When it comes to teaching focused English classes (like American or British lit), there are typically two camps of thought – teaching chronologically and teaching thematically. For many teachers, district/state mandated curriculum = teaching chronologically. And as a result, the first unit is usually early America.
But. Let’s face it. Teaching early American literature can sometimes feel…dry. The selections tend to focus on the “discoverers” – Bradford, Smith, Columbus – and the Founding Fathers. All important in their own rights. But not exactly diverse. So how do we add that diversity? By focusing on all voices that make up early America.
NATIVE AMERICAN TEXTS
If we’re lucky, textbooks will include the token Native American text, usually in the form of a creation story like “The Earth on the Turtle’s Back”. If you’re really lucky, it may even include something like the Iroquois Constitution, like one of my old textbooks did.
However, there’s more to Native American literature than what’s often offered in pre-packaged curriculum.
Some ideas for other Native American texts:
- compare and contrast perspectives on the Indian Removal with Andrew Jackson’s Speech to Congress and a speech given by George W. Harkins, chief of the Choctaw tribe
- incorporate multimedia with videos such as “Crow: The Legend” or other myths
AFRICAN AMERICAN TEXTS
African American voices have long been underrepresented in our curriculums, popping up mostly during Black History Month or as part of mini unit on the Harlem Renaissance. Even then, our offerings are either poets like Hughes and McKay or speeches from MLK and Frederick Douglass. All fantastic and important writings. But not representative of the “early America” time period.
The solution? Include voices like Phillis Wheatley, an enslaved person considered to be the first African American to publish poetry. Or Olaudah Equiano, abolitionist and writer, whose memoir The Interesting Narrative of the Life of Olaudah Equiano traces his journey from childhood enslavement to freedom and abolitionist work.
SPEECHES/RHETORICAL ANALYSIS
While adding diverse voices is important when teaching early American literature, you can’t completely leave out the Founding Fathers. The first unit of study is a great place to review rhetorical appeals before diving into Patrick Henry’s famous “Speech to the Second Virginia Convention” (aka the “Give me liberty or give me death!” speech) or a close reading of the Declaration of Independence.
Reviewing rhetorical appeals here also sets up students to analyze other texts throughout the year, such as The Crucible or “What to the Slave is the Fourth of July?” or any media literacy unit.
PURITANS/RELIGIOUS TEXTS
Last but not least, we have the Puritans. Depending on how your curriculum is structured, you could jump into The Crucible from here. Regardless of where you put Crucible, no early American literature unit would be complete without at least a nod to the Puritans. Enter Anne Bradstreet and the original fire-and-brimstone pastor Jonathan Edwards.
Bradstreet’s poetry is short and relatively accessible while still providing insight into the Puritan mindset and focus on heavenly rewards, not earthly possessions – especially her “Verses Upon the Burning of Our House.”
If you want vivid imagery and a look at the Puritan’s intense religious beliefs, look no further than Edwards’ “Sinners in the Hands of an Angry God.” You’ve got guilt. Intense diction. Imagery and metaphors galore. Basically a goldmine for literary analysis.
So there you have it. Four types of texts to include when teaching early American literature. Want all of these activities in a done-for-you resource? Check out my Native, African, Early American Literature Unit: Rhetoric, Poetry, Informational resource.
What’s your early America unit look like? Hit “Reply” and let me know.
And as always, happy teaching 😀
Heidi