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Learning
Unit: Fever 1793 or 2002?
© 2005 Carol M. Frego
OVERVIEW:
This is a historical fiction literature unit based on the novel, Fever
1793, by Laurie Halse Anderson, set in Philadelphia, PA, during the
Yellow Fever epidemic of 1793. This unit could be further tied to a
DBQ question on how a minority group, namely the African American, contributed
to the growth and development of the nation in 1793.
This unit engages students in critically analyzing historical fiction
and how the fiction, in the historical fiction, may be a result of the
understandings of the people at a specific time in history.
CONTENT KNOWLEDGE:
Declarative - Student will be able to identify the steps in writing
paragraphs, descriptive and compare/contrast paragraphs, with word usage.
Procedural - Students will write a poem including information
from their research on Yellow Fever.
Declarative - The students will be able to identify the distinguishing
characteristics of a historical fiction novel and the facts used as
a basis for this historical fiction novel.
Procedural -Using character webs, students will write brief descriptions
of the characters as portrayed in the novel
Declarative - Students will be able to identify what Readers'
Theater is through handouts and after access of Aaron Shepard's website.
Procedural - Students will write a one-paragraph summary of the
Fugitive Slave Act of 1793 to develop an understanding of the African
American contribution to the community of Philadelphia in 1793. Primary
Source Document
Declarative - Students will gain an understanding of how the
economic, social, and physical well-being of a community affects everyone.
Students will gain knowledge of the interdependence of living creatures
within a community and that fate of the community relies on the living
beings within that community.
Procedural - Students will complete a graphic organizer comparing
the Changing Lifestyle of Colonial Philadelphia to that of Philadelphia,
today.
Declarative - Students will come to an understanding that growth
doesn't just follow from the good that happens in our lives, but how
we deal with sunshine and the clouds of each day.
Procedural - Students will research websites given for information
on the Free African Society that was started by Richard Allen, a freed
slave. Students will write a brief descriptive paragraph on the Society.
Declarative - Students will also discover that sometimes in learning
about someone else's struggles, truths about oneself is also revealed.
Procedural -
Students will write a compare/contrast paragraph on the treatment of
Yellow Fever in 1793 with the treatment of Yellow Fever today.
Students will write a newspaper article taking on the persona of one
of the main characters or suggested groups within the novel.
Students will research Dr. Benjamin Rush, a physician in Philadelphia
in 1793, and will write a short biography of Dr. Rush.
Students will retell the story in another format, either using a newspaper
article, dialogue between a reporter and one of the main characters
from the novel, or a poem.
Using a graphic organizer for elements of a story, students will write
a one sentence summary of the novel, incorporating character, setting,
and plot.
Students will write a Readers' Theater script based on the characters,
setting, and plot of the novel. Outline used is from the Aaron
Shepard website.
After reading independently, students will complete a double-entry journal
copying one or two brief passages from the chapter that are important
to the story. In column two the student will explain why the passage(s)
is/are important being specific as to the importance.
Students will write author Laurie Halse Anderson to ask her what facts
she obtained from primary source documents and what questions her research
left uncovered. (Note from author - please assembly all letters in one
packet and allow for at least 6 weeks before you expect a reply. Thank
you.)
ESSENTIAL QUESTIONS:
What was Philadelphia like in 1793?
What is Yellow Fever and the recommended treatments against?
What was the treatment for Yellow Fever in 1793? Can we still find Yellow
Fever in the world today?
How do diseases such as Yellow Fever compare with such diseases as HIV
or Hepatitis?
How do historical events influence society and the literature of a society?
CONNECTIONS TO NYS LEARNING STANDARDS:
List Standard # and Key Idea #: Write out related Performance Indicator(s)
or Benchmark(s)
English Language Arts Standard 1: Reading, Writing, Listening, and
Speaking for Information and Understanding
1. Listening and reading to acquire information and understanding
involves collecting data, facts, and ideas; discovering relationships,
concepts and generalizations; and using knowledge from oral, written
and electronic sources.
o This is evident when students interpret textbooks
and nonfiction books, as well as reference materials, intended for a
general audience.
o Compare and synthesize information from different
sources.
o Distinguish between relevant and irrelevant information,
fact and opinion.
o Relate new information to prior knowledge.
o Understand and use text features that make information
accessible, and usable.
o Sequence, level of diction, and relevance of details.
o This is evident when students produce a summary
of the information about a person found in a biography, encyclopedia,
and textbook.
