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Timeline of Classics Historical Context for the Good and Great Books
Teacher’s Manual
by Gail Ledbetter
Second Edition, February 2016Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only. Copyrighted Material.
Sample
The purchaser of this book receives access to the following downloads: Timeline of Classics e-book, Sample Vocabulary Cards, and Reader Response Journaling Sample Blackline Masters, as well as articles and talks by Andrew Pudewa and other educators.
(See the blue page for complete download instructions.)
Copyright PolicyTimeline of Classics Historical Context for the Good and Great Books Second Edition, February 2016Copyright © 2013, 2016 Gail Ledbetter
ISBN 978-1-62341-245-6
Our duplicating/copying policy for this Teacher’s Manual:
All rights reserved.
No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author, except as provided by U.S.A. copyright law. Note the policies below:
Home use: Because this Teacher’s Manual may not be reproduced, each family must purchase a copy.
Classroom use: Because this Teacher’s Manual may not be reproduced, each teacher must purchase his or her own copy.
Library use: This Teacher’s Manual may be checked out of a lending library provided patrons agree not to make copies.
Additional copies of this Teacher’s Manual may be purchased from IEW.com/TLC
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Printed in the United States of America
IEW® is a registered trademark of the Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only. Copyrighted Material.
Sample
Contents
On the Contents page, a given page number indicates a first page on which the general historical era is addressed. Every attempt has been made to list literature, a film, or a recording within its historical era. Students of history realize that sometimes the delineations of history into named eras are approximate, may overlap, and may vary, depending on the authority consulted. For example, the years 1780–1830 could be named Industrialization or Urbanization.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Introduction to Reader Response Journaling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Ideas for Vocabulary Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Materials Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Ancients (5000 BC–AD 400) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Preflood and Postflood Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Egypt (3000–2000 BC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Greece (3000–431 BC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Rome (509 BC–AD 476) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Dark Ages (Europe, c. 300–900) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
The Middle Ages (AD 400–1450) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Vikings (Scandinavia, Europe, 793–1066) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 European Military Expansion (1000–1450) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Crusades (1095–c. 1250) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Renaissance Period in Italy (1300–1500) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Renaissance and Reformation (1450–1850) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 European Exploration and Colonization (1400–1600) . . . . . . . . . . . . . . . . . . . . . . . . . 35 Protestant Reformation (15th century, Europe) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Elizabethan Period (United Kingdom, 1558–1603) . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 The New World (1607–1860s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Age of Enlightenment (18th century, Europe) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Industrial Revolution (18th–19th centuries) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Westward Expansion (America, c. 1841) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
The Modern World (1850–present) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 American Civil War (1861–1865) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Progressive Era (United States, 1880s–1920s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Machine Age (1900–1945) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 The Post-Modern Era (1939 WW II–present) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Cold War Period (1945–1991) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Atomic Age (after 1945) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Space Age (after 1957) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Information Age (1970+) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
These are Sample Pages for preview only. Copyrighted Material.
Sample
Blank Tables (Notate other media or literature studied .) . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Reader Response Journaling Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Samples and Definitions of Literary Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 The Story behind Timeline of Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Institute for Excellence in Writing’s Resources Related to Classic Literature . . . . . . 116 Compact Classics and Other Helpful Finds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 The Colloquium Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
These are Sample Pages for preview only. Copyrighted Material.
Sample
Introduction
Introduction
What is this resource?Timeline of Classics: Historical Context for the Good and Great Books reveals a panoramic view of world history. Chronologically indexed, these selected writings, biographies, plays, recordings, and films portray a history of mankind. Please note that while great care was taken in choosing the best of the best, parents and teachers should always preview or listen in advance to resources, especially video and audio materials. Created in a simple spreadsheet format, the columns of this resource present
• description/time period
• title of resource
• author
• approximate age/ability level The timeline is divided into the following broad divisions of world history:
• Ancients
• The Middle Ages
• Renaissance and Reformation
• The Modern World
How is it useful? One mom summed it up this way: “You could actually organize all of your history and literature studies from elementary through high school using Timeline of Classics as your single guide.” Browse through the time period you are planning to study, and highlight resources of interest. The book list is completely flexible and offers mere suggestions for age/ability levels to include Elementary (E), Middle (M), and High School (H). By adding the date when a resource has been completed, students will have compiled a complete literature list, which can be recorded on a high school transcript.
