The Move Toward Freedom COLLECTION 3. I should fight for liberty as long as my strength lasted. Harriet Tubman. (c) Corbis; (bg) Antonio

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1 COLLECTION 3 (c) Corbis; (bg) Antonio Abrignani/Shutterstock The Move Toward Freedom I should fight for liberty as long as my strength lasted. Harriet Tubman 141

2 COLLECTION 3 The Move Toward Freedom In this collection, you will focus on the quest for freedom that led to the American Civil War. hmhfyi.com COLLECTION PERFORMANCE TASK Preview At the end of this collection, you will complete two performance tasks: responded to the struggle against slavery. in a story in light of its historical context. ACADEMIC VOCABULARY Word Definition Related Forms access ( k s s) n. a way of approaching or making use of civil (s v l) adj. demonstrate (d m n-str t ) v. document (d k y -m nt) n. symbolize (s m b -lπz ) v. of, or related to, citizens and their relations with each other and the state written or printed paper that provides evidence or information something else civilization, civilian, civil rights demonstration, documentary, documentation (c) Corbis; (bg) Antonio Abrignani/Shutterstock 142

3 VIDEO Frederick Douglass ( ) was born into enslavement in Maryland at a time when slavery was still legal in many states in the Union. As Douglass grew up, he tried to escape several times. Finally, in 1838, he succeeded. Douglass went on to become a famous speaker and writer, fighting to abolish, or end, slavery. His autobiography, Narrative of the Life of Frederick Douglass, an American Slave, became a best seller in the United States and Europe. from Narrative of the Life of Frederick Douglass, an American Slave Autobiography by Frederick Douglass (tr) Corbis; (c) aceshot1/shutterstock 10 SETTING A PURPOSE As you read, consider why Frederick Douglass chose these particular events to write about. Think about what his focus on these events reveals about his character and his struggle for freedom. lived in Master Hugh s family about seven years. During I this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to resort to various stratagems. I had no regular teacher. My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of her husband, not only ceased to instruct, but had set her face against my being instructed by any one else. It is due, however, to my mistress to say of her, that she did not adopt this course of treatment immediately. She at first lacked the depravity 1 indispensable to shutting me up in mental darkness. It was at least necessary for her to have 1 depravity (d -pr v -t ): moral corruption. As you read, mark up the text. Save your work to mynotebook. Highlight details Add notes and questions Add new words to mywordlist Narrative of the Life of Frederick Douglass, an American Slave 143

4 some training in the exercise of irresponsible power, to make her equal to the task of treating me as though I were a brute. My mistress was, as I have said, a kind and tender-hearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one human being ought to treat another. In entering upon the duties of a slaveholder, she did not seem to perceive that I sustained to her the relation of a mere chattel, 2 and that for her to treat me as a human being was not only wrong, but dangerously so. Slavery proved as injurious to her as it did to me. When I went there, she was a pious warm, and tenderhearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tigerlike fierceness. The first step in her downward course was in her ceasing to instruct me. She now commenced to practise her husband s precepts. 3 She finally became even more violent in her opposition than her husband himself. She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman; and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatible with each other. From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell. commence (k -m ns ) v. When things commence, they begin or start. apprehension ( p r -h n sh n) n. Apprehension is the fear or dread of the future. 2 chattel (ch t l): a property or slave. 3 precepts (pr s pts ): a rule or principal regarding action or conduct. 144 Collection 3

5 Slavery proved as injurious to her as it did to me The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids; not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey s ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. You will be free as soon as you are twenty-one, but I am a slave for life! Have not I as good a right to be free as you have? These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free. I was now about twelve years old, and the thought of being a slave for life began to bear heavily upon my heart. Just about this time, I got hold of a book entitled The Columbian Orator. 4 Every opportunity I got, I used to read this book. Among much of other interesting matter, I found in it a dialogue between a master and his slave. The slave was prudence (pr d ns) n. Prudence is the wise handling of practical matters. 4 The Columbian Orator : a collection of political essays, poems, and dialogues that were used to teach reading and speaking at the beginning of the 19th century. Narrative of the Life of Frederick Douglass, an American Slave 145

6 represented as having run away from his master three times. The dialogue represented the conversation which took place between them, when the slave was retaken the third time. In this dialogue, the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave. The slave was made to say some very smart as well as impressive things in reply to his master things which had the desired though unexpected effect; for the conversation resulted in the voluntary emancipation of the slave on the part of the master. In the same book, I met with one of Sheridan s mighty speeches on and in behalf of Catholic emancipation. 5 These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder. What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights. The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved. The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened unabated ( n -b t d) adj. If something is unabated, it keeps its full force without decreasing. denunciation (d -n n s - sh n) n. A denunciation is the public condemnation of something as wrong or evil. vindication (v n d -k sh n) n. Vindication is the evidence or proof that someone s claim is correct. 5 one of Sheridan s mighty speeches on and behalf of Catholic emancipation: Richard Brinsley Sheridan ( ) was an Irish playwright and politician who made speeches about the rights of people who practiced the Roman Catholic religion in Britain and Ireland. 146 Collection 3

7 my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound, and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm. COLLABORATIVE DISCUSSION Frederick Douglass describes his ability to read as a curse. With a partner, discuss why he comes to think this way after working so hard to learn to read. Cite specific evidence from the text to support your ideas. Narrative of the Life of Frederick Douglass, an American Slave 147

8 Analyze Text: Autobiography ELA RI.8.3, RI.8.6 ELD PI.8.6 Narrative of the Life of Frederick Douglass is an autobiography, an account of the writer s own life. Almost all autobiographies are told from the first-person point of view using the pronouns I and me focus on the most significant events and people over a period of time in the author s life Authors of autobiography often have a purpose, or reason for writing, beyond informing readers about what happened to one individual. For example, writers might also want to shed light on the time period in which they lived, or on an issue that has shaped their lives as well as the lives of others. Sometimes writers state their purpose directly, but often you must infer it by paying attention to what topics they come back to repeatedly and the thoughts, attitudes, and beliefs about these topics that they reveal. What topic does Frederick Douglass focus on in this excerpt of his autobiography? Analyze Structure ELA RI.8.5 ELD PI.8.6, PII.8.1 In an autobiography, authors often choose to focus on events that are related by cause and effect, which means that one event brings about another event or creates a change in attitude. The first event is the cause, and what follows is the effect. Paragraphs may be structured to show these cause-andeffect relationships. For example, review the second paragraph of this selection. Douglass begins by saying his mistress was a kind and tender-hearted woman, and he gives examples to support his statement. Then he explains how slavery caused her to change. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tigerlike fierceness. He supports this description of slavery s effects by giving examples. Nothing seemed to make her more angry than to see me with a newspaper.... I have had her rush at me with a face made all up of fury, and snatch from me a newspaper. Cause: Slavery Effect: A kind woman turns angry and cruel. Review the autobiography and find another paragraph that explains a cause-and-effect relationship. 148 Collection 3

9 ebook Analyzing the Text ELA RI.8.1, RI.8.3, RI.8.4, RI.8.5, RI.8.6, W.8.2b, W.8.9b, SL.8.1a, SL.8.4 E L D PI.8.1, PI.8.6, PI.8.7, PI.8.10, PI.8.11, PII.8.1 Cite Text Evidence Support your responses with evidence from the text. 1. Cause/Effect Read lines Did the mistress s initial kindness or her eventual cruelty have a greater effect on Frederick Douglass? Explain. 2. Interpret When describing how he paid his child tutors, Douglass says, This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. In what way is knowledge bread? 3. Cause/Effect Douglass reads a dialogue between a master and his slave as well as a speech by Sheridan. In a chart like the one shown, list several effects that resulted from reading these documents. Cause: Douglass reads dialogue and speech. Effect: Effect: Effect: 4. Analyze Why does Douglass say in line 121, I have often wished myself a beast? 5. Evaluate Reread lines What words reveal Douglass s perspective on, or view of, slaveholders? 6. Analyze What is Douglass s purpose for writing? Identify three events in this selection that help him achieve his goal. Speaking and Listening In lines , Douglass says I would at times feel that learning to read had been a curse rather than a blessing. With a partner or small group, discuss Douglass s statement and examine whether people today might share his attitude. Be sure to support your views with evidence from the text. PERFORMANCE TASK Writing Activity: Literary Analysis How does the tone of Douglass s autobiography help him achieve his purpose? Write a short literary analysis. With a partner, discuss the author s purpose for writing. Identify the tone of the piece, or the writer s attitude toward his subject. Next, find examples where Douglass s choice of words helps establish the tone. When you write, begin by stating your view. Then support that view with evidence from the text. Narrative of the Life of Frederick Douglass 149

10 Critical Vocabulary ELA L.8.4a, L.8.4d ELD PI.8.6 commence apprehension prudence unabated denunciation vindication Practice and Apply Use what you know about the Vocabulary words to answer the following questions. 1. If a criminal receives vindication, will he feel relieved or upset? 2. Which demonstrates prudence, saving an allowance or spending it all? 3. To commence baking a cake, would you stir the batter or study the recipe? 4. Which is a type of denunciation, praise or criticism? 5. Would you feel apprehension about taking a test or about getting an A? 6. If your interest in Frederick Douglass is unabated, will you read many books about him or just one? Vocabulary Strategy: Use Context Clues Context clues are the words, phrases, and sentences surrounding a word that provide hints about a word s definition. These clues can be found either before or after the unfamiliar word. Look at this example: She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury... in a manner that fully revealed her apprehension. The first sentence says that the subject perceives some danger. This provides a clue to the meaning of the word apprehension, which you can infer is a feeling of fear or dread that often arises in the face of danger. The dictionary definition confirms this guess. Practice and Apply Find the following words in Douglass s autobiography. Look at the surrounding words, phrases, and sentences for clues to each word s meaning. On a separate piece of paper, fill out a chart like the one shown. Word Context Clues Guessed Definition Dictionary Definition divest (line 26) apt (line 39) bestow (line 61) console (line 75) 150 Collection 3

