Lessons and Questions for Unit 4
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?
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3.
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.
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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
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Abolition
American Dream
Assimilation
Autobiography
Biography
Determinism
Mood
Naturalism
Realism
Regionalism
Satire
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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.
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Collection 4 “Rise of Realism” Introduction Poster;
You will be Presenting this .
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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.
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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.
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Group Evaluations
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Your name first and pts out of 5
Each group members name and pts out of 5
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Warm Up
Voices of Protest Video and Questions
True/false Questions
Short Answer Questions
Critical Thinking Questions
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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
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.
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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?
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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.
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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.
Warm Up: Find the word that pairs with each
of the 4 words listed.
Ex. Love/Jacket/Alert/Line Answer: Life
1. House Top
Face
Catcher
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2. Down Whistle
Call
Cry
____
3. Pot
Appeal
Opposite Hygiene ____
4. Rich
Out
Dumb
Down
____
5. Box
Sheet
Chamber Stand
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6. Love
Leave
Call
Bay
____
7. Non
Jacket
Area
Gun
____
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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.
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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.
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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.
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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.
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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?
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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.
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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.
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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.?
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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.
He is about to be hanged.
Chronological Order
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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.
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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.
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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.
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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?
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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
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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
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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?
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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.
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Warm Up
Office Shoe Spring Tops
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Pipe Land Basket
Lay
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Chicken
Time Cleaning Lock____
Painting
Print Bowl
Nail ____
China Meal White
Ash
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Six
Point
Shot Smoke
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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)
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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
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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.
Comic Device
Hyperbole
Comic Comparison
Comic Character/Situation
Understatement
Example from the story
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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.
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Test Review
Literary Focus