For whom is it useful? Any student or teacher of history and literature can use this portable timeline. For those of us who think chronologically, Timeline of Classics provides points of reference for people, places, and events. This versatile reference guide can be used with any teaching style or curriculum. Save hours and hours of planning time and research ... it’s already been done for you! Please visit our website at http://timelineofclassics.com for a detailed description of this one- of-a-kind resource. May Timeline of Classics lighten your load as a teacher and strengthen your heart as a student of the Good and Great Books.
Timeline of Classics: Historical Context for the Good and Great Books 6
These are Sample Pages for preview only. Copyrighted Material.
Sample
12Ti
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These are Sample Pages for preview only. Copyrighted Material.
Sample
26Ti
mel
ine
of C
lass
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His
toric
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onte
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r the
Goo
d an
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flow
of h
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000
BC
to m
oder
n tim
es in
a ta
ble
form
at
that
incl
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his
tory
and
pol
itics
, lite
ratu
re a
nd th
eate
r, re
ligio
n an
d ph
iloso
phy,
vis
ual a
rts a
nd m
usic
, sci
ence
and
tech
nolo
gy, a
nd
daily
life
The
Tim
etab
les o
f His
tory
: A H
oriz
onta
l Lin
kage
of
Peo
ple
and
Even
ts (d
irect
ly tr
ansl
ated
from
K
ultu
rfah
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n: T
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ultu
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nd b
ook
of p
ages
prin
ted
with
a b
lank
tim
elin
e; p
erfe
ct
for s
ticke
rs, d
raw
ings
, ann
otat
ions
, etc
. Bo
ok o
f Tim
e: B
lank
tim
e lin
e fro
m 5
000
BC
to th
e pr
esen
tIn
quis
iCor
p C
orpo
ratio
n
http
://so
nlig
ht.c
omE
M H
The
Mid
dle
Age
s inc
lude
d th
e m
illen
nium
from
the
fifth
to th
e fift
eent
h ce
ntur
y, ro
ughl
y fr
om
the
fall
of R
ome
until
the
Rena
issa
nce.
Dur
ing
its in
itial
per
iod,
cal
led
the
Dar
k A
ges,
after
th
e de
ath
of B
yzan
tine
Empe
ror J
ustin
ian
... u
ntil
the
reig
n of
Cha
rlem
agne
... b
arba
rian
s de
stro
yed
wha
t had
take
n 3,
000
year
s to
build
.—
Car
ol S
tric
klan
d, Th
e Ann
otat
ed M
ona
Lisa
i
j
These are Sample Pages for preview only. Copyrighted Material.