11 VIDEO Background Before the Civil War, many enslaved people fled north to freedom along the Underground Railroad, a secret network of safe houses. One of the Underground Railroad s most famous conductors was Harriet Tubman. Ann Lane Petry ( ) grew up in a small town in Connecticut, where she and her family were the only African American residents. Much of her writing focused on the important contributions of African Americans. from HARRIET TUBMAN: Conductor on the Underground Railroad Biography by Ann Petry SETTING A PURPOSE As you read, look for clues about the kind of person Harriet Tubman was. What qualities led others to trust her as a leader? Write down any questions you have. The Railroad Runs to Canada Jacob Harris/AP/Wide World Photos A 10 long the Eastern Shore of Maryland, in Dorchester County, in Caroline County, the masters kept hearing whispers about the man named Moses, who was running off slaves. At first they did not believe in his existence. The stories about him were fantastic, unbelievable. Yet they watched for him. They offered rewards for his capture. They never saw him. Now and then they heard whispered rumors to the effect that he was in the neighborhood. The woods were searched. The roads were watched. There was never anything to indicate his whereabouts. But a few days afterward, a goodly number of slaves would be gone from the plantation. Neither the master nor the overseer had heard or Harriet Tubman: Conductor on the Underground Railroad 151

12 seen anything unusual in the quarter. 1 Sometimes one or the other would vaguely remember having heard a whippoorwill call somewhere in the woods, close by, late at night. Though it was the wrong season for whippoorwills. Sometimes the masters thought they had heard the cry of a hoot owl, repeated, and would remember having thought that the intervals between the low moaning cry were wrong, that it had been repeated four times in succession instead of three. There was never anything more than that to suggest that all was not well in the quarter. Yet when morning came, they invariably discovered that a group of the finest slaves had taken to their heels. Unfortunately, the discovery was almost always made on a Sunday. Thus a whole day was lost before the machinery of pursuit could be set in motion. The posters offering rewards for the fugitives could not be printed until Monday. The men who made a living hunting for runaway slaves were out of reach, off in the woods with their dogs and their guns, in pursuit of four-footed game, or they were in camp meetings saying their prayers with their wives and families beside them. Harriet Tubman could have told them that there was far more involved in this matter of running off slaves than signaling the would-be runaways by imitating the call of a whippoorwill, or a hoot owl, far more involved than a matter of waiting for a clear night when the North Star was visible. In December, 1851, when she started out with the band of fugitives that she planned to take to Canada, she had been in the vicinity of the plantation for days, planning the trip, carefully selecting the slaves that she would take with her. She had announced her arrival in the quarter by singing the forbidden spiritual Go down, Moses, way down to Egypt Land 2 singing it softly outside the door of a slave cabin, late at night. The husky voice was beautiful even when it was barely more than a murmur borne 3 on the wind. Once she had made her presence known, word of her coming spread from cabin to cabin. The slaves whispered to each other, ear to mouth, mouth to ear, Moses is here. Moses has come. Get ready. Moses is back again. The ones 1 quarter: the area in which enslaved people lived. 2 Go down, Moses, way down to Egypt Land : a line from an African American folk song. 3 borne: carried. 152 Collection 3

13 who had agreed to go North with her put ashcake and salt herring in an old bandanna, hastily tied it into a bundle, and then waited patiently for the signal that meant it was time to start. There were eleven in this party, including one of her brothers and his wife. It was the largest group that she had ever conducted, but she was determined that more and more slaves should know what freedom was like. She had to take them all the way to Canada. The Fugitive Slave Law 4 was no longer a great many incomprehensible words written down on the country s lawbooks. The new law had become a reality. It was Thomas Sims, a boy, picked up on the streets of Boston at night and shipped back to Georgia. It was Jerry and Shadrach, arrested and jailed with no warning. She had never been in Canada. The route beyond Philadelphia was strange to her. But she could not let the runaways who accompanied her know this. As they walked along she told them stories of her own first flight, she kept painting vivid word pictures of what it would be like to be free. But there were so many of them this time. She knew moments of doubt when she was half-afraid, and kept looking back over her shoulder, imagining that she heard the sound of pursuit. They would certainly be pursued. Eleven of them. Eleven thousand dollars worth of flesh and bone and muscle that belonged to Maryland planters. If they were caught, the eleven runaways would be whipped and sold South, but she she would probably be hanged. They tried to sleep during the day but they never could wholly relax into sleep. She could tell by the positions they assumed, by their restless movements. And they walked at night. Their progress was slow. It took them three nights of walking to reach the first stop. She had told them about the place where they would stay, promising warmth and good food, holding these things out to them as an incentive to keep going. When she knocked on the door of a farmhouse, a place where she and her parties of runaways had always been welcome, always been given shelter and plenty to eat, there 4 Fugitive Slave Law: a law by which enslaved people who escaped could be recovered by their owners. Harriet Tubman: Conductor on the Underground Railroad 153

14 was no answer. She knocked again, softly. A voice from within said, Who is it? There was fear in the voice. She knew instantly from the sound of the voice that there was something wrong. She said, A friend with friends, the password on the Underground Railroad. The door opened, slowly. The man who stood in the doorway looked at her coldly, looked with unconcealed astonishment and fear at the eleven disheveled runaways who were standing near her. Then he shouted, Too many, too many. It s not safe. My place was searched last week. It s not safe! and slammed the door in her face. She turned away from the house, frowning. She had promised her passengers food and rest and warmth, and instead of that, there would be hunger and cold and more walking over the frozen ground. Somehow she would have to instill courage into these eleven people, most of them strangers, would have to feed them on hope and bright dreams of freedom instead of the fried pork and corn bread and milk she had promised them. They stumbled along behind her, half-dead for sleep, and she urged them on, though she was as tired and as discouraged as they were. She had never been in Canada but she kept painting wondrous word pictures of what it would be like. She managed to dispel their fear of pursuit, so that they would not become hysterical, panic-stricken. Then she had to bring some of the fear back, so that they would stay awake and keep walking though they drooped with sleep. Yet during the day, when they lay down deep in a thicket, they never really slept, because if a twig snapped or the wind sighed in the branches of a pine tree, they jumped to their feet, afraid of their own shadows, shivering and shaking. It was very cold, but they dared not make fires because someone would see the smoke and wonder about it. She kept thinking, eleven of them. Eleven thousand dollars worth of slaves. And she had to take them all the way to Canada. Sometimes she told them about Thomas Garrett, in Wilmington. She said he was their friend even though he did not know them. He was the friend of all fugitives. He called them God s poor. He was a Quaker 5 and his speech was a little different from that of other people. His clothing was disheveled (d -sh v ld) adj. When something is disheveled, it is messy or untidy. instill ( n-st l ) v. When you instill something, you supply it gradually. dispel (d -sp l ) v. When you dispel something, you drive it away. 5 Quaker: a member of a religious group called the Society of Friends. 154 Collection 3

15 Harriet Tubman Library of Congress Prints & Photographs Division, Washington, D.C different, too. He wore the wide-brimmed hat that the Quakers wear. She said that he had thick white hair, soft, almost like a baby s, and the kindest eyes she had ever seen. He was a big man and strong, but he had never used his strength to harm anyone, always to help people. He would give all of them a new pair of shoes. Everybody. He always did. Once they reached his house in Wilmington, they would be safe. He would see to it that they were. She described the house where he lived, told them about the store where he sold shoes. She said he kept a pail of milk and a loaf of bread in the drawer of his desk so that he would have food ready at hand for any of God s poor who should Harriet Tubman: Conductor on the Underground Railroad 155

16 suddenly appear before him, fainting with hunger. There was a hidden room in the store. A whole wall swung open, and behind it was a room where he could hide fugitives. On the wall there were shelves filled with small boxes boxes of shoes so that you would never guess that the wall actually opened. While she talked, she kept watching them. They did not believe her. She could tell by their expressions. They were thinking, New shoes, Thomas Garrett, Quaker, Wilmington what foolishness was this? Who knew if she told the truth? Where was she taking them anyway? That night they reached the next stop a farm that belonged to a German. She made the runaways take shelter behind trees at the edge of the fields before she knocked at the door. She hesitated before she approached the door, thinking, suppose that he, too, should refuse shelter, suppose Then she thought, Lord, I m going to hold steady on to You and You ve got to see me through and knocked softly. She heard the familiar guttural voice say, Who s there? She answered quickly, A friend with friends. He opened the door and greeted her warmly. How many this time? he asked. Eleven, she said and waited, doubting, wondering. He said, Good. Bring them in. He and his wife fed them in the lamplit kitchen, their faces glowing, as they offered food and more food, urging them to eat, saying there was plenty for everybody, have more milk, have more bread, have more meat. They spent the night in the warm kitchen. They really slept, all that night and until dusk the next day. When they left, it was with reluctance. They had all been warm and safe and well-fed. It was hard to exchange the security offered by that clean warm kitchen for the darkness and the cold of a December night. 180 Go On or Die Harriet had found it hard to leave the warmth and friendliness, too. But she urged them on. For a while, as they walked, they seemed to carry in them a measure of contentment; some of the serenity and the cleanliness of that big warm kitchen lingered on inside them. But as they walked farther and farther away from the warmth and the light, the linger (l ng g r) v. When you linger, you remain or stay longer. 156 Collection 3

17 cold and the darkness entered into them. They fell silent, sullen, suspicious. She waited for the moment when some one of them would turn mutinous. It did not happen that night. Two nights later she was aware that the feet behind her were moving slower and slower. She heard the irritability in their voices, knew that soon someone would refuse to go on. She started talking about William Still and the Philadelphia Vigilance Committee. 6 No one commented. No one asked any questions. She told them the story of William and Ellen Craft and how they escaped from Georgia. Ellen was so fair that she looked as though she were white, and so she dressed up in a man s clothing and she looked like a wealthy young planter. Her husband, William, who was dark, played the role of her slave. Thus they traveled from Macon, Georgia, to Philadelphia, riding on the trains, staying at the finest hotels. Ellen pretended to be very ill her right arm was in a sling, and her right hand was bandaged, because she was supposed to have rheumatism. Thus she avoided having to sign the register at the hotels for she could not read or write. They finally arrived safely in Philadelphia, and then went on to Boston. No one said anything. Not one of them seemed to have heard her. She told them about Frederick Douglass, the most famous of the escaped slaves, of his eloquence, of his magnificent appearance. Then she told them of her own first vain effort at running away, evoking the memory of that miserable life she had led as a child, reliving it for a moment in the telling. But they had been tired too long, hungry too long, afraid too long, footsore too long. One of them suddenly cried out in despair, Let me go back. It is better to be a slave than to suffer like this in order to be free. She carried a gun with her on these trips. She had never used it except as a threat. Now as she aimed it, she experienced a feeling of guilt, remembering that time, years ago, when she had prayed for the death of Edward Brodas, the Master, and then not too long afterward had heard that great wailing cry that came from the throats of the field hands, and knew from the sound that the Master was dead. sullen (s l n) adj. Sullen people show silent resentment. eloquence ( l -kw ns) n. Eloquence is the ability to speak powerfully and persuasively. evoke ( -v k ) v. When you evoke something, you summon it. 6 Philadelphia Vigilance Committee: fundraising organization that helped people who escaped enslavement. Harriet Tubman: Conductor on the Underground Railroad 157

