Unit4 A Troubled Young Nation

1. Unit4 A Troubled Young Nation Lessons and Questions for Unit 4

2. Essential Question What is an American? • How does individualism change in the age of Realism? • How does the pursuit of liberty change in the age of Realism? • What are America’s promises? How does that relate to slavery, racism, women and Native Americans?

3. Objectives • Determine and analyze the development of theme or themes in American literature of the 19th century ( e.g., freedom, the American dream, racism, regionalism, survival, “Individual vs society“, “civilized society” vs the wilderness) • Compare the treatment of related themes in different genres (e.g. The Adventures of Huckleberry Finn, Narrative of the Life of Frederick Douglass, A Pair of Silk Stockings, Declaration of Sentiments , Seneca Dalls) • Explain how fictional characters in late 19th century America express challenges facing America at the time, cite textual evidence from both fiction and nonfiction selections to make the case.

4. Literary Texts • The Adventures of Huckleberry Finn • An Occurrence at Owl Creek Bridge • The Celebrated Jumping Frog of Calaveras County • A Pair of Silk Stockings • Narrative of the Life of Frederick Douglass • Declaration of Sentiments, Seneca Falls • Ain’t I a Woman • I Will Fight no More Forever • Gettysburg Address

5. Unit 4 Literary Terms • Abolition • American Dream • Assimilation • Autobiography • Biography • Determinism • Mood • Naturalism • Realism • Regionalism • Satire

6. Introduction • Warm Up • Holt Reader pg. 153 Margin Questions on “Rise of Realism” • Skip Word Study questions and Fluency questions • There are 16 total • You will be using information from the introduction to create a background poster.

7. Introduction • Collection 4 “Rise of Realism” Introduction Poster; You will be Presenting this . • 10 main points. They can be Numbered , bulleted or titled • Your answers for Realism, Naturalism and Regionalism will be longer and need to have the characteristics of these key ideas/beliefs. • Be sure to cover the effects of the war on literature and the America as a whole. • You do not need pictures for this part • 1 member should write and the others need to take sections and give the writer summaries and/or the characteristics for each section of the introduction.

8. Introduction Presentations • Warm Up • Group Presentations and evaluations • Turn in evaluations before your presentation • 2-3 minute presentation to cover posters • Cover the key elements of Realism, Naturalism and Regionalism and choose two more important ideas to cover. • Group Evaluations • Your name first and pts out of 5 • Each group members name and pts out of 5

9. Voices of Protest • Warm Up • Voices of Protest Video and Questions • True/false Questions • Short Answer Questions • Critical Thinking Questions

10. Voices of Protest • In the early 1800’s, many people believed that life on earth could be perfect if people worked hard enough and were true to their convictions. • The 19th century was a time of great equity and tolerance. • The political revolution ushered in a new era un American history that was free of the problems the country had faced before the Revolutionary War. • Abolitionsists used print media and speeches to call for an immediate end to the enslavement of African Americans. • William Lloyd Garrison, a journalist from New York, published an abolitionist newspaper called the Liberator

11. Voices of Protest 6. Garrison’s outspoken stand against slavery earned him both strong support from abolitionists and violent enmity from proslavery rioters. 7. The Grimke sisters, Angelina and Sarah, were opposed to slavery because they had been raised in an antislavery family in New England. 8. Harriet Beecher Stowe’s novel Uncle Tom’s Cabin was so influential that it has been credited with starting the Civil War. 9. Women became heavily involved in the abolitionist movement, but their participation made many men withdraw from the antislavery cause. 10. Frederick Douglass and Sojourner Truth sometimes shared the lecture stage, both of them speaking out for abolition and women’s rights.

12. Voices of Protest • Short answer questions • What deprivations did African Americans and women share during this period? • What details in the video describe the work it took to begin to change this situation? • How do mental attitudes or mind-sets in a society create and sustain the deprivations aimed at some individuals or groups? • What do you think gave abolitionists and women’s rights advocates the courage to oppose the prevailing thought of the time? What did they risk by doing so?

13. Identifying Facts vs Opinions • Write F for Fact or O for opinion for each of the following statements • People who owned slaves never thought about how evil the institution of slavery was. • The major abolitionist activity in the U.S. took place in the 19th century . • Not all white Southerners supported t cause of slavery; some helped with the abolitionist movement. • William Lloyd Garrison’s antislavery newspaper, The Liberator, was far better than its competitors. • Proslavery rioters confronted Garrison in Boston in 1835.

14. Identifying Facts vs Opinions • Harriet Beecher Stowe’s book Uncle Tom’s Cabin sold 300,000 copies the first year of its publication. • The book presents the antislavery case in a personal, emotional way that appeals to caring people. • The women’s movement stemmed from the abolitionist movement and later became strident and overly demanding. • Frederick Douglass spoke in support of women’s suffrage at t Seneca Falls Convention in 1848. • It’s a fact that the consciousness of people is rising, and that the time will come when slavery is not practiced anywhere in the world.

