Spanish fleet set sail for the English coast, intent upon invasion. English militia mustered to defend the southern coast, and the commander invited Elizabeth to inspect her troops. Wearing a white velvet gown under a breast plate with a steel helmet, she addressed her forces. Excerpts from her speech, made August 9, 1588, are below. Note how she uses language to convey her message.

TEXT

My Loving People

We have been persuaded by some that are careful of our safety to take heed how we commit ourselves to armed multitudes, for fear of treachery. But I assure you, I do not desire to live to distrust my faithful and loving people.

Let tyrants fear, I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects; and there fore I am come amongst you as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in the dust.

I know I have the body of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm: to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder to every one of your virtues in the field…

INQUIRY (Cite from the text where you found your response)

Most of the militia have probably never seen the Queen in person. How does she establish an emotional connection with them? What phrases does she use?
What does Elizabeth state is her purpose in addressing the troops? What connection is she making?
Why does Elizabeth contrast her body with her heart and stomach? What is the effect?
Why does Elizabeth infer back to her ancestors when she says “a King of England too”? What appeal is she making? (Remember, Elizabeth’s father was King Henry VIII and her grandfather King Henry VII)
What imagery does Elizabeth use to convey her commitment to England?
How does Elizabeth work to inspire commitment in the militia?
Identify at least one appeal to logic in the speech.
What is Elizabeth’s tone in this speech? Identify specific phrases that convey her tone.

ADDITIONAL RESOURCES

https://www.rmg.co.uk/stories/topics/queen-elizabeth-speech-troops-tilbury

1776: Paine’s Crisis

1776: Paine’s Crisis

ESSENTIAL QUESTION

Which rhetorical devices does Thomas Paine use to rouse American morale in the face of military defeat?

CONTEXT

On December 19, 1776, Thomas Paine (1739-1809) published The American Crisis, a pamphlet sold on the street of Boston opposite the Court House. This was the first of a 13-part pamphlet series he published between 1776 and 1783.

1776 had been a difficult year for the American Army. After the announcement of the Declaration of Independence in July, August brought military defeats and the British captured New York City. Over 60% of Washington’s troops had left the Army, been killed or captured, and enlistments for many of those who remained were due to expire in just 13 days, on December 31. Morale was low and it appeared the Army might evaporate.

Thomas Paine was well-known for his literary support of the American Revolution. He had written another pamphlet, Common Sense, in January, 1776; it sold over 100,000 copies in the first three months, and it helped explain the necessity of the American Revolution. Now, as the American troops retreated from New York City, Paine, who was with the Army, again began to write. He penned The American Crisis to stir American patriotism and improve morale, and General Washington ordered this new pamphlet to be read to all his men. Drawing courage from Paine’s words, the Continental Troops crossed the Delaware River and defeated Hessian troops at Trenton on Christmas night. This victory helped breathe new life into the American cause.

This excerpt is from the introduction to The American Crisis.

TEXT

THESE are the times that try men’s souls: The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of his country but he that stands it NOW, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly;-‘Tis dearness only that gives everything its value. Heaven knows how to set a proper price upon its goods; and it would be strange indeed, if so celestial an article as Freedom should not be highly rated...

INQUIRY

How does Paine construct his opening sentence as an appeal to ethos?
Identify three examples of consonance (repetition of consonant sounds) in the first sentence. What is the effect of using this device, both when reading the pamphlet and when hearing it read in public?
Identify the antithesis in the second sentence. What is the effect of this comparison?
According to Paine, what gives things value? Do you agree? Why or why not?
What does Paine consider to be a highly rated article? How do you know?
Paine speaks of both heaven and hell in this section. What type of appeal is this? What is the effect?
What imagery does Paine use in this excerpt? Cite at least three examples and give the effect of each.
Which do you think is the most important sentence in this excerpt? Why?
Do you agree with Paine’s reasoning? Why or why not?
With this pamphlet and the American victory that followed, momentum in the American Revolution shifted toward the Americans. What is the importance of momentum in any type of contest, for instance a sports game? Give examples.

ADDITIONAL RESOURCES

https://www.loc.gov/resource/rbpe.03902300/?st=text

https://constitutioncenter.org/blog/how-thomas-paines-other-pamphlet-saved-the-revolution

1836: Victory or Death!

ESSENTIONAL QUESTION

What is patriotism?

CONTEXT

The Alamo began as a Spanish mission near San Antonio, now in the state of Texas, in 1718. A battle there would spark a rally cry, “Remember the Alamo,” for those who fought for Texas Independence. One of it’s commanders, William Barret Travis (1809-1836), was born in South Carolina and moved to Alabama when a boy. He went to school and later studied law in Claiborne, Alabama; however, he was soon in debt and fled to Mexico to earn money and avoid arrest. He purchased land from Stephen F. Austin and became active in the military forces opposing Mexican rule in the area which would become Texas. He was ordered to take a force to reinforce the Texan garrison at the Alamo Mission, which was greatly undermanned and undersupplied. Santa Anna, commander of the opposing Mexican forces, launched a 13-day siege of the mission. During the siege Travis wrote this letter addressed to “The People of Texas & all Americans in the world” and gave it to a courier to deliver. The letter did not bring aid to those at the Alamo; the mission was overrun and the remains of the defenders were burned. The letter did, however, rally support for Texan independence from Mexico.