18 A stop on the Underground Railroad One of the runaways said, again, Let me go back. Let me go back, and stood still, and then turned around and said, over his shoulder, I am going back. She lifted the gun, aimed it at the despairing slave. She said, Go on with us or die. The husky low-pitched voice was grim. He hesitated for a moment and then he joined the others. They started walking again. She tried to explain to them why none of them could go back to the plantation. If a runaway returned, he would turn traitor, the master and the overseer would force him to turn traitor. The returned slave would disclose the stopping places, the hiding places, the cornstacks they had used with the full knowledge of the owner of the farm, the name of the German farmer who had fed them and sheltered them. These people who had risked their own security to help runaways would be ruined, fined, imprisoned. She said, We got to go free or die. And freedom s not bought with dust. This time she told them about the long agony of the Middle Passage 7 on the old slave ships, about the black horror of the holds, about the chains and the whips. They too knew these stories. But she wanted to remind them of the long hard 7 Middle Passage: sea route along which enslaved Africans were transported to the Americas. Library of Congress Prints & Photographs Division 158 Collection 3

19 way they had come, about the long hard way they had yet to go. She told them about Thomas Sims, the boy picked up on the streets of Boston and sent back to Georgia. She said when they got him back to Savannah, got him in prison there, they whipped him until a doctor who was standing by watching said, You will kill him if you strike him again! His master said, Let him die! Thus she forced them to go on. Sometimes she thought she had become nothing but a voice speaking in the darkness, cajoling, urging, threatening. Sometimes she told them things to make them laugh, sometimes she sang to them, and heard the eleven voices behind her blending softly with hers, and then she knew that for the moment all was well with them. She gave the impression of being a short, muscular, indomitable woman who could never be defeated. Yet at any moment she was liable to be seized by one of those curious fits of sleep, which might last for a few minutes or for hours. Even on this trip, she suddenly fell asleep in the woods. The runaways, ragged, dirty, hungry, cold, did not steal the gun as they might have, and set off by themselves, or turn back. They sat on the ground near her and waited patiently until she awakened. They had come to trust her implicitly, totally. They, too, had come to believe her repeated statement, We got to go free or die. She was leading them into freedom, and so they waited until she was ready to go on. Finally, they reached Thomas Garrett s house in Wilmington, Delaware. Just as Harriet had promised, Garrett gave them all new shoes, and provided carriages to take them on to the next stop. By slow stages they reached Philadelphia, where William Still hastily recorded their names, and the plantations whence they had come, and something of the life they had led in slavery. Then he carefully hid what he had written, for fear it might be discovered. In 1872 he published this record in book form and called it The Underground Railroad. In the foreword to his book he said: While I knew the danger of keeping strict records, and while I did not then dream that in my day slavery would be blotted out, or that the time would come when I could publish these records, it used to afford me great satisfaction to take them down, fresh from the lips of fugitives on the way to freedom, and to preserve them as they had given them. cajole (k -j l ) v. When you cajole, you coax or urge gently. Harriet Tubman: Conductor on the Underground Railroad 159

20 William Still, who was familiar with all the station stops on the Underground Railroad, supplied Harriet with money and sent her and her eleven fugitives on to Burlington, New Jersey. Harriet felt safer now, though there were danger spots ahead. But the biggest part of her job was over. As they went farther and farther north, it grew colder; she was aware of the wind on the Jersey ferry and aware of the cold damp in New York. From New York they went on to Syracuse, where the temperature was even lower. In Syracuse she met the Reverend J. W. Loguen, known as Jarm Loguen. This was the beginning of a lifelong friendship. Both Harriet and Jarm Loguen were to become friends and supporters of Old John Brown. 8 From Syracuse they went north again, into a colder, snowier city Rochester. Here they almost certainly stayed with Frederick Douglass, for he wrote in his autobiography: 310 On one occasion I had eleven fugitives at the same time under my roof, and it was necessary for them to remain with me until I could collect sufficient money to get them to Canada. It was the largest number I ever had at any one time, and I had some difficulty in providing so many with food and shelter, but, as may well be imagined, they were not very fastidious in either direction, and were well content with very plain food, and a strip of carpet on the floor for a bed, or a place on the straw in the barnloft. 320 Late in December, 1851, Harriet arrived in St. Catharines, Canada West (now Ontario), with the eleven fugitives. It had taken almost a month to complete this journey; most of the time had been spent getting out of Maryland. 8 Old John Brown: anti-slavery leader who was executed. 160 Collection 3

21 St. Catharines, Prince Edward Island, Canada All Canada Photos/Alamy Images That first winter in St. Catharines was a terrible one. Canada was a strange frozen land, snow everywhere, ice everywhere, and a bone-biting cold the like of which none of them had ever experienced before. Harriet rented a small frame house in the town and set to work to make a home. The fugitives boarded with her. They worked in the forests, felling trees, and so did she. Sometimes she took other jobs, cooking or cleaning house for people in the town. She cheered on these newly arrived fugitives, working herself, finding work for them, finding food for them, praying for them, sometimes begging for them. Often she found herself thinking of the beauty of Maryland, the mellowness of the soil, the richness of the plant life there. The climate itself made for an ease of living that could never be duplicated in this bleak, barren countryside. In spite of the severe cold, the hard work, she came to love St. Catharines, and the other towns and cities in Canada where black men lived. She discovered that freedom meant more than the right to change jobs at will, more than the right to keep the money that one earned. It was the right to vote and to sit on juries. It was the right to be elected to office. In Canada there were black men who were county officials and members of school boards. St. Catharines had a Harriet Tubman: Conductor on the Underground Railroad 161

22 large colony of ex-slaves, and they owned their own homes, kept them neat and clean and in good repair. They lived in whatever part of town they chose and sent their children to the schools. When spring came she decided that she would make this small Canadian city her home as much as any place could be said to be home to a woman who traveled from Canada to the Eastern Shore of Maryland as often as she did. In the spring of 1852, she went back to Cape May, New Jersey. She spent the summer there, cooking in a hotel. That fall she returned, as usual, to Dorchester County, and brought out nine more slaves, conducting them all the way to St. Catharines, in Canada West, to the bone-biting cold, the snow-covered forests and freedom. She continued to live in this fashion, spending the winter in Canada, and the spring and summer working in Cape May, New Jersey, or in Philadelphia. She made two trips a year into slave territory, one in the fall and another in the spring. She now had a definite crystallized purpose, and in carrying it out, her life fell into a pattern which remained unchanged for the next six years. COLLABORATIVE DISCUSSION What did you find most interesting about Harriet Tubman? With a partner, discuss the characteristics that surprised or impressed you. Cite specific evidence from the text to support your ideas. 162 Collection 3

23 Analyze Text: Biography ELA RI.8.3, RI.8.5 ELD PI.8.6 A good way to gain an understanding of a historical figure is to read his or her biography, a true account of a person s life told by someone other than the subject, usually in the third-person point of view. Biographers thoroughly research the people they write about. They then use the research to give readers access to their subjects through one or more methods of characterization, techniques that reveal a person s qualities and personality. To analyze the biography you have just read, examine how the author characterizes the subject. Look at what the author says about Harriet Tubman s hopes, thoughts, and worries. Consider what Harriet Tubman says and does. What is her motivation, or reason, for her words and actions? Think about how others behave toward Harriet Tubman. Analyze Structure ELA RI.8.4, RI.8.5 ELD PI.8.8, PII.8.1 Author s craft refers to the methods authors use to make their writing come alive. Notice how Ann Petry combines the techniques below to develop and refine ideas about Harriet Tubman in the paragraphs cited in these examples. Review the text to find an additional example of each technique. Examples word choice sentence variety and punctuation parallelism syntax the author s use of specific words to impact the reader variations in sentence length and use of dashes for dramatic effect similar grammatical constructions used to express ideas that are related or equal in importance the arrangement of words and phrases in sentences used to convey accurate meaning and tone The man who stood in the doorway looked at her coldly, looked with unconcealed astonishment and fear. She had never used it except as a threat. When she knocked on the door of a farmhouse, a place where she and her parties of runaways had always been welcome, always been given shelter. Sometimes the masters thought they heard the cry of a hoot owl, repeated, and would remember having thought the intervals between the low moaning cry were wrong. Harriet Tubman: Conductor on the Underground Railroad 163

24 ebook Analyzing the Text Cite Text Evidence Support your responses with evidence from the text. 1. Infer Reread lines What does the description suggest about the qualities of the person called Moses? 2. Interpret Reread lines What is the effect of the author s use of the phrase in pursuit of four-footed game? 3. Interpret Identify the parallelism in lines How does this technique contribute to the effectiveness of these lines? 4. Infer In lines 59 70, the author describes the difficulty of the task facing Harriet Tubman. What is Tubman s response? Explain what her words and actions reveal about her. 5. Analyze Reread lines Find and explain three examples of the techniques the author uses to make the events come alive in this paragraph. E L A RI.8.1, RI.8.3, RI.8.4, RI.8.5, SL.8.1a, SL.8.4, W.8.7, W.8.9b E L D PI.8.6, PI.8.8, PI Draw Conclusions Based on the characterization of Harriet Tubman in this biography, how would you describe her? Fill out a chart like the one shown with examples from the selection, and then write a one-sentence description of this famous woman. What Harriet Tubman thinks What Harriet Tubman does What Harriet Tubman says What others think and say about her PERFORMANCE TASK Speaking Activity: Speech Imagine that Harriet Tubman will be honored at a Hall of Fame for those who fought slavery. Prepare and give a speech explaining why she is a heroic figure. Consult sources in addition to the selection. Consider the following: What kind of person was Harriet Tubman? What was Tubman s motivation for bringing enslaved people to freedom? What examples demonstrate Tubman s heroism? How do historians judge Tubman s impact on the quest for freedom prior to the Civil War? 164 Collection 3