15. Warm Up • Warm Up: Find the word that pairs with each of the 4 words listed. Ex. Love/Jacket/Alert/Line Answer: Life • House Top Face Catcher ____ • Down Whistle Call Cry ____ • Pot Appeal Opposite Hygiene ____ • Rich Out Dumb Down ____ • Box Sheet Chamber Stand ____ • Love Leave Call Bay ____ • Non Jacket Area Gun ____

16. An Occurrence at Owl Creek • Look at the picture on pg 488. What can you infer about Bierce’s character after looking at the picture? Look at his posture, facial expression and choice of props for clues. • Teacher read Bierce’s background aloud. Students write a one paragraph summary of his life.

17. An Occurrence at Owl Creek • Point Of View • How can you tell who the narrator in a story is? • Write your answer. Think-pair-share • Point of view: the perspective from which the story is told. • The most obvious point of view is probably first person or "I." • The omniscient narrator knows everything, may reveal the motivations, thoughts and feelings of the characters, and gives the reader information. • With a limited omniscient narrator (limited 3rd person), the material is presented from the point of view of a character, in third person. The objective point of view presents the action and the characters' speech, without comment or emotion. The reader has to interpret them and uncover their meaning. • A narrator may be trustworthy or untrustworthy, involved or uninvolved.

18. An Occurrence at Owl Creek • The objective point of view presents the action and the characters' speech, without comment or emotion. The reader has to interpret them and uncover their meaning. • A narrator may be trustworthy or untrustworthy, involved or uninvolved. • How does POV affect a story? Write your answer. • How does POV affect the following stories: Little Red Riding Hood, Columbus coming to America, a father and son hunting deer in the woods.

19. An Occurrence at Owl Creek • Think-pair-share • Review Questions: Answer on a separate sheet of paper • What is Point of View? • What is a narrator? • What are the various types of Point of View? • What are some signs that will help you identify what the Point of View is? • Why is it important to be able to see other people’s perspectives?

20. An Occurrence at Owl Creek • Warm Up: Answer the Make the Connection questions on pg. 489. • As you read Ambrose Bierce’s story, make a list of the major events in the order in which they are presented in the story. ( 10 Events) • Read the story “An Occurrence at Owl Creek Bridge” on pg 490 and follow along as we listen to the story. • Objective: Point of view, sequence of events and author’s purpose.

21. An Occurrence at Owl Creek • Warm Up: Answer Vocabulary Development on pg. 497 1-10. • Continue “An Occurrence at Owl Creek Bridge” and continue to write down the key events as they happen in the story. • Once you have finished the story, put the events have written down in chronological order using a time line. • Objective: Point of view, sequence of events and author’s purpose.

22. Owl Creek Questions • What is the setting of the story? • Describe Farquhar. • Why is Farquhar going to be hanged? Why was he caught? • What distracts Farquhar from thoughts about his family? • When Farquhar thinks he is going to die underwater, how is he saved? • What happens when the board falls away and Farquhar drops? • What happens when Farquhar escapes the gunfire? • How long is the story in reality (real time)? • What actually happens in the story? • When Farquhar hears the watch ticking, what P.O.V. is the author using? • What is omniscient point of view? When is it used in part II of the story? • Why might the author use omniscient P.O.V. instead of limited 3rd person P.O.V.?

23. Answer to Q’s • Bierce uses the third-person-limited POV to describe Farquhar’s desperate flight of imagination. This lets Bierce’s narrator maintain a realist stance (detailed, realistic picture of imagined escape) - even as his mind fleas reality (imagines he is escaping). • Answers will vary. They must be complete sentences. • It implies that the terror of death heightens the senses, distorts perception of time and creates fantasies of escape. • Your answer must be a complete sentence and explain the answer. • Your answer must be a complete sentence and explain the answer.

24. Answers to Questions • He is about to be hanged. • Chronological Order • Soldier comes to house talking about bridge • Farquhar asks how to burn bridge • Soldier leaves but returns, he is a Union spy. • Farquhar is caught and about to be hung • Imagines he escapes to his home. • Farquhar dies. • He imagines the rope breaks, he escapes and makes it home.

25. Narrative of Frederick Douglass • Warm Up • With a partner, read and retell Frederick Douglass’ background on pg. 463 • Each person needs to write one paragraph summarizing his life. • Begin Frederick Douglass’ “Narrative” on pg. 162 in the Holt Reader. Answer the margin questions on your own piece of paper. There are 18 total.