2. Speaking and writing to acquire and transmit information requires
asking probing and clarifying question, interpreting information in
one's own words, applying information and interpretation clearly, concisely,
and comprehensibly.
o This is evident when students produce oral and written
reports on a topic related to all school subjects.
o Establish an authoritative stance on the subject
and provide reference to establish validity and verifiability of the
information presented.
o Organize information according to an identifiable
structure such as compare/contrast.
o Develop information with supporting material, such
as facts, details, illustrative examples, and exclude extraneous information.
o Use the process of writing to produce well-constructed
informational texts.
o Use Standard English for formal presentation of
information, selecting appropriate grammatical construction and vocabulary,
use of a variety of sentence structures, and observing the rules for
capitalization, punctuation, and spelling.
English Language Arts Standard 2: Students will read, write, listen,
and speak for literary response and expression.
1. Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing
on personal experiences and knowledge to understand the text, and recognize
the social, historical, and cultural features of the text.
o Students read and view texts and performances from
a wide range of authors, subjects, and genres.
o Understand the distinguishing features of the major
genres and use then to aid their interpretation and discussion of the
literature.
o Identify significant literary elements (including
metaphors, symbolism, foreshadowing, dialect, climax, similes) and use
the elements to interpret the work.
o Recognize different levels of meaning.
o Read aloud with expression, conveying the meaning
and mood of the work.
o Evaluate literary merit based on an understanding
of genre and the literary elements.
2. Speaking and writing for literary response involves presenting interpretation,
analyses, and reactions to the content and language of the text. Speaking
and writing for literary expression involves producing imaginative texts
that use language, and text structures that are inventive and multi-layered.
o This is evident when student produce Readers' theater
scripts identifying levels of meaning and comment on their significance
and effect.
o When children write stories, poems, literary essays,
and plays that observe the conventions of the genre and contain interesting
and effective language.
o Use Standard English effectively.
English Language Arts Standard 3: Students will read, write, listen,
and speak of critical analysis and evaluation
1. Listening and reading to analyze and evaluate experiences,
ideas, information, and issues, requires using evaluative criteria from
a variety of perspectives and recognizing the difference in evaluation
based on different sets of criteria.
o This is evident when a student understands within
any group there are many different points of view depending on the particular
interests of the individual, and recognize those differences in perspective
within texts and presentations
o Recognize varying approaches to the same task based
on individual's criteria.
o This is evident when a student compares an article
on a historical event with an encyclopedia and history book to determine
the accuracy and comprehensiveness of the article
2. Speaking and writing for critical analysis and evaluations
involves opinions and judgments on experiences, ideas, information,
and issues, clearly, logically, and persuasively with reference to specific
criteria on which the opinion or judgment is based.
o Present essays and position papers with clear analyses
of the issues, ideas, and texts, supporting their positions well with
developed arguments.
o Evidence that reflect a coherent set of criteria.
o Evident when writing their own newspaper article
from events within the text and related reading.
INITIATING ACTIVITY:
Students will be asked the question, "What do you know about Yellow
Fever?" They will then develop a K-W-L chart of what they know
or think they know about Yellow Fever. This will be done individually
and then together as a class activity creating both individual and then
class charts. Students will share their knowledge and will then develop
questions they feel we should find out.
In response to the initiating activity, research the local library and
online to the following websites that give detailed information about
Yellow Fever.
LEARNING EXPERIENCES: In chronological order,
including acquisition experiences and extending/refining experiences
for all stated declarative and procedural knowledge.
Learning Experience #1: After reading chapters 1-2 orally, students
will identify the main characters and will develop character webs. From
these character webs, students will write descriptive paragraphs about
each character as encountered throughout their reading. Include in the
description of Eliza why Mattie thinks Eliza is the luckiest person
she knows and considers her to be her best friend, inspite of the color
of her skin? (Character development.)
Learning Experience #2: Using the Internet, students will research
Yellow Fever from the following website and will use and encyclopedia
to locate where it exists today. They will color in the areas where
it still exists on a world map. They will then write a brief report
including how Yellow Fever is transmitted, symptoms of the disease,
and any vaccines to prevent the disease.(http://library.thinkquest.org/23054/profiles/yellowfever/)
Learning Experience #3: Read chapters 3-4 orally. Ask students
to respond to the author's character quote that said, "Life was a battle,
and Mother, a tired and bitter captain. The captain I had to obey."
What has happened in Mattie's life thus far to make her think like this?
What does this tell you about Mattie's character and that of her Mother?
(Foreshadowing of events to come, discuss this as part of an author's
craft.) Ask, what battles do you think Mattie and her mother are about
to face? Given a two-column journal, with a column for quote or passage
and an explanation column, students will explain why they think a particular
passage is important to the story. This journal will be kept throughout
the reading of the novel, with the above quote the first to be listed
in the journal.