25 Critical Vocabulary ELA L.8.5b ELD PI.8.6, PI.8.12 disheveled instill dispel linger sullen eloquence evoke cajole Practice and Apply Use what you know about the Vocabulary words to answer the following questions. 1. Would you linger at a party if you were disheveled? Why or why not? 2. Could someone instill eloquence in you? Why or why not? 3. What might someone do to evoke a sullen response? 4. Would you cajole a friend to dispel a bad mood? Why or why not? Vocabulary Strategy: Use Word Relationships You can use relationships among words to help you figure out the meaning of an unfamiliar word. Look at this sentence from Harriet Tubman: Sometimes she thought she had become nothing but a voice speaking in the darkness, cajoling, urging, threatening. The words cajoling, urging, threatening are synonyms, or words that have similar meanings. Look at this sentence from Harriet Tubman: She had promised her passengers food and... warmth, and instead of that, there would be hunger and cold... The phrase instead of provides a clue that the words warmth and cold are antonyms, or words that have opposite meanings. If you know the meaning of one word in a synonym or antonym pair, you can often guess the meaning of the other. Practice and Apply For each sentence, write an S if the underlined word is a synonym and an A if it is an antonym. Identify the other word or words in the synonym or antonym pair. Then write a definition of the underlined word. 1. Instead of becoming discouraged, she grew more determined. 2. The effect of the Fugitive Slave Law was appalling, horrifying, and dismaying. 3. Her incentive for leading her first group north was the same as her reason for leading the tenth group: she wanted others to know freedom. Harriet Tubman: Conductor on the Underground Railroad 165

26 Language Conventions: Conditional Mood ELA L.8.1c, L.8.3a ELD PII.8.3 The mood of a verb indicates the tone or attitude with which a statement is made. Writers use the conditional mood when they want to make a statement about what might happen if something else happens. The conditional mood often includes the words might, could, would, or if. Look at this example from Harriet Tubman. Notice that the sentence describes what might happen ( he would turn traitor ) if something else happens ( If a runaway returned ). If a runaway returned, he would turn traitor, the master and the overseer would force him to turn traitor. If this happens it might cause this to happen Study these examples. If he did not forge ahead, he would not reach his goal. He might have succeeded if he had tried harder. She could have won the game if she had practiced. Practice and Apply Read the sentences. Rewrite them so that they are in the conditional mood. 1. Max did not write a good report because he had not done enough research. 2. Kim did not study hard and did not do well on the test. 3. Maria wanted to succeed but decided to play computer games rather than to study. 4. To earn a good grade you have to do thorough research on the topic. 5. The weather has to be good in order for gym class to be held outside. 166 Collection 3

27 VIDEO Background Though Ray Bradbury ( ) is best known as a science fiction writer, he s also written plays, mysteries, fantasies, realistic stories, and novels. In this story, Bradbury tells about a drummer boy on the night before the Battle of Shiloh in the Civil War. This two-day battle began on April 6, 1862, near the southwestern Tennessee church from which the bloody clash takes its name. More than 23,000 soldiers died during those two days. At that time, it was the bloodiest battle in American history. The Drummer Boy of Shiloh Historical Fiction by Ray Bradbury SETTING A PURPOSE As you read, pay attention to the details the author provides about the scene of the battle and about the men who were preparing to fight. What do the details suggest about the realities of war? (tr) Jean-Claude Amiel/Kipa/CORBIS; (cr) Stockbyte/Getty Images 10 In the April night, more than once, blossoms fell from the orchard trees and lit with rustling taps on the drumskin. At midnight a peach stone left miraculously on a branch through winter, flicked by a bird, fell swift and unseen, struck once, like panic, which jerked the boy upright. In silence he listened to his own heart ruffle away, away, at last gone from his ears and back in his chest again. After that, he turned the drum on its side, where its great lunar 1 face peered at him whenever he opened his eyes. His face, alert or at rest, was solemn. It was indeed a solemn time and a solemn night for a boy just turned fourteen in the peach field near the Owl Creek not far from the church at Shiloh. 1 lunar (l n r): of or relating to the moon. solemn (s l m) adj. If an event is solemn, it is deeply serious. The Drummer Boy of Shiloh 167

28 thirty-one, thirty-two, thirty-three... Unable to see, he stopped counting. Beyond the thirty-three familiar shadows, forty thousand men, exhausted by nervous expectation, unable to sleep for romantic dreams of battles yet unfought, lay crazily askew in their uniforms. A mile yet farther on, another army was strewn helter-skelter, turning slow, basting themselves with the thought of what they would do when the time came: a leap, a yell, a blind plunge their strategy, raw youth their protection and benediction. 2 Now and again the boy heard a vast wind come up, that gently stirred the air. But he knew what it was, the army here, the army there, whispering to itself in the dark. Some men talking to others, others murmuring to themselves, and all so quiet it was like a natural element arisen from south or north with the motion of the earth toward dawn. What the men whispered the boy could only guess, and he guessed that it was: Me, I m the one, I m the one of all the rest won t die. I ll live through it. I ll go home. The band will play. And I ll be there to hear it. Yes, thought the boy, that s all very well for them, they can give as good as they get! For with the careless bones of the young men harvested by night and bindled 3 around campfires were the similarly strewn steel bones of their rifles, with bayonets fixed like eternal lightning lost in the orchard grass. Me, thought the boy, I got only a drum, two sticks to beat it, and no shield. There wasn t a man-boy on this ground tonight did not have a shield he cast, riveted or carved himself on his way to his first attack, compounded of remote but nonetheless firm and fiery family devotion, flag-blown patriotism and cocksure immortality strengthened by the touchstone of very real gunpowder, ramrod, minnieball and flint. 4 But without these last the boy felt his family move yet farther off away in the dark, as if one of those great prairie-burning trains had chanted them away never to return, leaving him with this drum which was worse than a toy in the game to be played tomorrow or some day much too soon. askew ( -sky ) adj. When something is askew, it is off center. strew (str ) v. If you strew something, you spread it here and there, or scatter it. 2 benediction (b n -d k sh n): a blessing. 3 bindled: fastened or wrapped by encircling, as with a belt. 4 ramrod, minnieball, and flint: items used to fire a rifle. 168 Collection 3

29 60 The boy turned on his side. A moth brushed his face, but it was peach blossom. A peach blossom flicked him, but it was a moth. Nothing stayed put. Nothing had a name. Nothing was as it once was. If he lay very still, when the dawn came up and the soldiers put on their bravery with their caps, perhaps they might go away, the war with them, and not notice him lying small here, no more than a toy himself Well, by God, now, said a voice. The boy shut up his eyes, to hide inside himself, but it was too late. Someone, walking by in the night, stood over him. Well, said the voice quietly, here s a soldier crying before the fight. Good. Get it over. Won t be time once it all starts. And the voice was about to move on when the boy, startled, touched the drum at his elbow. The man above, hearing this, stopped. The boy could feel his eyes, sense him slowly bending near. A hand must have come down out of the night, for there was a little rat-tat as the fingernails brushed and the man s breath fanned his face. Why, it s the drummer boy, isn t it? The boy nodded, not knowing if his nod was seen. Sir, is that you? he said. I assume it is. The man s knees cracked as he bent still closer. He smelled as all fathers should smell, of salt sweat, ginger tobacco, horse and boot leather, and the earth he walked upon. He had many eyes. No, not eyes, brass buttons that watched the boy. He could only be, and was, the General. What s your name, boy? he asked. Joby, whispered the boy, starting to sit up. All right, Joby, don t stir. A hand pressed his chest gently, and the boy relaxed. How long you been with us, Joby? Three weeks, sir. Run off from home or joined legitimately, boy? Silence. Damn-fool question, said the General. Do you shave yet, boy? Even more of a damn-fool. There s your cheek, fell right off the tree overhead. And the others here not much older. Raw, raw, damn raw, the lot of you. You ready for tomorrow or the next day, Joby? I think so, sir. legitimately (l -j t -m t-l ) adv. When you do something legitimately, you do it lawfully. The Drummer Boy of Shiloh 169

30 You want to cry some more, go on ahead. I did the same last night. You, sir? God s truth. Thinking of everything ahead. Both sides figuring the other side will just give up, and soon, and the war done in weeks, and us all home. Well, that s not how it s going to be. And maybe that s why I cried. Yes, sir, said Joby. The General must have taken out a cigar now, for the dark was suddenly filled with the Indian smell of tobacco unlit as yet, but chewed as the man thought what next to say. It s going to be a crazy time, said the General. Counting both sides, there s a hundred thousand men, give or take a few thousand out there tonight, not one as can spit a sparrow off a tree, or knows a horse clod from a minnieball. Stand up, bare the breast, ask to be a target, thank them and sit down, that s us, that s them. We should turn tail and train four months, they should do the same. But here we are, taken with spring fever and thinking it blood lust, taking our sulphur with cannons instead of with molasses 5 as it should be, going to be a hero, going to live forever. And I can see all of them over there nodding agreement, save the other way around. It s wrong, boy, it s wrong as a head put on hind side front and a man marching backward through life. It will be a double massacre if one of their itchy generals decides to picnic his lads on our grass. More innocents will get shot out of pure Cherokee enthusiasm than ever got shot before. Owl Creek was full of boys splashing around in the noonday sun just a few hours ago. I fear it will be full of boys again, just floating, at sundown tomorrow, not caring where the tide takes them. The General stopped and made a little pile of winter leaves and twigs in the darkness, as if he might at any moment strike fire to them to see his way through the coming days when the sun might not show its face because of what was happening here and just beyond. The boy watched the hand stirring the leaves and opened his lips to say something, but did not say it. The General heard the boy s breath and spoke himself. 5 taking our sulphur with cannons instead of with molasses: sulphur was an ingredient in gunpowder that was used to fire cannons; at that time sulphur was also used as a tonic or medical treatment. Molasses is a thick, brown syrup, used to mask the unpleasant taste of medicines. 170 Collection 3

31 140 Why am I telling you this? That s what you wanted to ask, eh? Well, when you got a bunch of wild horses on a loose rein somewhere, somehow you got to bring order, rein them in. These lads, fresh out of the milkshed, don t know what I know, and I can t tell them: men actually die, in war. So each is his own army. I got to make one army of them. And for that, boy, I need you. Me! The boy s lips barely twitched. Now, boy, said the General quietly, you are the heart of the army. Think of that. You re the heart of the army. Listen, now. And, lying there, Joby listened. And the General spoke on. If he, Joby, beat slow tomorrow, the heart would beat slow in the men. They would lag by the wayside. 6 They would drowse in the fields on their muskets. They would sleep You re the heart of the army forever, after that, in those same fields, their hearts slowed by a drummer boy and stopped by enemy lead. But if he beat a sure, steady, ever faster rhythm, then, then their knees would come up in a long line down over that hill, one knee after the other, like a wave on the ocean shore! Had he seen the ocean ever? Seen the waves rolling in like a well-ordered cavalry charge to the sand? Well, that was it, that s what he wanted, that s what was needed! Joby was his right hand and his left. He gave the orders, but Joby set the pace! So bring the right knee up and the right foot out and the left knee up and the left foot out. One following the other in good time, in brisk time. Move the blood up the body and make the head proud and the spine stiff and the jaw resolute. Focus the eye and set the teeth, flare the nostrils and tighten the hands, put steel armor all over the men, for blood moving fast in them does indeed make men feel as if they d put on steel. He must keep at it, at it! Long and steady, steady and long! Then, even though shot or torn, those wounds got in hot blood in blood he d helped resolute (r z -l t ) adj. If you are resolute, you are firm or determined. 6 lag by the wayside: fall behind. The Drummer Boy of Shiloh 171

