Civil War literature ( ) Theme: The Individual vs. Society CCGPS Standards and "I Can" Statements

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1 1. I CAN determine an author's point of view and purpose for writing 3. I CAN identify the author's purpose of a particular text. 4. I CAN identify and interpret metaphors and allusions in a variety of nonfiction readings. ELACC11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ( 5. I CAN use evidence from the text to support my analysis. Civil War literature ( ) Theme: The Individual vs. Society CCGPS Standards and "I Can" Statements ELACC11-12RI6: Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text 2. I CAN identify and discuss the effectiveness of rhetorical devices and structures, such as parallelism and rhetorical questions. 6. I CAN correctly cite the evidence from the text that I use to support my answer. 7. I CAN critically review my written work and revise and edit it BEFORE turning it in for a grade. ELACC11-12RI9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. ELACC11-12RI10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 8. I CAN successfully analyze and identify significant themes in the nonfiction literature I read for this unit. 9. I CAN successfully identify various rhetorical devices used in the nonfiction literature I read for this unit. 10. I CAN identify the purposes of each piece of nonfiction literature I read for this unit. Task 1 - Red Literature Book READ pages and then ANSWER the following questions; 1. What famous writer had predicted that "this day would come if slavery were not abolished" (p. 412)? 2. As you read Whitman's description on p , what emotions do you feel for the soldiers? 3. Why were hospital conditions were so terrible during the Civil War? 4. According to the textbook (p. 414), Whitman kept an optimistic vision of the American soldier. What did Whitman see in those wounded soldiers that gave him such optimism? 5. How was Herman Melville's attitude about the soldiers different from Whitmans? (HINT: read the short poem by Melville on p. 415) 6. What types of writing came out of the Civil War? Task 2-54th Regiment Click on the following link and read the brief information about the 54th regiment. Then answer the questions that follow From the very beginning of the Civil War, African American men sought to enlist in the Army 2. They were denied and told "this is a war." 3. The signing of what important document finally allowed black men to enlist? 4. Were black men able to become officers? Page 1 of 5

2 5. What state was the first regiment of black soldiers from? 6. The governor assured them that African American soldiers would be treated equally; they would receive the same and the same as white recruits. 7. What did the Confederacy promise to do when it captured a black solider? 8. Despite the threat from the Confederacy, how many black men had signed up for the regiment by mid- May 1863? 9. Describe the battle that occurred on July 18 at Ft. Wagner. Answer these questions in your description: 9-1. How many men attacked the the fort? 9-2. How many were killed, wounded or captured? 10. In spite of the costly defeat, the battle was hailed as a a demonstration of black soldiers' and. 11. The black soldiers were supposed to earn the same pay as white soldiers, $13 per month plus clothing and rations. The War Department, however, changed this up. Tell how much the soldiers' pay was and what it included (or didn't include). 12. The men of the 54 th regiment decided if they could not receive equal pay, they would accept no pay. Why do you think they made this choice? 13. How long did these men fight without being paid? 14. A monument was erected in honor of the 54th regiment after the war. Whose names were put on the monument when it was unveiled? 15. How long did it take for the names of the black soldiers killed in action to be added to the monument? Task 3. Frederick Douglass In the RED literature book, read p. 424 about Frederick Douglass and p. 425 "Background" as preparation for reading The Battle with Mr. Covey. p Why was Frederick Douglass never sure of his exact age? 2. After he escaped slavery at the age of 21, he changed his name to Douglass, after a famous character in literature. Name the character. 3. Why did he go to England in 1845? 4. How much did his freedom cost (in dollars)? 5. When he returned to the US, Douglass founded a newspaper called the North Star. Why did he call it that? 6. After the war, Douglass argued that the surest way to rehabilitate his tragically scarred people was through. 7. Today, Douglass is revered for and admired for p How were Frederick Douglass and Benjamin Franklin similar? 9. Name 2 ways Franklin's story is different from Douglass's. 10. In The Battle with Mr. Covey, how old is Douglass? 11. This story sets out to explain "how a was made a ". In the RED literature book, read p , The Battle with Mr. Covey 12. Describe Douglass's 7 mile walk to his master's house. Include the following in your description: What condition was Douglass in? Why was Douglass walking to his master's house? Why did he not bleed to death? 13. How did Douglass's master react to his (Douglass's) circumstances? 14. How did Covey react when Douglass returned? Page 2 of 5