Sample
52Ti
mel
ine
of C
lass
ics:
His
toric
al C
onte
xt fo
r the
Goo
d an
d G
reat
Boo
ks
Tim
elin
e of
Cla
ssic
s
Des
crip
tion
or T
ime
Peri
odTi
tleA
utho
rL
evel
Rena
issa
nce
and
Refo
rmat
ion
(145
0–18
50)
1789
—En
glis
h ph
iloso
pher
; leg
al a
nd so
cial
refo
rmer
Intro
duct
ion
to th
e Pr
inci
ples
of M
oral
s and
Le
gisl
atio
nJe
rem
y B
enth
am
H
1789
–185
0—A
mer
ica
A H
isto
ry o
f US
(4) T
he N
ew N
atio
nJo
y H
akim
E M
H17
89–1
799—
terr
or a
nd su
fferin
g du
ring
the
Fren
ch R
evol
utio
n;
Lond
on a
nd P
aris
A Ta
le o
f Tw
o C
ities
(Com
pact
Cla
ssic
s: V
ol. I
/5-C
1)C
harle
s Dic
kens
H
1789
–179
9—Lo
ndon
and
Par
is d
urin
g th
e Fr
ench
Rev
olut
ion
A Ta
le o
f Tw
o C
ities
(aud
io st
oryt
ellin
g re
cord
ing)
adap
ted
and
reto
ld b
y Ji
m W
eiss
ht
tp://
grea
thal
l.com
E M
H
1789
–179
9—th
e Fr
ench
Rev
olut
ion
In th
e Re
ign
of T
erro
r: A
n En
glis
h La
d in
the
Fr
ench
Rev
olut
ion
G. A
. Hen
ty
M H
1789
–179
9—th
e Fr
ench
Rev
olut
ion
In th
e Re
ign
of T
erro
r: A
n En
glis
h La
d in
the
Fr
ench
Rev
olut
ion
audi
o bo
okJi
m H
odge
s ht
tp://
jimho
dges
audi
oboo
ks.c
omE
M H
1789
–179
9—Fr
ench
Rev
olut
ion
Ston
e So
upM
arci
a B
row
nE
1789
–179
9—Fr
ench
Rev
olut
ion
In S
earc
h of
Hon
orD
onna
Lyn
n H
ess
E M
Fren
ch R
evol
utio
n—tw
in b
roth
ers s
epar
ated
at b
irth;
cor
rupt
Kin
g of
Fra
nce
Man
in th
e Ir
on M
ask
(1
934
and
1977
film
ver
sion
s bas
ed o
n th
e no
vel)
Ale
xand
re D
umas
H
Fren
ch R
evol
utio
nTh
e Sc
arle
t Pim
pern
el
(198
2 fil
m v
ersi
on w
ith Ja
ne S
eym
our)
Bar
ones
s Orc
zyH
1789
—so
uth
sea
voya
geM
utin
y on
the
Boun
tyC
harle
s Nor
dhof
fM
H17
89—
sout
h se
a vo
yage
Mut
iny
on th
e Bo
unty
1935
film
star
ring
Cla
rk G
able
M H
1790
—B
ritis
h po
litic
al a
ctiv
ist
Refle
ctio
ns o
n th
e Re
volu
tion
in F
ranc
eEd
mun
d B
urke
H
1790
–183
2—Fr
ance
and
Egy
ptSe
eker
of K
now
ledg
e: T
he M
an W
ho D
ecip
here
d Eg
yptia
n H
iero
glyp
hics
Jam
es R
umfo
rdE
1791
The
Righ
ts o
f Man
Thom
as P
aine
H
17
91–1
867—
Engl
ish
chem
ist i
nven
ted
elec
tric
mot
or, t
rans
form
er,
and
gene
rato
r.M
icha
el F
arad
ay: F
athe
r of E
lect
roni
cs
Cha
rles L
udw
igM
H
1791
—bi
ogra
phy
by S
cotti
sh fr
iend
The
Life
of S
amue
l Joh
nson
, LL.
DJa
mes
Bos
wel
lH
Alo
ng th
e Pa
ris s
tree
ts, t
he d
eath
car
ts ru
mbl
e, h
ollo
w a
nd h
arsh
....
All
the
devo
urin
g an
d in
satia
te m
onst
ers i
mag
ined
sinc
e im
agin
atio
n co
uld
reco
rd it
self,
are
fuse
d in
the
one
real
izat
ion,
G
uillo
tine
.... C
rush
hum
anity
out
of s
hape
onc
e m
ore,
und
er si
mila
r ham
mer
s, an
d it
will
twis
t its
elf i
nto
the
sam
e to
rtur
ed fo
rms.
Sow
the
sam
e se
ed o
f rap
acio
us li
cens
e an
d op
pres
sion
ove
r ag
ain,
and
it w
ill su
rely
yie
ld th
e sa
me
frui
t acc
ordi
ng to
its k
ind.