32 stir would feel less pain. If their blood was cold, it would be more than slaughter, it would be murderous nightmare and pain best not told and no one to guess. The General spoke and stopped, letting his breath slack off. Then, after a moment, he said, So there you are, that s it. Will you do that, boy? Do you know now you re general of the army when the General s left behind? The boy nodded mutely. You ll run them through for me then, boy? Yes, sir. Good. And, God willing, many nights from tonight, many years from now, when you re as old or far much older than me, when they ask you what you did in this awful time, you will tell them one part humble and one part proud I was the drummer boy at the battle of Owl Creek, or the Tennessee River, or maybe they ll just name it after the church there. I was the drummer boy at Shiloh. Good grief, that has a beat and sound to it fitting for Mr. Longfellow. I was the drummer boy at Shiloh. Who will ever hear those words and not know you, boy, or what you thought this night, or what you ll think tomorrow or the next day when we must get up on our legs and move! The general stood up. Well, then. God bless you, boy. Good night. Good night, sir. And, tobacco, brass, boot polish, salt sweat and leather, the man moved away through the grass. Joby lay for a moment, staring but unable to see where the man had gone. He swallowed. He wiped his eyes. He cleared his throat. He settled himself. Then, at last, very slowly and firmly, he turned the drum so that it faced up toward the sky. He lay next to it, his arm around it, feeling the tremor, the touch, the muted thunder as, all the rest of the April night in the year 1862, near the Tennessee River, not far from the Owl Creek, very close to the church named Shiloh, the peach blossoms fell on the drum. muted (my t d) adj. When something is muted, it is softened or muffled. COLLABORATIVE DISCUSSION Do you think the drummer boy regretted his decision to become part of the Army once he begins to realize what war is like? With a partner, discuss your impressions of him and the choice that he made. Cite specific evidence from the text to support your ideas. 172 Collection 3

33 Analyze Stories: Historical Fiction ELA RL.8.2, RL.8.3 ELD PII.8.1 Every story has a setting, the time and place in which the action occurs. In historical fiction such as The Drummer Boy of Shiloh, the setting is usually a key aspect of the work. Historical fiction refers to stories that are set in the past and include real places and events from the time period. Like other works of historical fiction, Ray Bradbury s story involves characters that may be based on real people, plot developments that reflect real events, and details that are historically accurate. Sometimes, you may not know whether elements of a work of historical fiction are based on something real unless you do some research. Review The Drummer Boy of Shiloh for additional examples of historical details and references to actual events. Determine Meanings of Words and Phrases ELA RL.8.4 ELD PI.8.8 When you get a general sense of anxiety, sadness, giddiness, or some other emotion as you read a story, you are responding to the work s mood, the feeling or atmosphere that the writer creates for readers. Various elements work together to contribute to a story s mood. Elements Setting, where and when the events take place Imagery, language that appeals to the five senses Symbol, a person, place, object, or activity that stands for something beyond itself Allusion, or reference to a famous person, place, event, or work of literature How they create mood The writer s choice of setting and the words he or she uses to describe it can create a mood. What we see, hear, or otherwise sense can make us feel frightened, cheerful, or many other things. The emotions evoked by a symbol or what happens to it can affect the overall feeling of a piece. For example, a wounded bird might contribute to a mood of vulnerability. An allusion to a serious person can help set a somber mood, just as an allusion to a fanciful place can contribute to a whimsical mood. Notice the author s use of symbols and allusions to create the mood as you analyze The Drummer Boy of Shiloh. The Drummer Boy of Shiloh 173

34 ebook Analyzing the Text E L A RL.8.1, RL.8.2, RL.8.3, RL.8.4, W.8.7, W.8.8, SL.8.1, SL.8.2, SL.8.4 ELD PI.8.1, PI.8.6, PI.8.8, PI.8.9 Cite Text Evidence Support your responses with evidence from the text. 1. Analyze In the description of the setting in lines 24 26, what does the special wind suggest about the locations of the two armies? Identify what mood this description helps create. 2. Cite Evidence What are the descriptive details that the author provides about the General in lines that help make this historical fiction accurate for its time? What is the effect of providing these details? 3. Interpret Why does the General refer to the pace of the boy s drumming as the heart of the army in lines ? 4. Analyze Henry Wadsworth Longfellow was a popular American author who wrote Paul Revere s Ride and other works immortalizing early American history. Identify the allusion to him in lines What mood does this allusion help create in the last paragraph? 5. Compare What is the similarity between the General s talk with the drummer boy and the drummer boy s role in the next day s battle? 6. Analyze What do the peach blossoms symbolize in this story? Explain how this symbol contributes to the overall mood. Speaking and Listening Working with a partner, act out the scene in which the General discusses the boy s fears and his role in the coming battle. Prepare by discussing the General s motivation for the conversation and how that might affect the way the General speaks. PERFORMANCE TASK Speaking Activity: Informative Report Research the Battle of Shiloh, including the legend of the drummer boy. Find out how many people died and how the significance of the battle is viewed today. Discuss whether your reaction to the following parts of the story has changed as a result of your research: lines lines lines lines Collection 3

35 Critical Vocabulary ELA L.8.4a, L.8.5a, L.8.6 ELD PI.8.6, PI.8.8 solemn askew strew legitimately resolute muted Practice and Apply Use what you know about the Vocabulary words to answer the following questions. 1. When did you have to act in a resolute way to face a challenge? 2. When did you legitimately claim that someone owed you something? 3. When did you strew things across a room? Why did you do it? 4. When would you need to be solemn in a group of people? 5. When has your response to news been muted? 6. When has your hat been askew on your head? Vocabulary Strategy: Interpret Figures of Speech A figure of speech is a word or phrase that communicates meanings beyond the literal definition of the words. Idioms, or expressions in which the entire phrase means something different from the words in it, are one kind of figure of speech. Consider this idiom from the story. These lads, fresh out of the milkshed, don t know what I know, and I can t tell them. You can use nearby words and phrases, or context, to help you understand that fresh out of the milkshed implies that not long ago these lads were farmer hands milking cows. The phrase don t know what I know helps you understand that the General is using a figure of speech to express concern that his soldiers lack battle experience. Practice and Apply Use context to explain the meaning of each underlined figure of speech below. 1. Yes, thought the boy, that s all very well for them, they can give as good as they get!... Me, thought the boy, I only got a drum, two sticks to beat it, and no shield. 2. There s a hundred thousand men,... not one as can spit a sparrow off a tree, or knows a horse clod from a minnieball.... should turn tail and train. 3. He might at any moment strike fire to them to see his way through the coming days when the sun might not show its face. The Drummer Boy of Shiloh 175

36 Language Conventions: Indicative Mood ELA L.8.1c ELD PII.8.3 The mood of a verb shows the speaker s attitude toward what is being said. There are several moods for verbs. Moods for Verbs The indicative mood is used to state a fact or ask a question. Most sentences are statements of fact in the indicative mood. Examples As he lay there, blossoms fell from the orchard trees. The imperative mood is used for a command or request. The subjunctive mood expresses a condition that is contrary to facts. Make the blossoms fall from the trees. If the wind were to blow, the blossoms would fall from the trees. Notice how Ray Bradbury uses the indicative mood for effect. Read these sentences from the story aloud and hear how they use statements of fact to express difficult truths about the uncertainty of battle: The boy turned on his side. A moth brushed his face, but it was peach blossom. A peach blossom flicked him, but it was a moth. Nothing stayed put. Nothing had a name. Nothing was as it once was.... the peach blossoms fell on the drum. Practice and Apply Rewrite each sentence using the indicative mood. 1. I hope we have not lost the document that proves we own this land. 2. Stop crying and do something useful! 3. Try to get some sleep before the sun comes up. 4. If the troops guard the camp, everyone will be safer. 5. Don t charge until I give the order. 6. The cause may be lost if we do not succeed. 7. If the war ended sooner, many lives would have been saved. 8. Prepare for battle so you have a greater chance to survive it. 176 Collection 3

37 Background Confederate leaders believed that by abandoning their capitol in Richmond, they would be able to prolong the Civil War. But just a few days after they left Richmond, General Robert E. Lee was forced to surrender to the Union Army. Shortly after, the Civil War ended and President Lincoln was assassinated. James L. Swanson has written several books about the Civil War and Abraham Lincoln. He has been fascinated with Lincoln s life since his tenth birthday, when he received an engraving of the pistol used to assassinate the president. from BLOODY TIMES: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis History Writing by James L. Swanson SETTING A PURPOSE As you read, pay attention to the details the author provides about Abraham Lincoln and Jefferson Davis. What sorts of leadership qualities did each man possess? Prologue (tr) Getty Images; (c) Library of Congress Prints & Photographs Division 10 In the spring of 1865, the country was divided in two: the Union in the North, led by Abraham Lincoln, fighting to keep the Southern states from seceding from the United States. The South, led by its president, Jefferson Davis, believed it had the absolute right to quit the Union in order to preserve its way of life, including the right to own slaves. The bloody Civil War had lasted four years and cost 620,000 lives. In April 1865, the war was about to end. Introduction In April of 1865, as the Civil War drew to a close, two men set out on very different journeys. One, Jefferson Davis, president secede (s -s d ) v. When you secede, you formally withdraw from an organization or association. Bloody Times 177

