After Reading (Gn-vFPE-lGt) those inestimable inviolate ...example, is derived from Mars, the name of the Roman god of war. PRACTICE For each numbered word, write a sentence that shows

230 unit 1: early american writing

If we wish to be free—if we mean to preserve inviolate those inestimable privileges for which we have been so long contending—if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained, we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of Hosts is all that is left us!

They tell us, sir, that we are weak—unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot?

Sir, we are not weak, if we make a proper use of those means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone;7 it is to the vigilant, the active, the brave. Besides, sir, we have no election.8 If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—and let it come! I repeat it, sir, let it come! f

It is in vain, sir, to extenuate the matter. Gentlemen may cry, “Peace! peace!”—but there is no peace. The war is actually begun! The next gale that sweeps from the north9 will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty, or give me death! � g

60

70

80

7. battle . . . strong alone: an allusion to Ecclesiastes 9:11 in the Bible, “the race is not to the swift, nor the battle to the strong.”

8. election: choice.

9. the next gale . . . north: Some colonists in Massachusetts had already shown open resistance to the British and were on the brink of war.

f RHETORICAL DEVICES Why do you think Henry repeats the word sir so often in this paragraph? Explain the likely effect of this repetition as well as that of the phrase “let it come!”

inviolate (Gn-vFPE-lGt) adj. not violated; intact

supinely (sL-pFnPlC) adv. in a manner with the face upward

invincible (Gn-vGnPsE-bEl) adj. unbeatable

vigilant (vGjPE-lEnt) adj. alert; watchful

extenuate(Gk-stDnPyL-AtQ) v. to lessen the seriousness of, especially by providing partial excuses

g PERSUASIVE SPEECHHow might the speaker’s pace and emphasis have changed over the course of the speech? How might his audience have responded to these changes? Explain.

FL_L11PE-u01s41-VirCon.indd 230 1/28/08 4:47:28 PM

speech in the virginia convention 231

After Reading

Comprehension 1. Recall What does Patrick Henry urge the colonists to do?

2. Paraphrase Reread lines 22–28. What methods had the colonists already used to express their complaints against the British?

3. Clarify How did the British respond to those complaints?

Literary Analysis 4. Analyze a Persuasive Speech Look back at the chart you filled in as you read.

Choose a section of Henry’s speech to read aloud as he might have delivered it. How effective are the techniques you plan to use? Explain why you think so.

5. Analyze Persuasive Strategy Henry spends most of his speech arguing against hope, ordinarily not the best tactic when trying to inspire an audience. How does he manage to discredit hope? Why would he do this?

6. Interpret Allusions Review the following allusions to the Odyssey and the Bible that Henry uses in his speech. How does each allusion support the point Henry makes in the paragraph?

• Odyssey, lines 15–17 • Bible, line 28• Bible, lines 18–19 • Bible, lines 74–75

7. Evaluate Appeals How does Henry convince his audience that the decisive moment to fight is at hand? In a chart, summarize his reasons. Then, beside each, note whether he appeals mainly to logic or emotion. Which reasons are strongest? Explain.

8. Make Judgments About Rhetorical Devices Review the rhetorical devices discussed on page 225. Which devices occur most frequently in Henry’s speech? Do you think this is an effective way to communicate, or do you find it manipulative? Cite examples from the text to support your answer.

Literary Criticism 9. Different Perspectives Imagine that the following people heard Henry’s

speech from the visitor’s gallery. How might each have reacted, and why?

• the wife of one of the delegates • a clergyman• a farmer whose parents live in England • an African enslaved in• a member of the Virginia militia the colony

Reasons to Fight

1. If we want to be free and keep the rights and privileges we have grown accustomed to, we have to fight. (lines 56–61)

2.

Logical or Emotional

logical

SUNSHINE STATE STANDARDInformation and Media LiteracyBenchmark LA.1112.6.3.1 Distinguish between propaganda and ethical reasoning strategies in print and nonprint media.

FL_L11PE-u01s41-arVirCon.indd 231 2/1/08 3:11:53 PM

Practice and ApplyAfter ReadingUse these copy masters to check under-standing and provide extra support:

RESOURCE MANAGER—Copy MastersReading Check p. 352Rhetorical Devices p. 345Question Support p. 353Additional selection questions are provided for teachers on page 339.

answers 1. to prepare to fight against the British 2. petitioning the government and asking the

king to stop the tyranny 3. by spurning the colonists’ complaints or

responding violentlyPossible answers: 4. standards focus Reading a Per-

suasive Speech If students discover that the techniques they originally chose aren’t effective, have them revise their plan.