—C
harl
es D
icke
ns, A
Tal
e of T
wo
Citie
s
ij
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Sample
90Ti
mel
ine
of C
lass
ics:
His
toric
al C
onte
xt fo
r the
Goo
d an
d G
reat
Boo
ks
Tim
elin
e of
Cla
ssic
s
Des
crip
tion
or T
ime
Peri
odTi
tleA
utho
rL
evel
The
Mod
ern
Wor
ld (1
850–
pres
ent)
terr
oris
t atta
cks
The
9/11
Com
mis
sion
Rep
ort o
f the
Nat
iona
l C
omm
issi
on o
n Te
rror
ist A
ttack
s Upo
n th
e
Uni
ted
Stat
es
Nat
iona
l Com
mis
sion
on
Terr
oris
t Atta
cks
H
Sept
embe
r 11,
200
1—U
nite
d A
irlin
es F
light
93
Let’s
Rol
l!: O
rdin
ary
Peop
le, E
xtra
ordi
nary
Cou
rage
Lisa
Bea
mer
H20
03—
Haw
aii;
wom
en’s
pro
tour
surf
er re
turn
s to
com
petit
ion
afte
r sha
rk a
ttack
Soul
Sur
fer:
A T
rue
Stor
y of
Fai
th, F
amily
, and
Fi
ghtin
g to
Get
Bac
k on
the
Boar
dB
etha
ny H
amilt
onM
H
2004
—re
vise
d an
d up
date
dTh
e W
ell-T
rain
ed M
ind:
A G
uide
to C
lass
ical
Ed
ucat
ion
at H
ome
Susa
n W
ise
Bau
er, J
essi
e W
ise
H
pres
ent-d
ay H
awai
i—ov
erco
min
g tra
gedy
Soul
Sur
fer
2011
film
star
ring
Ann
aSop
hia
Rob
bM
H20
05—
revi
sed
and
upda
ted;
the
onsl
augh
t of m
edia
an
d te
chno
logy
Amus
ing
Our
selv
es to
Dea
th: P
ublic
Dis
cour
se
in th
e Ag
e of
Sho
w B
usin
ess
(Com
pact
Cla
ssic
s: V
ol. I
II/p
. 303
)
Nei
l Pos
tman
H
2006
—w
orld
wid
e pa
ndem
ic o
f AID
STh
e Sk
eptic
’s G
uide
to th
e G
loba
l AID
S C
risi
s:
Toug
h Q
uest
ions
Dire
ct A
nsw
ers
Dal
e H
anso
n B
ourk
eH
2006
—re
vise
d ed
ition
; the
bac
kgro
und,
pol
itics
, phi
loso
phy,
ps
ycho
logy
and
pur
pose
s of c
ompu
lsor
y sc
hool
ing
The
Und
ergr
ound
His
tory
of A
mer
ican
Edu
catio
n:
An In
timat
e In
vest
igat
ion
Into
the
Pris
on o
f M
oder
n Sc
hool
ing
John
Tay
lor G
atto
H
2006
—re
vise
d an
d ex
pand
ed e
ditio
nA
Thom
as J
effe
rson
Edu
catio
n: T
each
ing
a
Gen
erat
ion
of L
eade
rs fo
r the
Tw
enty
-Fir
st C
entu
ryO
liver
DeM
ille
H
2006
—pu
blis
hed
John
Dew
ey &
the
Dec
line
of A
mer
ican
Edu
catio
nH
enry
T. E
dmon
dson
, III
H
2009
—pu
blis
hed
The
Com
ing
Aris
tocr
acy:
Edu
catio
n an
d th
e
Futu
re o
f Fre
edom
Oliv
er D
eMill
eH
2015
—pu
blis
hed
annu
ally
The
Wor
ld A
lman
ac a
nd B
ook
of F
acts
Wor
ld A
lman
ac B
ooks
M H
2015
—pu
blis
hed
annu
ally
Th
e W
orld
Alm
anac
for K
ids
Wor
ld A
lman
ac B
ooks
E
Free
dom
is a
frag
ile th
ing
and
is n
ever
mor
e th
an o
ne g
ener
atio
n aw
ay fr
om ex
tinct
ion.