Learning Experience #4: Read chapter 5. Students will compare the
lifestyle of Philadelphia in 1793 to Philadelphia in 2002, using a graphic
organizer, indicating similarities and difference in duties and chores,
occupations, religious observances and affiliations, clothing, politics,
and attitudes toward slavery. The organizer completed as the text is
read.
Learning Experience #5: Read chapters 6-7. Students will record
in their Double-Entry Journals the similes and metaphors used by the
author, showing how the author creates images through the use of literary
elements which thus enhance the text. (Discussion of the comparisons
for appreciation) Research coffeehouses as opposed to taverns, noting
the difference. Ask students to respond to the question, Why does Mattie
refer to their establishment as a coffeehouse rather than a tavern?
Learning Experience #6: Read chapter 8. Eliza belongs to a group
called the Free African Society. Research the following websites to
find out what this group was and what was Eliza's affiliation with the
group. Write a brief description of the Society in a summary paragraph.
Richard Allen
information. More
Richard Allen information.
Learning Experience #7: Read chapters 9-10. Using research from
Yellow Fever, compare treatment of the Fever in 1793, especially in
the case of Mattie's mother. Students will write a compare/contrast
essay noting the differences in treatment of Yellow Fever in 1793 with
that of today.
Learning Experience #8: Read chapters11-12. Why does Grandfather
now refer to Mattie as the new Captain? Respond in the Double-Entry
Journal to the passage, "I am concerned for your future. We must form
our battle plans, both for this skirmish and the rest of the war."
Learning Experience #9: Read chapters 13-14. How does treatment
for Yellow Fever in Mattie's case compare to the treatment in her mother's
case? Explain the differences, using a compare/contrast essay format.
Learning Experience #10: Read chapters 15-16. Using the graphic
organizer or Changing Lifestyles in Philadelphia, record the chore scullery
maid. Discuss the modern day term. Discuss the use of the color yellow
as symbolism throughout the novel.
Learning Experience#11: Read chapters 17-18. Discuss differences
in hygiene during colonial days. Record the Psalm 4:8 in the Double-Entry
Journal and discuss the importance of this.
Learning Experience #12: Read chapter 19. Delicious dreams to
the cold reality, death was at Mattie's door. Discuss with the students,
Mattie having to mature overnight, and how she dealt with the events
of the night in the wee hours of the day. Draw students attention to
the authors movements of Mattie feeling like a child, opening the chapter
with dreams of food to finally the tears, yet realization, she must
prepare her grandfather for his regal resting ground.
Learning Experience #13: Read chapter 20. Passages to added to Double-Entry
Journal for student response, "Death was a heavy companion." After Mattie
buries her grandfather, she wanders the city ending up at the Federal
Gazette, a Philadelphia newspaper office, hoping to place an advertisement
to search for her mother. The Editor then explains he cannot help her
due to the shortage of paper. He explains that the paper is reserved
the Mayor, Doctors, etcÉ Students will take on the persona of one the
groups or characters met so far, and write a newspaper article, that
they think would be representative of the group or individual at that
time.
Learning Experience #14: Read chapters 21-22. Mattie finds Eliza
delivering food baskets to the sick. Eliza, as a member of the Free
African Society, referred to by one passerby, to be a Saint or Angel
from the Simon House. Eliza elaborates on the activities of the Free
African Society and what The Society is doing to help in the battle
against Yellow Fever. She also brings up the name Dr. Benjamin Rush.
Research the following website for information about Dr. Benjamin Rush
and his involvement with the treatment of Yellow Fever. Students will
write a brief biography of Dr. Benjamin Rush and his treatment of Yellow
Fever in Philadelphia in 1793, using the following websites: Princeton,
Colonial Hall,
Bob Arnebeck.
Learning Experience #15: Read chapters 23 -24. Mattie decides
with the help of Mother Smith that she must take Nell to the orphanage,
and stop thinking of today and herself being happy with Nell. She must
start to look beyond today, for herself and those around her. She finds
the orphanage, however, overcrowded and decides to keep Nell with her.
While this makes her happy, her happiness is further symbolized and
strengthened by yellow daisies that are thrown form the Peale's windows,
as she and Eliza pass by. Discuss symbolism of color. Mattie joins the
Free African Society in their fight against Yellow Fever, and offers
the Coffeehouse as a retreat for little Nell, William, and Robert, when
returning to the cooperage, finding them also sick with the Fever.
Learning Experience #16: Read chapter 25. Upon returning to the
Coffeehouse, she is reminded of those she cares about, namely Nathaniel,
when she comes across a painting that he once gave to her. She is also
reminded of her mother when searching the linens and candles she once
kept. Mattie also convinces Eliza that the French doctor, Dr. Deveze,
who has had more experience with Yellow Fever in the West Indies, is
the practice they should follow with the children. She says, "No more
bleeding. Trust Me." Read portions of Dr.