38 of the Confederate States of America, 1 was on the run, desperate to save his family, his country, and his cause. The other, Abraham Lincoln, murdered on April 14, was bound for a different destination: home, the grave, and everlasting glory. Today everybody knows the name of Abraham Lincoln. But before 1858, when Lincoln ran for the United States Senate (and lost the election), very few people had heard of him. Most people of those days would have recognized the name of Jefferson Davis. Many would have predicted Davis, not Lincoln, would become president of the United States someday. Born in 1808, Jefferson Davis went to private schools and studied at a university, then moved on to the United States Military Academy at West Point. A fine horseback rider, he looked elegant in the saddle. He served as an officer in the United States army on the western frontier, and then became a planter, or a farmer, in Mississippi and was later elected a United States Congressman and later a senator. As a colonel in the Mexican-American War, he was wounded in battle and came home a hero. Davis knew many of the powerful leaders of his time, including presidents Zachary Taylor and Franklin Pierce. He was a polished speech maker with a beautiful speaking voice. Put simply, he was well-known, respected, and admired in both the North and the South of the country. What Davis had accomplished was even more remarkable because he was often ill. He was slowly going blind in one eye, and he periodically suffered from malaria, which gave him fevers, as well as a painful condition called neuralgia. He and his young wife, Sarah Knox Taylor, contracted malaria shortly after they were married. She succumbed to the disease. More than once he almost died. But his strength and his will to live kept him going. Abraham Lincoln s life started out much different from Jefferson Davis s. Born in 1809, he had no wealthy relatives to help give him a start in life. His father was a farmer who could not read or write and who gave Abe an ax at the age of nine and sent him to split logs into rails for fences. His mother died while Lincoln was still a young boy. When his father succumb (s -k m ) v. To succumb is to give in to an overwhelming force. 1 Confederate States of America: the government formed by the 11 southern states that seceded from the United States. 178 Collection 3

39 remarried, Abe s stepmother, Sarah, took a special interest in Abe. By the time Abe Lincoln grew up, he d had less than a year of school. But he d managed to learn to read and write, and he wanted a better life for himself than that of a poor farmer. He tried many different kinds of jobs: piloting a riverboat, surveying (taking careful measurement of land to set up boundaries), keeping a store, and working as a postmaster. He read books to teach himself law so that he could practice as an attorney. Finally in 1846 he was elected to the U.S. Congress. He served an unremarkable term, and at the end of two years, he left Washington and returned to Illinois and his law office. He was hardworking, well-off, and respected by the people who knew him but not nearly as well-known or as widely admired as Jefferson Davis. It may seem that two men could not be more different than Abraham Lincoln and Jefferson Davis. But in fact, they had many things in common. Both Davis and Lincoln loved books and reading. Both had children who died young. One of Davis s sons, Samuel, died when he was still a baby, and another, Joseph, died after an accident while Davis was the president of the Confederacy. Lincoln, too, lost one son, Eddie, at a very young age and another, Willie, his favorite, while he was president of the United States. Both men fell in love young, and both lost the women they loved to illness. When he was twenty-four years old, Davis fell for Sarah Knox Taylor. Called Knox, she was just eighteen and was the daughter of army general and future president Zachary Taylor. It took Davis two years to convince her family to allow her to marry him but at last he did. Married in June of 1835, just three months later both he and Knox fell ill with malaria, and she died. Davis was devastated. His grief changed him afterward he was quieter, sterner, a different man. Eight years later, he found someone else to love. He married Varina Howell, the daughter of a wealthy family. For the rest of his life, Davis would depend on Varina s love, advice, and loyalty. They would eventually have six children; only two would outlive Jefferson Davis. Lincoln was still a young man when he met and fell in love with Ann Rutledge. Everyone expected them to get married, but before that could happen, Ann became ill and died. Lincoln himself never talked or wrote about Ann after her Bloody Times 179

40 Abraham Lincoln, president of the United States of America death. But those who knew him at the time remembered how crushed and miserable he was to lose her. Some even worried that he might kill himself. Abraham Lincoln recovered and eventually married Mary Todd. But their marriage was not as happy as that of Jefferson and Varina. Mary was a woman of shifting moods. Jealous, insulting, rude, selfish, careless with money, she was difficult to live with. By far the greatest difference between Davis and Lincoln was their view on slavery. Davis, a slave owner, firmly believed that white people were superior to blacks, and that slavery was good for black people, who needed and benefited from having masters to rule over them. He also believed that the founding fathers of the United States, the men who had written the Constitution and the Declaration of Independence, a number of whom had owned slaves, had intended slavery to be part of America forever. Lincoln thought slavery was simply wrong, and he believed that the founders hadn t intended it always to exist in the United States. Lincoln was willing to let slavery remain legal in the states where it was already permitted. But he Corbis 180 Collection 3

41 120 thought that slavery should not be allowed to spread into the new states entering the Union in the American south and southwest. Every new state to join the country, Lincoln firmly believed, should prohibit slavery. Lincoln explained his views in several famous debates during his campaign for Senate in The campaign debates between Lincoln and Stephen Douglas brought Lincoln to national attention for the first time. Though he lost that Senate race, his new visibility enabled Lincoln to win the presidential nomination and election in To the surprise of many, it was Abraham Lincoln who became the president of the United States by winning less than 40 percent of the popular vote. More people voted for the other three candidates running for president than for Lincoln. Chapter One On the morning of Sunday, April 2, 1865, Richmond, Virginia, capital city of the Confederate States of America, did not look like a city at war. The White House of the Confederacy was surprisingly close to one hundred miles from the White House in Washington, D.C. But the armies of the North had never been able to capture Richmond. After four years of war, Richmond had not been invaded by Yankees. The people there had thus far been spared many of the horrors of fighting. This morning everything appeared beautiful and serene. The air smelled of spring, and fresh green growth promised a season of new life. As he usually did on Sundays, President Jefferson Davis walked from his mansion to St. Paul s Episcopal Church. One of the worshippers, a young woman named Constance Cary, recalled the day: On the Sunday morning of April 2, a perfect Sunday of the Southern spring, a large congregation assembled as usual at St. Paul s. As the service went on, a messenger entered the church. He brought Jefferson Davis a telegram from Robert E. Lee. The telegram was not addressed to Davis, but to his secretary of war, John C. Breckinridge. Breckinridge had sent it on to Davis. It told devastating news: The Union army was approaching the city gates, and the Army of Northern Virginia, with Lee in command, was powerless to stop them. Bloody Times 181

42 General J. C. Breckinridge: Headquarters, April 2, 1865 I see no prospect of doing more than holding our position here till night. I am not certain that I can do that.... I advise that all preparation be made for leaving Richmond tonight. I will advise you later, according to circumstances. R. E. Lee On reading the telegram, Davis did not panic, but he turned pale and quietly rose to leave the church. The news quickly spread through Richmond. As if by a flash of electricity, Richmond knew that on the morrow her streets would be crowded by her captors, her rulers fled her high hopes crushed to earth, Constance Cary wrote later. I saw many pale faces, some trembling lips, but in all that day I heard no expression of a weakling fear. Many people did not believe that Richmond would be captured. General Lee would not allow it to happen, they told themselves. He would protect the city, just as the army had before. In the spring of 1865, Robert E. Lee was the greatest hero in the Confederacy, more popular than Jefferson Davis, who many people blamed for their country s present misfortunes. With Lee to defend them, many people of Richmond refused to believe that before the sun rose the next morning, life as they knew it would come to an end. Jefferson Davis walked from St. Paul s to his office. He summoned the leaders of his government to meet with him there at once. Davis explained to his cabinet 2 that the fall of Richmond would not mean the death of the Confederate States of America. He would not stay behind to surrender the capital. If Richmond was doomed to fall, then the president and the government would leave the city, travel south, and set up a new capital in Danville, Virginia, 140 miles to the southwest. The war would go on. Davis told the cabinet to pack their most important records and send them to the railroad station. What they could not take, they must burn. The train would leave tonight, and he expected all of them to be on it. Secretary of War John C. Breckinridge would stay behind in Richmond to make sure 2 cabinet: a government leader s advisers. 182 Collection 3

43 the evacuation of the government went smoothly, and then follow the train to Danville. Davis ordered the train to take on other cargo, too: the Confederate treasury, consisting of half a million dollars in gold and silver coins. After spending most of the afternoon working at his office, Davis walked home to pack his few remaining possessions. The house was eerily still. His wife, Varina, and their four children had already evacuated to Charlotte, North Carolina. His private secretary, Burton Harrison, had gone with them to make sure they reached safety. Varina had begged to stay with her husband in Richmond until the end. Jefferson said no, that for their safety, she and the children must go. He understood that she wanted to help and comfort him, he told her, but you can do this in but one way, and that is by going yourself and taking our children to a place of safety. What he said next was frightening: If I live, he promised, you can come to me when the struggle is ended. On March 29, the day before Varina and the children left Richmond, Davis gave his wife a revolver and taught her how to use it. He also gave her all the money he had, saving just one five-dollar gold piece for himself. Varina and the children left the White House on Thursday, March 30. Leaving the house as it was, Varina wrote later, and taking only our clothing, I made ready with my young sister and my four little children, the eldest only nine years old, to go forth into the unknown. The children did not want to leave their father. Our little Jeff begged to remain with him, Varina wrote, and Maggie clung to him... for it was evident he thought he was looking his last upon us. The president took his family to the station and put them aboard a train. While Jefferson Davis spent his last night in the Confederate White House, alone, without his family, he did not know that Abraham Lincoln had left his own White House several days ago and was now traveling in Virginia. Lincoln was visiting the Union Army. 3 The Union president did not want to go home until he had won the war. And he dreamed of seeing Richmond. 3 Union Army: the land force of the military that fought for the northern states during the Civil War. Bloody Times 183

44 Chapter Two On March 23 at 1:00 p.m., Lincoln left Washington, bound south on the ship River Queen. His wife, Mary, came with him, along with their son Tad. A day later the vessel anchored off City Point, Virginia, headquarters of General Grant and the Armies of the United States. Lincoln met with his commanders to discuss the war. General William Tecumseh Sherman asked Lincoln about his plans for Jefferson Davis. Many in the North wanted Davis hanged if he was captured. Did Lincoln think so, too? Lincoln answered Sherman by saying that all he wanted was for the Southern armies to be defeated. He wanted the Confederate soldiers sent back to their homes, their farms, and their shops. Lincoln didn t answer Sherman s question about Jefferson Davis directly. But he told a story. There was a man, Lincoln said, who had sworn never to touch alcohol. He visited a friend who offered him a drink of lemonade. Then the friend suggested that the lemonade would taste better with a little brandy in it. The man replied that if some of the brandy were to get into the lemonade unbeknown to him, that would be fine. Sherman believed that Lincoln meant it would be the best thing for the country if Jefferson Davis were simply to leave and never return. As the Union president, Lincoln could hardly say in public that he wanted a man who had rebelled against his government to get away without punishment. But if Davis were to escape unbeknown to him, as Lincoln seemed to be suggesting, that would be fine. At City Point Lincoln received reports and sent messages. He haunted the army telegraph office for news of the battles raging in Virginia. He knew that soon Robert E. Lee must make a major decision: Would he sacrifice his army in a final, hopeless battle to defend Richmond, or would he abandon the Confederate capital and save his men to fight another day? In the afternoon of April 2, Lee telegraphed another warning to Jefferson Davis in Richmond. I think it absolutely necessary that we should abandon our position tonight, he wrote. Lee had made his choice. His army would retreat. Richmond would be captured. Davis packed some clothes, retrieved important papers and letters from his private office, and waited at the mansion. 184 Collection 3

