Interpreting Historical Fiction

The Lesson Activities will help you meet these educational goals:

21st Century Skills—You will employ online tools for research and analysis.

Directions

Pleasesave this document before you begin working on the assignment. Type your answers directly in the document.______

Teacher-GradedActivities

Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher.

  1. Reading and Interpreting Historical fiction

In this activity, you will read and analyze a selection of historical fiction. You will relate this story to realletters written by Civil War soldiers. Finally, you will write a letter of your own from the perspective of a character in The Guns of Bull Run.

  1. Read this excerpt from chapter 15, “Battle’s Eve,” of The Guns of Bull Run by
    Joseph A. Altsheler. Then answer the questions that follow.

The Guns of Bull Run

by Joseph A. Altsheler

Harry found little change in the Southern army, except that more troops had come up from Richmond. It still rested upon Bull Run. The country here was old, having been cropped for many generations, the soil mostly clay and cut in deep ruts. There were many ravines and water courses, and hillocks were numerous. Colonel Talbot had told Harry a month before that it was not a bad place for a battle ground, and he remembered it now as he came back to it. He had not taken the time to return to the charcoal burner's hut for his uniform, and, when he approached his own lines he still wore the Sunday best of Perkins.

The sentinel who hailed him first doubted his claim that he was a member of the Invincibles, but he insisted so urgently, and called all its officers by name so readily that he was passed on. He dismounted, gave his horse to an orderly, and walked toward a clump of trees where he saw Colonel Talbot writing at a small table in the open. The colonel, engrossed in his work, did not look up, as the boy's footsteps made little sound on the turf. When Harry stood before him he saluted and said:

"I have returned to make my report, Colonel Talbot."

The colonel looked up, uttered a cry of pleasure and seized Harry by both hands.

"Thank God, you've come back, my boy!" he said. "I hesitated to send your father's son on such an errand, but I thought that you would succeed. You have seen the enemy's forces?"

"I've been in Washington, itself," said Harry, some pride showing in his voice.

"Then we'll go at once to General Beauregard. He is in his tent now, conferring with some of his chief officers."

A great marquee stood in the shade of a grove, only two or three hundred yards away. Its sides were open, as the heat was great, and Harry saw the commander-in-chief within, talking earnestly with men in the uniform of generals. Longstreet, Early, Hill and others were there. Harry was somewhat abashed, but he had the moral support of Colonel Talbot, and, after the first few moments of embarrassment, he told his story in a direct and incisive manner. The officers listened with attention.

"It confirms the other reports," said Beauregard.

"It goes further," said Longstreet. "Our young friend here is obviously a lad of intelligence and discernment and what he saw in Washington shows that the North is resolved to crush us. The battle that we are going to fight will not be the last battle by any means."

"Each side is too sanguine," said Hill.

"You have done well, Lieutenant Kenton," said Beauregard, "and now you can rejoin your regiment. You are to receive a promotion of one grade."

Harry was glad to leave the marquee and hurry toward the camp of the Invincibles. The first of his friends whom he saw was Happy Tom Langdon, bathing his face in a little stream that flowed into Young's Branch. He walked up and smote him joyously on the back. Langdon sprang to his feet in anger and exclaimed:

"Hey, you fellow, what do you mean by that?"

He saw before him a tall, gawky youth in ill-fitting clothes, his face a mask of dust. But this same dusty youth grinned and replied:

"I hit you once, and if you don't speak to me more politely I'll hit you twice."

Langdon stared. Then recognition came.

"Harry Kenton, by all that's wonderful!" he exclaimed. "And so you've come back! I was afraid you never would! What have you been doing, Harry?"

"I've been pretty busy. I drove in the right wing of the Yankee army, put to flight a couple of brigades in their center, then I went on to Washington and had a talk with Lincoln. I told him the North would have me to reckon with if he kept on with this war, but he said he believed he'd go ahead anyhow. I even mentioned your name to him, but the menace did no good."

Langdon called to St. Clair and soon Harry was surrounded by friends who gave him the warmest of greetings and who insisted upon the tale of his adventures, a part of which he was free to tell. Then a new uniform was brought to him, and, after a long and refreshing bath in a deep pool of the stream, he put it on. He felt now as if he had been entirely made over, and, as he strolled back to camp, a tall, thin man, black of hair and pallid of face, hailed him.

Harry took two glances before he recognized Arthur Travers in the Southern uniform. Then he grasped his hand eagerly and asked him when he had come.

"Only two days ago," replied Travers. "I'm in another regiment farther along Bull Run. I merely came over here to tell you that your father was well when I last heard from him. He is with the Western forces that are to be under Albert Sidney Johnston."

Harry did not care greatly for Travers, but it was pleasant to see anybody from the old home, and they talked some time. But Harry did not see him again soon, as the bonds of discipline were now tightened. Regiments were kept in ranks and the men were not permitted to wander from their places. Northern bands were continually in their front, and it was reported daily that the great army at Washington was about to move.

Yet the days passed, and no important event occurred. July advanced. The heat became more intense. The fields were bare, the vegetation trodden out by armies, and, when the wind rose, clouds of dust beat upon them. It was lucky for them that the country was cut by so many streams.

