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Fever 1793

Discussion Guide, Activities

NEW! Curriculum Unit for Grades 5-8, includes New York State Standards - scroll down!

Talk About It

What was Philadelphia like in 1793? What were the advantages and disadvantages of living in the countryside outside of Philadelphia?

How was the life of a 14-year-old in 1793 different from the life of a 14-year-old today? In which period would you rather live? Why?

What are the greatest advancements American society has made since then? How have we regressed?

Mattie's grandfather didn't think there was any need to rush out of Philadelphia when the fever started to spread. Why did some people think it was safe to stay? What would you have done?

The color yellow is used throughout the story. What does it symbolize? What other symbols are used in the book?

When does Mattie move from being a child to being a young adult?

What do you think will happen to Mattie, her mother, and friends in 1794? What will their lives look like in 1800? In 1813?

During the Revolutionary War, women took on tasks that were traditionally performed by men. After the War, they were expected to go back to their spinning wheels and kitchens. How are Mattie's dreams in conflict with what her society expected of young women? Why did Mattie's mother want a different life for her daughter?

The Free African Society volunteered to take care of the sick and bury the dead, even though there was no cure for yellow fever. How do you think they felt? Why did they do that? Would you have helped?

What comparisons can you make between life in Philadelphia during the epidemic and life in Iraq after the fall of Saddam Hussein?

Things to do

History

Mattie was born in 1776. Make a timeline of Mattie's life and the life of the United States.

Philadelphia was home to the largest population of free African-Americans in the United States. Research how escaped slaves made their way to Philadelphia. When did these routes become the Underground Railroad? Make a multimedia presentation using music from the late 1700s.

Language Arts

Rewrite a scene from Eliza's point of view.

Make a list of words they used in 1793 that we don't use today, such as "balderdash" and "bunkum." What words that we use today might sound strange and old-fashioned in the year 2200?

Write a newspaper article that Andrew Brown could run in the Federal Gazette.

Math

Calculate how many people died in the yellow fever epidemic. Compare the mortality rate with that of the 1918 influenza epidemic and the AIDS epidemic.

Research how epidemics affect a city's economy, including the effects on the price of food and medicine, the jobless rate, the crime rate, and travel.

Develop charts and graphs that explore the infection and mortality rate of the epidemic in Philadelphia in 1793, and the global rate in modern times.

Science

Research the work of Dr. Walter Reed. How do mosquitoes spread yellow fever? What other diseases do mosquitoes spread? Why aren't all diseases spread this way?

What diseases cause epidemics today in the United States? What about other parts of the world?

How would doctors and scientists respond today if a mysterious disease started to spread through a major American city?

Classroom Fun

Put on a tea party like the Ogilvie's did, or turn your classroom into the Cook Coffeehouse. Use recipes from the late 1700s and invite the community!

Write a screenplay for your favorite scenes from the book. Make the movie and hold a premiere in your library.

The PERFECT nonfiction companion book to Fever 1793!

An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793 by Jim Murphy

Thoroughly researched, generously illustrated with fascinating archival prints, and unflinching in its discussion of medical details, this book offers a glimpse into the conditions of American cities at the time of our nation's birth while drawing timely parallels to modern-day epidemics. Bibliography, map, index

Learning Unit: Fever 1793 or 2002?

Copywrite 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.

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