45 Jefferson Davis, president of the Confederate States of America Corbis Then a messenger brought him word: The officials of his government had assembled at the station. The train that would carry the president and the cabinet of the Confederacy was loaded and ready to depart. Davis and a few friends left the White House, mounted their horses, and rode to the railroad station. Crowds did not line the streets to cheer their president or to shout best wishes for his journey. The citizens of Richmond were locking up their homes, hiding their valuables, or fleeing the city before the Yankees arrived. Throughout the day and into the night, countless people left however they could on foot, on horseback, in carriages, in carts, or in wagons. Some rushed to the railroad station, hoping to catch the last train south. Few would escape. But not all of Richmond s inhabitants dreaded the capital s fall. Among the blacks of Richmond, the mood was happy. At the African church, it was a day of jubilation. Worshippers poured into the streets, congratulated one another, and prayed for the coming of the Union army. When Jefferson Davis got to the station, he hesitated. Perhaps the fortunes of war had turned in the Confederacy s jubilation (j b -l sh n) n. Jubilation is the act of celebrating. Bloody Times 185

46 favor that night. Perhaps Lee had defeated the enemy after all, as he had done so many times before. For an hour Davis held the loaded and waiting train in hopes of receiving good news from Lee. That telegram never came. The Army of Northern Virginia would not save Richmond from its fate. Dejected, the president boarded the train. He did not have a private luxurious sleeping car built for the leader of a country. Davis took his seat in a common coach packed with the officials of his government. The train gathered steam and crept out of the station at slow speed, no more than ten miles per hour. It was a humble, sobering departure of the president of the Confederate States of America from his capital city. As the train rolled out of Richmond, most of the passengers were somber. There was nothing left to say. It was near midnight, Postmaster General John Reagan, on board the train, remembered, when the President and his cabinet left the heroic city. As our train, frightfully overcrowded, rolled along toward Danville we were oppressed with sorrow for those we left behind us and fears for the safety of General Lee and his army. The presidential train was not the last one to leave Richmond that night. A second one carried another cargo from the city the treasure of the Confederacy, half a million dollars in gold and silver coins, plus deposits from the Richmond banks. Captain William Parker, an officer in the Confederate States Navy, was put in charge of the treasure and ordered to guard it during the trip to Danville. Men desperate to escape Richmond and who had failed to make it on to Davis s train climbed aboard their last hope, the treasure train. The wild mood at the station alarmed Parker, and he ordered his men some were only boys to guard the doors and not allow another soul to enter. Once Jefferson Davis was gone, and as the night wore on, Parker witnessed the breakdown of order: The whiskey was running in the gutters, and men were getting drunk upon it. Large numbers of ruffians suddenly sprung into existence I suppose thieves, deserters who had been hiding. If the mob learned what cargo Parker and his men guarded, then the looters, driven mad by greed, would have attacked the train. Parker was prepared to order his men to fire on the crowd. oppress ( -pr s ) v. When you oppress someone, you overwhelm or crush them. ruffian (r f - n) n. A ruffian is a thug or a gangster. looter (l t r) n. A looter is someone who steals during a war or riot. 186 Collection 3

47 Before that became necessary, the treasure train got up steam and followed Jefferson Davis into the night. To add to the chaos caused by the mobs, soon there would be fire. And it would not be the Union troops who would burn the city. The Confederates accidentally set their own city afire when they burned supplies to keep them from Union hands. The flames spread out of control and reduced much of the capital to ruins. Union troops outside Richmond would see the fire and hear the explosions. About 2 o clock on the morning of April 3d bright fires were seen in the direction of Richmond. Shortly after, while we were looking at these fires, we heard explosions, one witness reported. On the way to Danville, the president s train stopped at Clover Station. It was three o clock in the morning. There a young army lieutenant, eighteen years old, saw the train pull in. He spotted Davis through a window, waving to the people gathered at the station. Later he witnessed the treasure train pass, and others, too. I saw a government on wheels, he said. From one car in the rear a man cried out, to no one in particular, Richmond s burning. Gone. All gone. As Jefferson Davis continued his journey to Danville, Richmond burned and Union troops approached. Around dawn a black man who had escaped the city reached Union lines and reported what Lincoln and U. S. Grant, the commanding general of the Armies of the United States, suspected. The Confederate government had abandoned the capital during the night and the road to the city was open. There would be no battle for Richmond. The Union army could march in and occupy the rebel capital without firing a shot. The first Union troops entered Richmond shortly after sunrise on Monday, April 3. They marched through the streets, arrived downtown, and took control of the government buildings. They tried to put out the fires, which still burned in some sections of the city. Just a few hours since Davis had left it, the White House of the Confederacy was seized by the Union and made into their new headquarters. Bloody Times 187

48 Chapter Three The gloom that filled President Davis s train eased with the morning sun. Some of the officials of the Confederate government began to talk and tell jokes, trying to brighten the mood. Judah Benjamin, the secretary of state, talked about food and told stories. [H]is hope and good humor [were] inexhaustible, one official recalled. With a playful air, he discussed the fine points of a sandwich, analyzed his daily diet given the food shortages that plagued the South, and as an example of doing much with little, showed off his coat and pants, both made from an old shawl, which had kept him warm through three winters. Colonel Frank Lubbock, a former governor of Texas, entertained his fellow travelers with wild western tales. But back in Richmond, the people had endured a night of terror. The ruins and the smoke presented a terrible sight. A Confederate army officer wrote about what he saw at a depot, or warehouse, where food supplies were stored. By daylight, on the 3d, he noted, a mob of men, women, and children, to the number of several thousands, had gathered at the corner of 14th and Cary streets for it must be remembered that in 1865 Richmond was a half-starved city, and the Confederate Government had that morning removed its guards and abandoned the removal of the provisions.... The depot doors provisions (pr -v zh nz) n. Provisions are a stock of necessary supplies, such as food. Richmond, Virginia shortly after Union forces entered the city on April 3, Medford Historical Society Collection/Corbis 188 Collection 3

49 were forced open and a demoniacal struggle for the countless barrels of hams, bacon, whisky, flour, sugar, coffee... raged about the buildings among the hungry mob. The gutters ran with whisky, and it was lapped up as it flowed down the streets, while all fought for a share of the plunder. A Union officer wrote about what he saw as he entered the city in early morning, when it was still burning. As we neared the city the fires seemed to increase in number and size, and at intervals loud explosions were heard. On entering the square we found Capitol Square covered with people who had fled there to escape the fire and were utterly worn out with fatigue and fright. Details were at once made to scour the city and press into service every able-bodied man, white or black, and make them assist in extinguishing the flames. Constance Cary ventured outside to see her ruined and fallen city. Horrified, she discovered that Yankees had occupied the Confederate White House. I looked over at the President s house, and saw the porch crowded with Union soldiers and politicians, the street in front filled with curious gaping negroes. The sight of ex-slaves roving freely about disgusted her. It is no longer our Richmond, she complained, and added that the Confederate anthem still had the power to raise some people s spirits: One of the girls tells me she finds great comfort in singing Dixie with her head buried in a feather pillow. All day on April 3, Washington, D.C., celebrated the fall of Richmond. The Washington Star newspaper captured the joyous mood: As we write Washington city is in such a blaze of excitement and enthusiasm as we never before witnessed here.... The thunder of cannon; the ringing of bells; the eruption of flags from every window and housetop, the shouts of enthusiastic gatherings in the streets; all echo the glorious report. RICHMOND IS OURS!!! The Union capital celebrated without President Lincoln, who was still with the army. While Washington rejoiced, the secretary of war, Edwin Stanton, worried about Lincoln s safety. He believed that the president was traveling in enemy territory without sufficient protection. Stanton urged Lincoln to return to Washington. But Lincoln didn t take the warning. He telegraphed back: Bloody Times 189

50 430 Head Quarters Armies of the United States City-Point, April 3. 5 P.M Hon. Sec. of War Washington, D.C. Yours received. Thanks for your caution; but I have already been to Petersburg, stayed with Gen. Grant an hour & a half and returned here. It is certain now that Richmond is in our hands, and I think I will go there to-morrow. I will take care of myself. A. Lincoln President Davis did not arrive in Danville until 4:00 p.m. on the afternoon of April 3. It had taken eighteen hours to travel just 140 miles. The plodding journey from Richmond to Danville made clear an uncomfortable truth. If Jefferson Davis hoped to avoid capture, continue the war, and save the Confederacy, he would have to move a lot faster than this. Still, the trip had served its purpose. It had saved, for at least another day, the Confederate States of America. On the afternoon and evening of Monday, April 3, the government on wheels unpacked and set up shop in Danville, Virginia. Jefferson Davis hoped to remain there as long as possible. In Danville he could send and receive communications so that he could issue orders and control the movements of his armies. It would be hard for his commanders to telegraph the president or send riders with the latest news if he stayed on the move and they had to chase him from town to town. In Danville he had the bare minimum he needed to continue the war. The citizens of Danville had received word that their president was coming, and a large number of people waited at the station for his train. They cheered Jefferson Davis when he stepped down from his railroad car. The important people of the town opened their homes to the president and his government. But soon refugees fleeing from Richmond and elsewhere flooded into Danville. There was not enough room for everyone. Many slept in railroad cars and cooked their meals in the open. But in Danville Davis and his government had little to do except wait for news. The future course of the war in Virginia 190 Collection 3