It is
not
our
s by
inhe
rita
nce;
it
mus
t be
foug
ht fo
r and
def
ende
d co
nsta
ntly
by
each
gen
erat
ion,
for i
t com
es o
nly
once
to a
peo
ple.
Thos
e w
ho
have
kno
wn
free
dom
and
then
lost
it h
ave
neve
r kno
wn
it ag
ain.
—Ro
nald
Rea
gan
Polit
ical
ideo
logy
has
a b
lood
y an
d ba
rbar
ous t
rack
reco
rd. .
.. W
ithou
t som
e ki
nd o
f tra
nsce
nden
t tru
th, t
here
is n
o w
ay to
stan
d ag
ains
t soc
ial a
nd p
oliti
cal e
vil.
... L
ived
out
cons
iste
ntly
, pos
tmod
erni
sm le
ads t
o co
mpl
icity
with
evi
l an
d in
just
ice.
—N
ancy
Pea
rcey
, Sav
ing
Leon
ardo
: A C
all t
o Re
sist t
he S
ecul
ar A
ssau
lt on
Min
d, M
oral
s, &
Mea
ning
ij
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Timeline of Classics: Historical Context for the Good and Great Books 98
Chapter 1—The Wrong DoorVocabularystudy: room set apart for private reading, writing, or studyingholiday: cessation from work or duties for a period of timecistern: reservoir, tank, or container for holding liquidginger-beer: carbonated ginger sweet drinkcatch: anything that catches, as a latch on a doorcupboard: closet with shelves for dishes, cups, etc.pantomime: actor who uses gestures to convey emotion without speakingcunning: artfully subtle, shrewd, sly, or crafty
Sample Key Word Outline
I. London, Polly Plummer
1. meets, Digory, upset
2. D’s, mother, ill,
3. D, lives, w/Aunt Letty, & Uncle Andrew
4. P & D, explore, attic, rafters
5. find, Uncle Andrew’s, study
6. A, tall, thin, scientist
7. experiment, need, helpers
8. P, vanish, yellow, ring
Notable Quotes and Literary Devices
“Or he might have been a pirate, like the man at the beginning of Treasure Island.” (page 5) (allusion)“If vacuum cleaners had been invented in those days Polly would have thought it was the sound of a Hoover being worked a long way off.” (page 12) (allusion)
“The high-backed chair in front of the fire moved suddenly and there rose up out of it—like a pantomime demon coming up out of a trapdoor—the alarming form of Uncle Andrew.” (page 13) (simile)
“Uncle Andrew was tall and very thin. He had a ... great tousled mop of gray hair.” (page 13) (metaphor)
Journaling Sample: The Magician's Nephew
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Timeline of Classics: Historical Context for the Good and Great Books 99
Samples and Definitions of Literary Devices
Alliteration– same initial letter or letter blend sounds which occur close together“Tom joined the mob of skylarking scholars outside.” – Mark Twain, The Adventures of Tom Sawyer“In a moment all the heavy sorrow and misery which sleep had banished were upon him again, and he realized that he was no longer a petted prince in a palace with the adoring eyes of a nation upon him, but a pauper, an outcast, clothed in rags, prisoner in a den fit only for beasts, and consorting with beggars and thieves.” – Mark Twain, The Prince and the Pauper“The soldiers presented arms with their halberds, opened the gates, and presented again as the little Prince of Poverty passed in, in his fluttering rags, to join hands with the Prince of Limitless Plenty.” – Mark Twain, The Prince and the Pauper
Allusion– reference to literature, historical events, culture, well-known ideas“We were soon all in the water, Fritz with a harpoon, Ernest with a rod and line, and I myself armed, like Neptune, with an iron trident, or more properly speaking, perhaps, a pitchfork.” – Johann D. Wyss, The Swiss Family Robinson“Seeing this, I determined to make a raid upon them by torchlight, after the manner of the colonists in Virginia.” – Johann D. Wyss, The Swiss Family Robinson
Assonance– same internal vowel sound in two or more words which occur close together“The royal barge attended by its gorgeous fleet … was greeted from the banks with a continuous hoarse roar of cheers and the ceaseless flash and boom of artillery.” – Mark Twain, The Prince and the Pauper“In a little while the measured tread of military men was heard approaching, and the culprits entered the presence in charge of an undersheriff and escorted by a detail of the king’s guard.” – Mark Twain, The Prince and the Pauper