The Invincibles were moved about several times, but they stopped at last at a little plateau where a branch railroad joined the main stem, giving to the place the name Manassas Junction. Bull Run was near, flowing between high banks, but with crossings at two fords and two bridges. Beauregard had thrown up earthworks at the station, and strong batteries were hidden in the foliage at the fords. The Southern army, weary of waiting, was eager for battle. The Northern people, also weary of waiting, demanded that their own troops advance.

As Harry sat with his friends one hot night the word was passed that the Northern army was coming at last. The Southern scouts had reported that McDowell's whole force was already on the march and was drawing near. It would attempt the passage of Bull Run. A murmur ran through the camp of the Invincibles, but there was little talk. They had already tasted of battle at the fort in the valley, and it was not a thing to be taken lightly.

Harry resolved that he would sleep if he could, but there was no rest for the Invincibles just then. An order came from Beauregard, and, with Colonel Talbot at their head, they took up their arms, marching to one of the fords of Bull Run, where they lay down among trees near a battery. They were forbidden to talk, but they whispered, nevertheless. The ford before them was Blackburn's, and the heavy attack of the Northern army would be made there in the morning.

  1. Describe the setting of the story.

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  1. From whose point of view is the story told? What can you infer about the main character?

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  1. Identify some of the real characters, locations, or events in this story.

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  1. Why had Colonel Talbot “uttered a cry of pleasure” on Harry’s return?

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  1. Why did Harry receive a promotion?

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  1. When Harry approached Tom Langdon, he“smote him joyously on the back.” How did Langdon react, and why?

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  1. In the story, General Longstreet stated that there would be many more battles to come, and General Hill replied, "Each side is too sanguine." What did he mean?

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  1. What do you predict will happen next in this story? How does your knowledge of that period in history help you make this prediction?

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  1. Readseveral of these letters about theCivil Warwritten by soldiers on the battlefront. Letters and diaries are primarysource documents that teach us about historical events by offering eyewitnessevidence. Read eachletter, and think about the soldier’s point of view onthe war and howit compares withthe story that you just read. Answer the questions that follow about one of the letters you read.
  1. Identify the author and intended recipient of the letter. What can you infer about the author of the letter you chose? To whom is the author writing the letter?

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  1. Can you identify the soldier’s location in the war? How about the date?

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  1. Describe the tone of the letter. What specific words does the author use to convey emotion?

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  1. How does the author use figurative language and descriptive writing to make the reader feel that he or she is present atthe event? Give some examples from the letter you chose.

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  1. Assume the persona of one of the characters in The Guns of Bull Run, and write a letter as that character. Your letter should include a proper greeting, body, and conclusion,and its tone and language should be similar tothe letters from real soldiers that you’ve read. Be sure to use descriptive language to convey your feelings and provide vivid details to make the events come alive for the reader.

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Evaluation

Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit.

Tasks a and b

Concepts
Distinguished
(4 points) /
  • Consistently shows good comprehension of the story, its literary components, and the details of the plot
  • Consistently demonstrates an understanding of the character and his relationship to the historical time, as well as the story being told
  • Consistently analyzes the real war letters from the perspective of tone and language

Proficient
(3 points) /
  • Generally shows good comprehension of the story, its literary components, and the details of the plot
  • Generally demonstrates an understanding of the character and his relationship to the historical time, as well as the story being told
  • Generally analyzes the real war letters from the perspective of tone and language

Developing
(2 points) /
  • Shows some comprehension of the story and its literary components
  • Demonstrates some understanding of the character of the story
  • Finds a few compelling aspects of the real war letters

Beginning
(1 point) /
  • Demonstrates little comprehension of the story and its literary components
  • Demonstrates misunderstandings of the character of the story
  • Conducts poor analysis of the real war letters

Task c

Concepts / Communication / Reasoning
Distinguished
(4 points) /
  • Consistently conveys the emotional tone of a soldier at war
  • Consistently uses language to provide detail in describing events experienced by the imagined character
  • Consistently describes the character accurately and with sense of history
/
  • Follows directions with little or no supervision
  • Organizes work and shows thorough attention to detail
/
  • Submits work that is accurate, detailed, and unique
  • Goes beyond what is required

Proficient
(3 points) /
  • Generally conveys the emotional tone of a soldier at war
  • Generally uses language to provide detail in describing events experienced by the imagined character
  • Generally describes the character accurately and with sense of history
/
  • Follows directions with minimal supervision
  • Organizes workmeaningfully and shows attention to detail
/
  • Submits work that is accurate and complete

Developing
(2 points) /
  • Can display some aspects of the emotional tonewith a little teacher assistance
  • Sometimes uses language to provide details and a sense of events
  • Gives a good character descriptionwith a few minor errors
/
  • Partially follows directions or follows directions with considerable assistance
  • Partially organizes work meaningfully
/
  • Needs additional support
  • Is confused about some aspects of the lesson or assignment

Beginning
(1 point) /
  • Writes with a tone inappropriate for the task
  • Does not use language effectively to provide details
  • Fails to give a satisfactory sense of the character
/
  • Submits work that does not match the assignment
  • Shows little effort to organize work
/
  • Demonstrates that the assignment is difficult and needs to be simplified
  • Needs additional direction

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