TEXT

Commandancy of the Alamo
Fby. 24th, 1836

To the People of Texas & all Americans in the world–

Fellow Citizens & Compatriots: I am besieged, by a thousand or more of the Mexicans under Santa Ana–I have sustained a continual Bombardment & cannonade for 24 hours & have not lost a man–The enemy has demanded a surrender at discretion, otherwise the garrison are to be put to the sword, if the fort is taken–I have answered the demand with a cannon shot, & our flag still waves proudly from the walls–I shall never surrender or retreat. Then, I call on you in the name of Liberty, of patriotism & everything dear to the American character, to come to our aid, with all dispatch–The enemy is receiving reinforcements daily & will no doubt increase to three or four thousand in four or five days. If this call is neglected, I am determined to sustain myself as long as possible & die like a soldier who never forgets what is due to his own honor & that of his country–

VICTORY OR DEATH

William Barret Travis
Lt. Col. Comdt.

P.S. The Lord is on our side–When the enemy appeared in sight we had not three bushels of corn–We hae since found in deserted houses 80 or 90 bushels & got into the walls 20 or 30 head of Beeves–

Travis

INQUIRY

What is a compatriot?
How do you know that Travis refuses to surrender to Santa Anna?
What will be the consequences of this refusal to surrender?
According to Travis, why should people come to their aid?
What kind of appeal is Travis making when he says, “The Lord is on our side”?
What is patriotism?
Are there things you would defend even if you were hopelessly outnumbered? Why?

ADDITIONAL RESOURCES

thealamo.org

Three Roads to the Alamo: The Lives and Fortunes of David Crockett, James Bowie, and William Barret Travis by William C. Davis

https://www.tshaonline.org/handbook/entries/alamo-battle-of-the

1781: Jefferson’s Notes on Slavery

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ESSENTIAL QUESTION

How did Thomas Jefferson, a life-long slave holder, view the existence of slavery as a philosophical question?

CONTEXT

Thomas Jefferson (1743-1826), third president of the US, was a slave owner his entire adult life. Yet in some of his writings he noted that slavery was harmful to the slave, the master, and society in general. Historians have argued over the years about Jefferson’s thoughts and actions regarding slavery, and recent scholarship confirms that within Jefferson, slavery presented ideals that clashed with realities that he struggled with but could not resolve.

In 1780, while the American Revolution was still in progress, Francois Barbe-Marbois, secretary to the French legation in Philadelphia, sent a questionnaire to each of the governors of the former 13 American Colonies. He sought information about individual colonial history, geography, natural resources, and government, to be sent back to France. Jefferson, then governor of Virginia, complied his responses into a book, Notes on the State of Virginia, first published in 1781 and later revised and republished multiple times. The only full-length book Jefferson published during his lifetime, through 23 chapters he explored not only Virginia at that time but also his ideas on the future of Virginia and by extension, the future of America. This excerpt is from the 1784 version, describing what Jefferson thinks about slavery at the time, not what he is practicing.

As you read Jefferson’s text, remember when it was written. Pay special attention to how he uses language to convey his thoughts. Although the term “slave” is used in this lesson to preserve the historical text, most scholars today prefer the term, “enslaved person.”

VOCABULARY Understanding these terms will help you understand the text.

Commerce
Perpetual
Boisterous
Unremitting
Despotism
Degrading
Temperate
Perceptible
Abating
Mollifying
Auspices
Disposed
Extirpation

TEXT

…There must doubtless be an unhappy influence on the manners of our people produced by the existence of slavery among us. The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other…

…For if a slave can have a country in this world, it must be any other in preference to that in which he is born to live and labor for another; in which he must lock up the faculties of his nature…

…But it is impossible to be temperate and to pursue this subject through the various considerations of policy, of morals, of history natural and civil. We must be contented to hope they will force their way into every one’s mind. I think a change already perceptible, since the origin of the present revolution. The spirit of the master is abating, that of the slave rising from the dust, his condition mollifying, the way I hope preparing, under the auspices of heaven, for a total emancipation, and that this is disposed, in the order of events, to be with the consent of the master, rather than by their extirpation.

INQUIRY

[AS PART OF YOUR RESPONSE, QUOTE FROM THE TEXT WHERE YOU FOUND THE ANSWER]

1. How does the existence of slavery affect the “manners” of Virginia? Why?

2. According to Jefferson, are slaves happy in their condition? How do you know?

3. What does Jefferson mean by “the faculties of his nature”? Why would “locking” up these faculties make slaves wish for another existence?

4. Does Jefferson believe that slavery can be easily discussed? Quote from the text.

5. How does Jefferson believe the existence of slavery will be resolved?

6. When does Jefferson believe the issue of slavery will be resolved?

7. Does Jefferson see the possibility of total emancipation? How might religion be involved? Why might he include this religious reference?

8. What does Jefferson mean by “in the order of events”?

9. Does Jefferson expect masters to cooperate with total emancipation? How do you know?

10. Is it possible to believe one thing but act in conflict with your belief? Why might this happen? Why do you think it happened to Jefferson? Why might it happen to you or someone you know?

ADDITIONAL RESOURCES

Gordon-Reed, Annette, and Peter S. Onuf. “Most Blessed of the Patriarchs”: Thomas Jefferson and the Empire of the Imagination. Liveright Publishing Corporation, 2017.

Jefferson, Thomas. Notes on the State of Virginia ; Written in the Year 1781, Somewhat Corrected and Enlarged in the Winter of 1782, for the Use of a Foreigner of Distinction, in Answer to Certain Queries Proposed by Him … 1782. 1784.

Monticello.org