5. Henry claims that hope is an illusion (line 15) and that British conduct over the last ten years gives no reason for hope (lines 24–26, 53–55). He wanted to persuade his audience to fight instead of hoping for peace.

6. Odyssey, lines 15–17: The hope for peace is a false lure. Bible, lines 18–19: Don’t ignore clear evidence. Bible, line 28: Don’t trust treacherous pretenses. Bible, lines 74–75: Our spirit can make up for our weaker force.

7. Reasons: 1. If we don’t prepare now, we won’t be able to resist (lines 56–60); emo-tional. 2. There are three million of us will-ing and able to fight (lines 70–72); logical. 3. God will help us win (lines 72–74); emo-tional. 4. It’s too late to back down (lines 76–77); emotional. 5. The war has already begun (line 78); logical. 6. Give me liberty, or give me death (lines 84–86); emotional. Accept all reasonable ranking of reasons.

8. standards focus Rhetorical Devices Henry uses rhetorical questions and parallelism most often. Students may say that these devices are effective ways of presenting ideas. Others may say that the devices are manipulative because they stir emotions rather than present well-reasoned arguments.

9. The wife might be concerned that her husband would have to fight the British. The farmer might worry that war would cut him off from his parents in England. The militiaman might be stirred by the call to action. The clergyman might respond favorably to Henry’s biblical allusions. The slave might be encouraged by references to slavery to think that war would end his own bondage.


vocabulary practiceFor more practice, go to the Vocabulary Center at ClassZone.com.


Vocabulary in Contextvocabulary practice

Decide whether these statements about the vocabulary words are true or false.

1. A good way to remonstrate with someone is to plan a picnic with that person.

2. An invincible chess champion is one who has not been beaten. 3. A statue that is lying supinely is lying face down. 4. A vigilant guard usually takes naps while on duty. 5. Circumstances that extenuate a bad decision are those that make it worse. 6. A country that is overrun by armies from another land is experiencing

subjugation. 7. An insidious person is unlikely to express her opinions openly. 8. A vase that has broken into several pieces may be described as inviolate. 9. A martial gathering is one that is organized by peace demonstrators. 10. If two versions of a story comport with each other, they are in agreement.

vocabulary in writingImagine you were in the audience when Patrick Henry gave his speech. Using at least three vocabulary words, write a short explanation of why you agree or disagree with his views. Here is a sample beginning.

vocabulary strategy: words from gods and mythologyA number of English words are formed from the names of Greek and Roman gods and goddesses. Usually the meanings of these words are closely related to some characteristic the deity was known for. The vocabulary word martial, for example, is derived from Mars, the name of the Roman god of war.

PRACTICE For each numbered word, write a sentence that shows its meaning. Use a dictionary if you need help. Then write a short explanation connecting each word’s meaning to the deity whose name it is derived from.

1. saturnine 4. nemesis 2. mercurial 5. cupidity 3. jovial 6. bacchanalian

word listcomport extenuate insidious invincible inviolatemartialremonstrate subjugationsupinelyvigilant

example sentence

I cannot agree with Mr. Henry that government by our mother country can be considered subjugation.

SUNSHINE STATE STANDARDReading ProcessBenchmark LA.1112.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools.


writing toolsFor prewriting, revision, and editing tools, visit the Writing Center at ClassZone.com.


Reading-Writing Connection

grammar and styleVARY SENTENCE TYPES Review the Grammar and Style note on page 228. Part of Henry’s style is to vary his sentences among the four basic types:

• Declarative, which expresses a statement of fact, desire, intent, or feeling and ends with a period. This is no time for ceremony. (line 6)

• Interrogative, which asks a question and ends with a question mark. Shall we try argument? (line 41)

• Imperative, which gives a command, request, or direction and ends usually with a period but sometimes for emphasis with an exclamation point. Trust it not, sir; it will prove a snare to your feet. (lines 27–28)

• Exclamatory, which expresses strong emotions and always ends with an exclamation point. I repeat it, sir, we must fight! (line 60)

Henry’s skillful use of sentence variety is emotionally expressive and compelling. It not only creates an interesting melody, but also keeps the reader engaged by calling for frequent shifts in the reader’s internal responses.

