Social Studies &

Literature: Fever 1793

TE402March 3, 2011

Agenda• I’m in • Focus on the field • Fever• Course feedback• For next time• Microteaching workshop

Focus on the Field

• Chrissy, Liz, and Jordan

Integrating Subjects

• Due to small amounts of time spent in Social Studies, we believe it’s important to bring it into your literacy lessons.

Few Examples

• Using “Anne Frank” while discussing World War II

• Using “Watsons Go to Birmingham” to discuss about civil rights

• Using “Fever” to discuss past epidemics

Brief Activity

• Reflect on your past experiences on the index card or think about a time in the classroom

• Include title of book you read and the history lesson it was integrated with

• We will combine the list to send out in an e-mail as a future reference for your field experiences

Literature Circles in Social Studies

• Similar to the activity we did in TE401• Have the students read books from different

time periods and have the students present so they can get a visual historical timeline

• Have the students read books from the same time period to see multiple perspectives

• What type of history lessons do you think you could use to fit into these activities?

Google Earth Lit Trip for Fever 1793

www.googlelittrips.com/GoogleLit/6-8/Entries/2009/5/11_Fever_1793_by_Laurie_Halse_Anderson.html.

• www.googlelittrips.com

• Choose a story and google tour

• Create a lesson plan around it– Rational– 1-2 objectives– Handful of procedures

Where would you be?

• Think of a vignette in the book that was a key passage for you

• Insert yourself somewhere in the story

• Re-write your memory of that story adding your character

• Write a paragraph

Evaluating Fever 1793

• Does Fever 1793 meet the criteria for “good historical fiction?” Why or why not?

• What is historical fiction and what are good ways to evaluate a piece of historical fiction? http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1.htm#lindquist

Inside/Outside Circle

– Observations about Fever • Stand in two circles facing one another• Each share with student first reaction to story• Move three students over and share what was

one thing that you hated about the book• Move five students over and share one new

historical fact learned

“ticket”

One technique to ensure children complete readings is to require them to have a “ticket” to enter discussion – the ticket demonstrates they did their homework– A ticket could be a worksheet for

homework– A ticket could be an in-class quiz

Ticket to go

• Write down your three questions

• Pass them to front• Mix them up• Pass them back out• Discuss in small group

Fever 1793 takes place in what U.S. city?

a. Philadelphia

b. New York City

c. Baltimore

d. Boston

Who is the first person in Fever 1793 to die?

a. Eliza

b. Polly

c. Mattie

d. Grandfather

The Cook's own and run which of the following businesses:

a. Cook’s Dry Goods Shop

b. Mattie’s Market Shop

c. Cook Coffeehouse

d. Grandfather’s Grog Shop

Grandfather's parrot is named after whom?

a. George III of Great Britain

b. George Washington

What was Bush Hill?

a. A cemetery

b. A fever hospital, which prescribed bleeding

c. A open-air market

d. A fever hospital, which prescribed fresh air and rest

In 1793, Philadelphia was the largest city in the United States - there were about 50,000 residents.

What percentage of the population dies of the yellow fever during the summer of 1793?

a. 20%

b. 35%

c. 10%

d. 5%

Of the following characters, who had been a member of the

Revolutionary army?

a. Polly

b. William Cook (Grandfather)

c. George III

d. Silas

Mattie spends time at her cousin’s house in the country to

escape the fever.

• True

• False

Mattie spends time at her cousin’s house in the country to

escape the fever.

• True

• False

Mattie is devastated by her mother’s death from yellow fever.

• True

• False

Upon her return to the coffeehouse, Mattie was visited by

a. public health officials

b. farmers selling goods

c. thieves

d. military leaders

Socratic Seminar

• The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers.

• He regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent.

Discussion• What was Philadelphia like in 1793? What were the advantages and disadvantages of

living in the countryside outside of Philadelphia?

• How would you describe Philadelphia in 1793? Use examples from the text to support your assertion

• 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?

• Each chapter begins with a primary source quote, choose a quote that helps you understand the time period in which this story took place.

Discussion

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

• How does Anderson treat class in the book? Give specific examples.

• 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?

• Whom does Grandfather, Pernilla Ogilvie (and others) blame for bringing the fever to Philadelphia? Why?

• What themes or issues presented in Fever 1793 may be relevant in the daily lives of your

K-8 students?

• Early in the semester we discussed the NCSS thematic strands of social studies. Which strands does this book exemplify? Explain.

Strategies

• Somebody• Wanted• But• So

• Mattie• Wanted to re-open her

family’s coffeeshop in Philadelphia

• But she was a 14 year-old girl

• So she sought assistance from her friend Eliza until her mother returned.

“Choice Writing”

Pick an event in which a decision is made

Option 1 Option 2 Describe Describe

Your DecisionExplain

AND/OR

Illustrate the Decision Draft an alternate ending

Double Entry Journals

FactThere was a yellow

fever outbreak in Philadelphia, PA in 1793.

FictionMattie catches

yellow fever.

Suggestion: Use the Appendix while reading the text to help to distinguish between fact and fiction.

Double Entry Timelines

• Identify events significant to the story.

• Use color and/or organization (all true events above the line and all fictional events below the line) to distinguish between factual and fictional events.

Story PyramidThis can be used with non-fiction

and fictional characters.Character (1 word)

Describe character (2 words)

Describe the setting/place (3 words)

Describe an important event (4 words)

Describe the theme or importance of the event (5 words)

Example: Story PyramidWashington

U.S. president

Government in Philadelphia

Fever comes, Government goes

Government returns signifying fever over

Analyzing Story Parts

• List interesting or important events that occurred in each part of the story.

Beginning Middle End

Plot Profile

• Take a note card and record an event you found interesting in the text.

• Organize the note cards/events chronologically.

• What emotions were described or felt during this story?

Plot ProfileIdentify the events along the bottom and the reader

and/or characters reactions to the event

Mid-semester feedback

• Some awesome suggestions– Methods courses are “heavy” and

challenging – You are all doing well

what’s working• learning a lot in this class • Like the atmosphere • Enjoy small group work• "focus on the field" discussions • I’m In • readings - beneficial and interesting• like that we cover readings in class • enjoy when many things happening-

interesting, flows

change

• Share more my experiences

• Less reading discussion

• Use hypothetical situations

For Next Time• Microteaching groups can assign

materials- next week: Simulation

• Brophy and Alleman, pp. 146-156 – Economics

• Sylvester (coursepack)

• Saunders and Gilliard (coursepack)

• Suiter and Meszaros (coursepack)

• Lindsay Babinski• Carly Cooper• Christine Corcoran

 

• Chelsea Mcdonald • Sharnae Hayes• Nicole Sidge• Mike Rodriguez

 • Kim Sedlmeyer• Janae Burch• Liz Adams

• Katherine Scott• Clinton Lafayette• Chrissy Osbach• Jordan Sarder 

• Jessica Watson• Kara Erickson • Autumn Sellers

Microteaching Workshop

• Group1 – March 17th: Simulation- economics• Group2 – March 24th: Case Method –civics• Group3 – March 31st: Literature based

instruction- geography • Group4 – April 7th: Inquiry- history• Group5 – April 14th: Discussion-civics

/history

– Write-up due week after you present, grade presented at conclusion of microteachings