Foreshadowing– a hint at a future event in a plot“Mistress Mary, quite contrary, how does your garden grow? With silver bells, and cockle shells, and marigolds all in a row.” – Frances Hodgson Burnett, The Secret Garden
Imagery– word pictures that appeal to the senses, evoking feeling and mood“A whole hour drifted by, the [school] master sat nodding on his throne, the air was drowsy with the hum of study.” Mark Twain, The Adventures of Tom Sawyer“And over walls and earth and trees and swinging sprays and tendrils the fair green veil of tender little leaves had crept, and in the grass under the trees and the gray urns in the alcoves and here and there everywhere were touches or splashes of gold and purple and white and the trees were showing pink and snow above his head and there were fluttering wings and faint sweet pipes and humming and scents and scents.” – Frances Hodgson Burnett, The Secret Garden
Journaling Sample: The Magician's Nephew
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Timeline of Classics: Historical Context for the Good and Great Books 100
Metaphor– comparison without like or as“The dreadful secret of the murder was a chronic misery. It was a very cancer for permanency and pain.” – Mark Twain, The Adventures of Tom Sawyer“With this he dragged the frantic and struggling prince away and disappeared up a front court followed by a delighted and noisy swarm of human vermin.” – Mark Twain, The Prince and the Pauper
Onomatopoeia– sound-effect words“Countrymen, butchers, drovers, hawkers, boys, thieves, idlers, and vagabonds of every low grade, were mingled together in a mass; the whistling of drovers, the barking of dogs, the bellowing and plunging of oxen, the bleating of sheep, the grunting and squeaking of pigs, the cries of hawkers, the shouts, oaths, and quarreling on all sides; the ringing of bells and roar of voices, that issued from every public-house; the crowding, pushing, driving, beating, whooping, and yelling; the hideous and discordant din that resounded from every corner of the market; and the unwashed, unshaven, squalid, and dirty figures constantly running to and fro, and bursting in and out of the throng; rendered it a stunning and bewildering scene, which quite confounded the senses.” – Charles Dickens, Oliver Twist
Personification – inanimate objects as lifelike or human“The houses were of wood, with the second story projecting over the first, and the third sticking its elbows out beyond the second.” – Mark Twain, The Prince and the Pauper
Simile– comparison with like or as“Here Uncle Andrew rubbed his hands till his knuckles cracked like fireworks.” – C.S. Lewis, The Magician’s Nephew“You know a noise sometimes brings things down – like an avalanche in the Alps.” – C.S. Lewis, The Magician’s Nephew“To let a sad thought or a bad one get into your mind is as dangerous as letting a scarlet fever germ get into your body.” – Frances Hodgson Burnett, The Secret Garden
Symbolism– objects, persons, pictures, things to represent an idea, virtue, or philosophy“She must be less delicate before she begins lessons. Give her simple, healthy food. Let her run wild in the garden. Don’t look after her too much. She needs liberty and fresh air and romping about.” – Frances Hodgson Burnett, The Secret Garden“When Fledge had quite finished his own excellent supper he lay down. The children came and sat one on each side of him leaning against his warm body, and when he had spread his wing over each they were really quite snug.” – C.S. Lewis, The Magician’s Nephew
Journaling Sample: The Magician's Nephew
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