PRACTICE The following excerpt is taken from Henry’s speech. For each sentence in the exercise, identify the type of sentence, and then compose your own sentence following the pattern in Henry’s original. The example illustrates how.

(1) The next gale that sweeps from the north will bring to our ears the clash of resounding arms! (2) Our brethren are already in the field! (3) Why stand we here idle? (4) What is it that gentlemen wish? (5) What would they have? (6) Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? (7) Forbid it, Almighty God!

example

The war is actually begun!We won the game!

A persuasive speech will . . .• present a clear argument• cite reasons and other evidence• use rhetorical devices • close with a strong statement

COMPOSE A PERSUASIVE SPEECH Patrick Henry’s famous speech is a classic example of effective oratory, the art of public speaking. Using Henry’s speech as a model, write a three-to-five paragraph persuasive speech on a topic you feel strongly about.

writing prompt self-check

SUNSHINE STATE STANDARDWriting ProcessBenchmark LA.1112.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.


differentiated instruction

answersVocabulary in Contextvocabulary practice 1. false 6. true 2. true 7. true 3. false 8. false 4. false 9. false 5. false 10. true

RESOURCE MANAGER—Copy MasterVocabulary Practice p. 350

vocabulary in writingTell students to refer to the vocabulary defini-tions in the margin of the speech to find places where the words were used. Suggest that stu-dents discuss the same issues that prompted Henry to use these words.

vocabulary strategy: words from gods and mythology (also an EL language objective)When students look up the words, tell them to notice the origin of each word as well as its meaning. Possible answers: 1. morose, gloomy; from Saturn, the gloomy

ancestor of the gods 2. changeable; from Mercury, the fleet-footed,

prankish messenger of the gods 3. merry; from Jove, the chief god, from the

idea in astrology that people born under his sign will be merry

4. enemy; from Nemesis, the goddess of ven-geance

5. greed; from Cupid, the god of desire 6. drunken, wildly carousing; from Bacchus,

the god of wine

RESOURCE MANAGER—Copy MasterVocabulary Strategy p. 351

Vocabulary Center at ClassZone.comAdditional Vocabulary Activities

for english learnersTask Support: Vocabulary in Writing Help students choose three vocabulary words. Review the word meanings orally, and invite clarifying questions. To prepare for writing, have students return to the speech and study the vocabulary words in context. Suggest that students write three sentences, using one vocabulary word per sentence.

for advanced learners/apWords from Gods and Mythology Challenge students to find more English words derived from mythology. For example, cereal comes from Ceres, the Roman goddess of agricul-ture, and several words for days of the week come from Norse deities. The mythology need not be Greek or Roman; encourage students to look for words that come from other cultures.


vocabulary practiceFor more practice, go to the Vocabulary Center at ClassZone.com.


Vocabulary in Contextvocabulary practice

Decide whether these statements about the vocabulary words are true or false.

1. A good way to remonstrate with someone is to plan a picnic with that person.

2. An invincible chess champion is one who has not been beaten. 3. A statue that is lying supinely is lying face down. 4. A vigilant guard usually takes naps while on duty. 5. Circumstances that extenuate a bad decision are those that make it worse. 6. A country that is overrun by armies from another land is experiencing

subjugation. 7. An insidious person is unlikely to express her opinions openly. 8. A vase that has broken into several pieces may be described as inviolate. 9. A martial gathering is one that is organized by peace demonstrators. 10. If two versions of a story comport with each other, they are in agreement.

vocabulary in writingImagine you were in the audience when Patrick Henry gave his speech. Using at least three vocabulary words, write a short explanation of why you agree or disagree with his views. Here is a sample beginning.

vocabulary strategy: words from gods and mythologyA number of English words are formed from the names of Greek and Roman gods and goddesses. Usually the meanings of these words are closely related to some characteristic the deity was known for. The vocabulary word martial, for example, is derived from Mars, the name of the Roman god of war.

PRACTICE For each numbered word, write a sentence that shows its meaning. Use a dictionary if you need help. Then write a short explanation connecting each word’s meaning to the deity whose name it is derived from.

