M4 L5

M4 L5

New Read 1

Co-Host

Lesson Questions

• Essential Question How can times of crisis affect citizens and society? 

• Focusing Question In what context did the yellow fever epidemic of 1793 emerge? 

• Content Framing Questions Reveal: What does a deeper exploration of character reveal about society and social class in Fever 1793? 

• Reveal: What does a deeper exploration of character, plot, and setting in Fever 1793 reveal? 

• Craft Question Experiment: How does using search terms to investigate a research question work? 

Learning Goals

Analyze how Anderson develops ideas about societal divisions through the interplay among the characters, plot, and setting. (RL.7.3)

✓ Write about one character and what that character’s thoughts, actions, and interactions reveal about Philadelphian society in 1793. 

Read the next chapter of a novel and demonstrate comprehension by summarizing the text, analyzing its themes, analyzing the interactions among characters, plot, and setting, and considering relevant words with similar denotations and different connotations. (RL.7.3, W.7.10)

✓ Complete the New-Read Assessment.

Summarize chapter 6: “August 30th, 1793.”

The introductory chapters of Fever 1793 reveal numerous divisions in early Philadelphia’s society through descriptions of characters, dialogue between characters, and other plot developments.

We know that Nathaniel Benson is a painter’s apprentice for a man named Peale; what do we know about what other characters think of him?

What does the way that the other characters think about Nathaniel Benson show about societal divisions in Philadelphia in 1793?

What does the Ogilvies’ invitation to tea—and the Cooks’ discussion and actions in response to it—show about Philadelphian society in 1793?

Select one character and describe in your Response Journals how Anderson characterizes him or her, and what this characterization reveals about Philadelphia’s society (and specifically its societal divisions) in 1793.

As you have noticed when comparing the historical facts in the fictional and nonfiction accounts of the epidemic, both Anderson and Murphy based their work on historical facts.

What kinds of sources did Anderson and Murphy consult to learn about the history of the epidemic?

How do authors and researchers locate these sources?

In this lesson, you will explore using search terms for online searches.

Turn to your computers and open a search engine.

If you wanted to know more about the fever epidemic in Philadelphia in 1793, what kind of search results would you get if you typed in the words fever 1793 to a search engine?

Search tool programs search for and locate sites that match key words a user enters; because the tool will search based on the words that users enter, it is important to choose words carefully.

Let's Try This:

• Do any of the sites look like they provide information about the epidemic itself—not the book?

• The search engine immediately looks for the book—not the historical epidemic.

• What are some other ways you could search for this topic?

• Search again, this time using 1793 fever as their search words.

Complete your New Read 1 on Google Classroom.