3 15. Douglass remained hidden in the woods that day because he felt he had only 2 alternatives - what were those 2 alternatives? 5. What advice did Sandy Jenkins give Douglass? 6. When Douglass returned again, how did Mr. Covery first treat him? 7. Who wins the fight with Mr. Covey? Give me two good reasons why you think so. 8. Why does Douglass say the battle with Mr. Covey was a turning point in his life as a slave? At the end of the story, Douglass uses metaphors that suggest resurrection and rebirth. 9. What two things are being compared in this line: "It [the battle] rekindled the few expiring embers of freedom." How are these images related to the idea of rebirth? Task 4 - Spirituals In the RED literature book, read p about Spirituals and "Code" Songs. 1. Spirituals, like other kinds of folk literature and music, were composed by anonymous artists and passed on by. 2. "A silent slave is not liked by masters or overseers." Why was this true? 3. Write down all the words from the list below that Douglass uses to describe spirituals. Plaintive Jubilant Wild Hopeful Melancholy Merry Grief Happy Sorrow Joyous 4. How did Douglass feel about spirituals? Cite his specific words from the text (be sure to put his words in quotation marks!!) 5. Spirituals were concerned above all with issues of. 6. Many phrases in spirituals were code words. What did "Moses" stand for? 7. Name two people who were often referred to as Moses in spirituals. 8. What did the biblical Moses have to do with freedom? 9. Some spirituals were "code songs" or "signal songs". What was the purpose of a code song? On the American Lit/Comp WEBPAGE under the Civil War unit, click on the link called Background to Spirituals. Read about spirituals and their hidden meanings. 10. Why did plantation owners encourage their slaves to sing? On the American Lit/Comp WEBPAGE under the Civil War unit, click on the link called 2 Spirituals. Read the 2 spirituals, then answer the questions below about each. (NOTE: Use the Background to Spirituals document to help you answer the questions!!) Go Down, Moses Questions 11. Tell what the following represent: 11a. Moses 11c. Egypt 11b. The Pharaoh 11d. What warning does this song give slaveholders? "Swing Low, Sweet Chariot questions 12. Tell what the following represent: 12.a the chariot (1st stanza) 12c. Jordan (2nd stanza) 12e. There (3rd stanza) 12b. Home (1st stanza) 12d. The band of angels (2nd stanza) Task 5 - The Battle of Gettysburg and the Gettysburg Address by Abraham Lincoln Click the below link for information on the Battle of Gettysburg 1. Lee intended to collect in the and take the fighting away from. He wanted to threaten cities, the North's appetite for war and, especially, win a major battle on and strengthen the peace movement in the North. 2. On the first day of the battle, Confederate troops defeated Yankees. 3. On the second day of battle, how many Confederate and Union troops were there? 4. How many soldiers total were killed in the 3-day battle? 5. Click on the box at the bottom of this article (it is called 10 Facts about Gettysburg). Page 3 of 5

4 5a. Scroll down to FACT 9. Would you rather read Edward Everett's 5,500 word speech (it took 2 hours to deliver) or would you rather read Abraham Lincoln's speech (it was less than 300 words and took only 2 minutes to deliver). Tell me WHY, using the information from this fact to support your answer.. 6. What was the purpose of Lincoln's speech The Gettysburg Address? (In other words, why did Lincoln give the speech? Read Lincoln's Gettysburg Address at the link below Aanswer the questions that follow What were the important points that Lincoln made? 8. What attitude did the speech convey? 9. Write down the part of the speech containing parallel structure. 10. Describe the effect of the use of parallel structure in this speech. Task 6 - Sojourner Truth Use the below links to answer the following questions Why did Sojourner Truth change her name? 2. What does the name Sojourner Truth mean? 3. What does itinerant mean? Read Sojourner Truth's most famous speech - Ain't I a Woman at the below link What is Truth's message in this speech? 6. Truth combines parallelism and repetition in the phrase "Ain't I a Woman?" How does this use of parallelism and repetition help to get her message across? Task 7. Semester Final Exam Project 1. The Semester Final Exam Project is your final exam in this course and counts as a final exam grade. It is a Power Point presentation, in which you will reflect upon what you learned in each unit you complete in your English class, you will reflect upon what you did, what standards were addressed and what you learned in each task. Instead of waiting until the end of the semester to complete this final exam, you will work on it as you complete each unit. That way your final exam will be finished when you complete your last unit for this course. 2. Get the instructions for the Final Exam Project from your teacher. Task 8. Grade Yourself 1. Get a blank standards-based rubric from your teacher 2. Write each "I Can " statement from the Standards chart in a separate box. 3. Then rate yourself as to how well you mastered each "I Can " statement. 4. Bring all your work & the completed rubric to your teacher to discuss your work & your grade. Page 4 of 5

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