1. saturnine 4. nemesis 2. mercurial 5. cupidity 3. jovial 6. bacchanalian

word listcomport extenuate insidious invincible inviolatemartialremonstrate subjugationsupinelyvigilant

example sentence

I cannot agree with Mr. Henry that government by our mother country can be considered subjugation.

SUNSHINE STATE STANDARDReading ProcessBenchmark LA.1112.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools.


writing toolsFor prewriting, revision, and editing tools, visit the Writing Center at ClassZone.com.


Reading-Writing Connection

grammar and styleVARY SENTENCE TYPES Review the Grammar and Style note on page 228. Part of Henry’s style is to vary his sentences among the four basic types:

• Declarative, which expresses a statement of fact, desire, intent, or feeling and ends with a period. This is no time for ceremony. (line 6)

• Interrogative, which asks a question and ends with a question mark. Shall we try argument? (line 41)

• Imperative, which gives a command, request, or direction and ends usually with a period but sometimes for emphasis with an exclamation point. Trust it not, sir; it will prove a snare to your feet. (lines 27–28)

• Exclamatory, which expresses strong emotions and always ends with an exclamation point. I repeat it, sir, we must fight! (line 60)

Henry’s skillful use of sentence variety is emotionally expressive and compelling. It not only creates an interesting melody, but also keeps the reader engaged by calling for frequent shifts in the reader’s internal responses.

PRACTICE The following excerpt is taken from Henry’s speech. For each sentence in the exercise, identify the type of sentence, and then compose your own sentence following the pattern in Henry’s original. The example illustrates how.

(1) The next gale that sweeps from the north will bring to our ears the clash of resounding arms! (2) Our brethren are already in the field! (3) Why stand we here idle? (4) What is it that gentlemen wish? (5) What would they have? (6) Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? (7) Forbid it, Almighty God!

example

The war is actually begun!We won the game!

A persuasive speech will . . .• present a clear argument• cite reasons and other evidence• use rhetorical devices • close with a strong statement

COMPOSE A PERSUASIVE SPEECH Patrick Henry’s famous speech is a classic example of effective oratory, the art of public speaking. Using Henry’s speech as a model, write a three-to-five paragraph persuasive speech on a topic you feel strongly about.

writing prompt self-check

SUNSHINE STATE STANDARDWriting ProcessBenchmark LA.1112.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.


Reading-Writing Connectionwriting promptSuggest that students start with a quote or a catchy opening sentence. Recommend that they model their speech after Henry’s by beginning with an introduction that flatters the audience and by ending with a rousing call to action. Use the Opening Lines strategy to help students compose beginnings for their speeches.

BEST PRACTICES TOOLKITOpening Lines p. C1

For writing support, see Writing Center at ClassZone.com

grammar and styleTo familiarize students with the four types of sentences, return to lines 62–79 and ask students to find at least two examples of each type. Point out that both imperative and exclamatory sentences may end in exclama-tion points. (For more on sentence types, see Grammar Handbook, p. R64.) Answers: 1. exclamatory, 2. exclamatory, 3. interrogative, 4. interrogative, 5. interrogative, 6. interroga-tive, 7. imperativeStudents’ sentences should follow the pattern of Henry’s original.

RESOURCE MANAGER—Copy MasterVary Sentence Types p. 354

for less–proficient writersWriting Support • Tell students to choose a topic quickly to

avoid wasting time. Suggest that they pick an issue that they feel strongly about.

• Have students write a thesis statement and then brainstorm reasons, facts, and examples to support their views, using a cluster diagram or list.

• Have students include their thesis state-ment in their first paragraph and follow with two substantial body paragraphs.

• Remind students that they are writing a speech, not a paper to be read silently. Urge them to imagine an audience as they write, and to use conversational language, exclamatory sentences, and rhetorical questions.

• Suggest that students read their drafts aloud to themselves or partners.

Assess

RESOURCE MANAGER—Copy MastersSelection Test A pp. 355–356Selection Test B/C pp. 357–358

Test Generator CD

ReteachSTANDARDS LESSON FILELiterature Lesson 35: Rhetorical DevicesWriting Lesson 8: Creating Sentence

VarietyVocabulary Lesson 25: EtymologiesSpeaking and Listening Lesson 8:

Persuasive Speech

Assess and Reteach


Documents

After Reading (Gn-vFPE-lGt) those inestimable inviolate ...example, is derived from Mars, the name of the Roman god of war. PRACTICE For each numbered word, write a sentence that shows