Deveze's document to account for his changing practice of using
the lancet.
Learning Experience #17: Read chapter 26. With the frost, Mattie
wakes up to find Eliza carrying furniture from the Coffeehouse. Why
does she do this? Market re-opens, the farmers return to sell their
goods in the Square. Mattie decides to go to the market to shop and
to seek news of her mother's whereabouts. Mrs. Epler tells her she reminds
her of her mother who works so hard, something she never thought she
would hear. She must admit, yes, she has grown some, in many ways. "Mrs.
Epler was right. I was thin. Yellow Fever had certainly done a job on
my vanity. I lifted my chin. The shape of my face for all the world
like Mother's, her nose, her mouth." However, Mattie thinks aloud, my
eyes are my own. Then Mattie has a flashback to the suggestion she could
work as a scullery maid. Ridiculous! Suddenly, Mattie is awake. She
would be the Captain of her own ship, and suddenly, Nathaniel appears.
Students will respond to the passage by Mattie, "I would set my own
course."
Learning Experience #18: Read chapter 27. Mattie decides to share
with the others, her plans for reopening the Coffeehouse, with Eliza
as her partner. The warehouse on the wharf opens for the sale of coffee
beans. Mattie is delighted and maturely responds with, "Thanks, I look
forward to examining your goods."
Learning Experience #19: Read chapters 28-29. Nathaniel helps
the business by painting handbills, advertising new wares that were
to be delivered to the State House. News of Washington's return to Philadelphia
reaches the Cook Coffeehouse, just as Washington gallantly travels by
horse through the streets. With his return came a feeling that if He,
the President of the US, dared to return, then, truly everyone is now
safe. Trailing the President were wagons of those who thought just that.
In one such wagon was Mrs. Ludington and Lucille Cook, yes, Mattie's
mother, home at last, frail but home at last.
Learning Experience #20: Read the Epilogue and appendix, which
seems to be a repeat of Chapter one, with a new Captain, but one thing
that hadn't changed, Silas, the cat and his morning practice of mousing.
"The yellow sun rose, a giant balloon filled with prayers and hopes
and promise. I stood and shook the idleness from my skirts. Day was
begun." Students should record this passage and respond to it in their
journals.
Learning Experience #21: Students will listen as others perform
their Readers' Theater Scripts for the class. Each group taking a turn
in presenting.
CULMINATING PERFORMANCE: Include rubric(s)
The culminating performance of this unit is the writing and performance
of a Readers' Theater script for the novel, Fever 1793, with the class
as an audience. In making their presentations, students must explain
to the class why they chose the scenes they did and how it reflects
the author's, Laurie Halse Anderson's, point of view.
PRE-REQUISITE SKILLS: Before beginning the
unit, students will review basic computer knowledge; this includes word
processing skills and Internet navigation. These skills will be used
throughout the unit, with much done on an individual student basis.
MODIFICATIONS: This unit was developed for an above average
reading level group and therefore modifications were minimal, but the
use of prerecorded tapes and computer help would be necessary for students
in need of assistance. One below average student did receive assistance
and outside support from a reading specialist, to provide student assistance
with vocabulary development, which was minimal.
UNIT SCHEDULE/TIME PLAN: The duration of this unit depends
on the number of experiences undertaken. The minimum to accomplish the
goals outlined within the unit is four weeks. I would strongly suggest
five if the culminating experience is to remain the same.
TECHNOLOGY USE: Technology use for this project depends on
what is available to you. While technology is helpful and something
the students enjoy, the unit can be accomplished without technology,
however, capturing student work would not be as exciting nor meaningful
to the students.
Access to the Internet and ability to save information
to a disk is helpful when researching information about the Fugitive
Slave Act of 1793 and Yellow Fever. The Library of Congress website
and ThinkQuest http://library.thinkquest.org/23054/profiles/yellowfever/
sites, both, offer students valuable information on understanding the
setting and historical events surrounding the novel.
To help students understand what Readers' Theater
is and how scripts can be developed, material was used from both the
Aaron Shepherds website, as well as the Reading Lady.com.
Links to Other Fever 1793 Projects
• Fever
1793 Webquest for sixth grade (includes rubric).
• Another Webquest
with loads of links.
• Classroom activities from the Rebecca
Caudill Award committee.
• A great Philadelphia teacher shares his classroom
experiences.
• Lesson plan developed to meet Georgia QCC standards.
• Fever 1793 listed as a book that meets California
Grade 8 History/Social Science Standards
• Photos from the world
premier stage play of Fever 1793.
• Seventh-graders in Seattle
caught the Fever.
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