26. Narrative of Frederick Douglass • Finish Frederick Douglass’ “Narrative” and the margin questions. • Complete the content frame on pg. 171 of the Holt Reader and the Context Clues content frame on pg. 172. • If you need to finish the margin questions at home, they are posted on my wiki page and the selection can be found on pgs 465-469 in the text book.

27. Quiz Review Questions • Based on the 1st paragraph , what is the author’s purpose? • Why does Douglass collapse while fanning wheat? • Why does Douglass leave the plantations? Who does he go to see? • What is the root Jenkins gives Douglass supposed to do? • What happens that at first confirms Douglass’ belief? • What does Douglass do when Covey binds his legs? • What does Bill do when Covey asks him to help subdue Douglass? • How does Covey treat Douglass for the next 6 months? • How does Douglass change from the beginning of the selection to the end? • What is Douglass’ attitude, based on the last sentence? • When Douglass compares hi appearance to a “man who escaped a den of beasts”, what is he saying about slave owners? • What are the 3 images he uses on the final page, two of them are in the final metaphor. What comparisons is he making? • How is Douglass effective in getting his point/purpose across to the reader? What was most effective in your opinion?

28. Warm Up • Here are a series of four letter words that have nothing in common. By changing only one letter at a time, think of a series of words to build a word bridge between the two. This is designed to increase your vocabulary as well as your ability to identify, associate and relate ideas. • Example: Work/Lame. Work, wore, ware, wire, lire, lime, lame. (there are at least 3 other paths) • Fire/Mint • Love/Part • Rise/Bath • Came/Dirt

29. Gettysburg Address • Gettysburg Address/A Diary from Dixie pg. 514-515. • Groups of 4 taking turns reading assigned parts of 2 the articles aloud. • Groups answer the following questions on paper

30. Gettysburg Address • Why do you think Lincoln began with “fourscore and seven years ago” rather than “eighty seven years ago” ? (How does it affect the tone?) • How does Lincoln use parallelism and repetition in the first sentence of the third paragraph? (But, in a large sense, …) • In your own words, what does Lincoln remind the listeners about in the opening paragraph? In your own words, how does he define democracy in the last sentence? • What does Chesnut’s biblical allusion reveal about her attitude and state of mind? (Sept. 2) • What reason does the minister give for fighting the war? (Sept. 21) • How objective is Mary? How reliable is she as a source?

31. A Pair of Silk Stockings • Warm Up: Pg 568 Read Kate Chopin’s biography and write a 5-7 sentence summary of her life. • Today we will be Reading the short story “Silk Stockings” • Literary Focus: Character Motivation • Reading Skills: Historical Context Analysis • We will listen to the story and follow along in the Holt Reader, pausing at the end of each page to answer the margin questions. • Create and complete the Cause-Effect Content Frame at the end of the story in the Reader.

32. Warm Up • Warm Up • Office Shoe Spring Tops ____ • Pipe Land Basket Lay ____ • Chicken Time Cleaning Lock____ • Painting Print Bowl Nail ____ • China Meal White Ash ____ • Six Point Shot Smoke ____

33. The Celebrated Jumping Frog of Calaveras County • Background Knowledge for Mark Twain. This is important not only for the upcoming story, but also for the upcoming novel. • Background – Read Background page and create a River Timeline of the key events that happened in his life. • A minimum of 10 events and 5 visuals/pictures/symbols • Remember Minimum = 7/10 points (16/8 events/visuals = 10/10)

34. The Celebrated Jumping Frog of Calaveras County • Warm Up: Think of someone in your life (family member, friend, neighbor, acquaintance, etc) who talks too much and loves telling the same stories over and over again. Describe that person and give an example. How do you and others treat that person? If you can’t think of a person, think of a character like this from TV or a movie to write about instead. • Read pg. 525 “Before you Read” • Literary Focus: Comic Devices

35. The Celebrated Jumping Frog of Calaveras County • Comic Devices: • Hyperbole • Comic comparisons • Comic character and situations • Understatement • Discuss the Framework of the story • Read Story aloud and answer Questions 4,7,9 and 10 on pg. 533. • Create and complete the following content frame.

36. The Celebrated Jumping Frog of Calaveras County • Writing assignment on page 533 – Create a story about the one-eyed cow. • Students need to underline and label the required humorous elements of the story. • 2 different elements = 14, 3 = 16, 4 = 18, 5 = 19. • Start to pre-write story. Pre-write characters, basic plotline and ending. • 1 pt: Using vernacular in characters dialogue. • You must have a frame story like the original Twain story. The first narrator must be reintroduced to Simon Wheeler in order for Simon to tell the story of Jim Smiley and his Cow. You must also bring the frame story to a conclusion at the end, like the original. • Double space/skip a line when you change from the frame story to the cow story.

37. Day 21 • Test Review • Literary Focus