51 depended upon Robert E. Lee and what was left of his army. Davis expected news from Lee on April 4, but none came. The president longed for action: He wanted to rally armies, send them to strategic places, and continue fighting. Instead, he had to sit still and wait for word from the Army of Northern Virginia. April 4 and the succeeding four days passed, noted Stephen R. Mallory, the secretary of the navy, without bringing word from Lee or Breckinridge, or of the operations of the army; and the anxiety of the President and his followers was intense. Refugees from Richmond carried wild stories. Some said Lee had won a glorious victory. Others said Lee was too busy fighting to send messengers. Jefferson Davis ignored the rumors On April 4, as Davis waited impatiently for news, Lincoln experienced one of the most thrilling days of his life. Thank God that I have lived to see this! he wrote. It seems to me that I have been dreaming a horrid dream for four years, and now the nightmare is gone. I want to go to Richmond. Admiral Porter, a Union navy admiral, agreed to take him there, [i]f there is any of it left. There is black smoke over the city. On the River Queen they traveled up the river toward Richmond. When the water became too shallow for big boats, Porter transferred the president and Tad to his personal craft, the admiral s barge. Despite the fancy name, it was no more than a big rowboat. But it allowed them to continue. The city looked eerie. Lincoln and Porter peered at the rebel capital but saw no one. They saw smoke from the fires. The only sound was the creaking of the oars. The street along the river-front was as deserted, Porter observed, as if this had been a city of the dead. Although the Union army had controlled the city for several hours, not a soldier was to be seen. The oarsmen rowed for a wharf, and Lincoln stepped out of the boat. Admiral Porter described what happened next: There was a small house on this landing, and behind it were some twelve negroes digging with spades. The leader of them was an old man sixty years of age. He raised himself to an upright position as we landed, and put his hands up to his eyes. Then he dropped his spade and sprang forward. The man knelt at Lincoln s feet, praising him, calling him Bloody Times 191

52 the messiah 4 come to free his children from slavery. Glory, Hallelujah! he cried, and kissed the president s feet. The others did the same. Lincoln was embarrassed. He did not want to enter Richmond like a king. He spoke to the throng of former slaves. Don t kneel to me. That is not right. You must kneel to God only, and thank him for the liberty you will hereafter enjoy. Before allowing Lincoln to leave them and proceed on foot into Richmond, the freed slaves burst into joyous song: Oh, all ye people clap your hands, And with triumphant voices sing; No force the mighty power withstands Of God, the universal King. throng (thrông) n. A throng is a large group of people The hymn drew hundreds of blacks to the landing. They surrounded Lincoln, making it impossible for him to move. Admiral Porter recognized how foolish he had been to bring the president of the United States ashore without enough soldiers to protect him. The crowd went wild. Some rushed forward, laid their hands upon the president, and collapsed in joy. Some, too awed to approach Father Abraham, kept their distance and, speechless, just stared at him. Others yelled for joy and performed somersaults. Lincoln spoke to them: My poor friends, you are free free as air. You can cast off the name of slave and trample upon it.... Liberty is your birthright. But you must try to deserve this priceless boon. Let the world see that you merit it, and are able to maintain it by your good works. Don t let your joy carry you into excesses. Learn the laws and obey them.... There, now, let me pass on; I have but little time to spare. I want to see the capital. Porter ordered six marines to march ahead of the president and six behind him, and the landing party walked toward downtown Richmond. The streets were dusty, and smoke from the fires still hung in the air. Lincoln could smell Richmond burning. By now thousands of people, blacks and whites, crowded the streets. boon (b n) n. A boon is a gift or benefit. 4 messiah: the savior or liberator. 192 Collection 3

53 The crowd went wild. Some rushed forward, laid their hands upon the president, and collapsed in joy A beautiful girl, about seventeen years old, carrying a bouquet of roses, stepped into the street and advanced toward the president. Admiral Porter watched her struggle through the crowd. She had a hard time in reaching him, he remembered. I reached out and helped her within the circle of the sailors bayonets, where, although nearly stifled with dust, she gracefully presented her bouquet to the President and made a neat little speech, while he held her hand.... There was a card on the bouquet with these simple words: From Eva to the Liberator of the slaves. Porter spotted a sole soldier on horseback and called out to him: Go to the general, and tell him to send a military escort here to guard the President and get him through this crowd! Is that old Abe? the trooper asked before galloping off. Lincoln went on to the Confederate White House and entered Jefferson Davis s study. One of the men with him remembered watching Lincoln sit down and say, This must have been President Davis s chair. Lincoln crossed his legs and looked far off with a serious, dreamy expression. Lincoln knew the Confederate president had been here, in this room, no more than thirty-six hours ago. This was the closest Abraham Lincoln had ever come to Jefferson Davis. One observer remembered that Lincoln lay back in the chair like a tired man whose nerves had carried him beyond his strength. Sitting in the quiet study of the Confederate president, perhaps Lincoln weighed the cost more than 620,000 American lives 5 paid to get there. He did not speak. Then he requested a glass of water. After Lincoln left the Confederate White House, he toured Richmond in a buggy. Blacks flocked to him and rejoiced, just 5 more than 620,000 American lives: the number of deaths caused by the Civil War. Bloody Times 193

54 as they had done at the river landing. But not all of Richmond welcomed him to the ruined capital. Most whites stayed in their homes behind locked doors and closed shutters, with some glaring at the unwelcome conqueror through their windows. It was a miracle that no one poked a rifle or a pistol through an open window and opened fire on the despised Yankee president. Lincoln knew the risk. I walked alone on the street, and anyone could have shot me from a second-story window, he said. His Richmond tour was one of Lincoln s triumphs. It was the most important day of his presidency. It was also one of the most dangerous days of his life. No American president before or since has ever placed himself at that much risk. Before Lincoln left Richmond, the Union general left in charge of the city asked Lincoln to tell him how he should deal with the conquered rebels. Lincoln s answer became an American legend. He replied that he didn t want to give any orders, but, If I were in your place I d let em up easy, let em up easy. During his time in Richmond, Lincoln did not order arrests of any rebel leaders who stayed in the city, did not order their property seized, and said nothing of vengeance or punishment. Nor did he order a manhunt for Davis and the officials who had left the city less than two days ago. It was a moment of remarkable greatness and generosity. It was Abraham Lincoln at his best. vengeance (v n j ns) n. Vengeance is a punishment given in return for a wrong. COLLABORATIVE DISCUSSION With a partner, discuss how Abraham Lincoln and Jefferson Davis demonstrated leadership qualities in the last days of the war. Cite specific evidence from the text to support your ideas. 194 Collection 3

55 Analyze Structure: Comparison and Contrast ELA RI.8.3, RI.8.5 ELD PI.8.6, PII.8.1 The Civil War is a topic that lends itself to the examination of two sides. One way to do that in writing is through the use of compare and contrast organization, a pattern of organization in which an author compares two or more subjects by explaining how they are similar and contrasts them by explaining how they are different. Two subjects can be compared and contrasted within a single paragraph. In this example from Bloody Times, Swanson identifies ways that Abraham Lincoln and Jefferson Davis were alike: It may seem that two men could not be more different... But in fact, they had many things in common. Both... loved books and reading. Both had children who died young. A comparison and contrast can be made in two separate paragraphs, with one paragraph covering various aspects of the first subject and the next paragraph covering similar aspects of the second subject. A comparison and contrast can be made within larger sections of a piece, such as chapter by chapter. Look for examples of each type of compare and contrast organization as you analyze Bloody Times. Analyze Connotative Meanings ELA RI.8.4, L.8.5c ELD PI.8.8 Word choice, an author s selection of words, can affect a reader s attitude toward a subject. For example, every word has a dictionary definition, or denotation. Words also have connotations the feelings or ideas that people associate with that word. Words with a similar denotation can have a positive, neutral, or negative connotation. Positive Neutral Negative determined, resolute firm stubborn, obstinate Study this sentence. How would your feelings about Lincoln be different if the author had used the word stubbornly instead of firmly? Every new state to join the country, Lincoln firmly believed, should prohibit slavery. Review Bloody Times to find another sentence whose meaning would change if a word with a similar denotation but different connotation was used. Bloody Times 195

56 ebook Analyzing the Text Cite Text Evidence Support your responses with evidence from the text. 1. Identify Patterns Review the overall pattern of organization that author James Swanson used in this piece. How is the organizational pattern in the introduction different from each of the chapters? 2. Interpret Reread lines Swanson writes that Davis was sterner. How is the connotation of stern different from words such as harsh and authoritarian that have similar denotations? 3. Compare What does the author identify as the greatest difference between Davis and Lincoln? How did this difference affect the life course of these two men? 4. Draw Conclusions Reread lines Describe Jefferson Davis s behavior. What does his conduct reveal about his character? 5. Evaluate When an author refers to another literary work without naming it, it is called an allusion. Identify several allusions to the Bible in lines What do these suggest about the way Lincoln was viewed by the end of the Civil War? Writing and Research E L A RI.8.1, RI.8.3, RI.8.4, RI.8.5, W.8.2, W.8.7, W.8.8, W.8.9b E L D PI.8.6, PI.8.8, PI.8.10, PII.8.1 With a small group, conduct research and write a short report about how Lincoln s views on slavery and emancipation changed over time. Explain his thoughts about emancipation before, during, and after the Civil War, and describe what led to his changing attitudes. Share your findings with the class. PERFORMANCE TASK Writing Activity: Informative Essay Create a poster that compares and contrasts Abraham Lincoln and Jefferson Davis. First, draw a Venn diagram on your poster. Label each side of the diagram with one man s name and include an image to represent him. Next, revisit the text of Bloody Times to identify character traits of these two leaders. Write the traits in the appropriate sections of your Venn diagram. Finally, use the traits you identified to write a brief character sketch of each man below the corresponding parts of the diagram. 196 Collection 3

57 Critical Vocabulary ELA L.8.4a, L.8.4d ELD PI.8.6 secede succumb jubilation oppress ruffian looter provisions throng boon vengeance Practice and Apply Use your understanding of the Vocabulary words to complete each sentence. 1. A store owner might succumb to a looter because Some wanted vengeance against those who tried to secede because It would be scary to see a throng of ruffians because Provisions would be a boon to people following a hurricane because There is no jubilation when someone tries to oppress people because... Vocabulary Strategy: Use Context Clues Context clues are the words and phrases surrounding a word that provide hints about its meaning. Sometimes, you may find a context clue in the same sentence as the unfamiliar word you are trying to understand. The overall meaning of a sentence can also be a good context clue. Look at this example: If the mob learned what cargo Parker and his men guarded, then the looters, driven mad by greed, would have attacked the train. If you didn t know what looters means, the words greed and attacked are clues. The overall meaning of the sentence is another context clue. Together, these hints can help you guess that looters are robbers who use violent means during times of chaos. You can confirm your guess by checking a print or a digital dictionary. Practice and Apply Find each of the following words in the selection and look for clues to the word s meaning. Then, complete a chart like the one shown. Word Context Clues Guessed Definition Dictionary Definition fatigue (line 400) anthem (line 410) despised (line 583) Bloody Times 197

58 Language Conventions: Gerunds ELA L.8.1a ELD PII.8.4 Recall that a verbal is a word that is formed from a verb but is used as a noun, an adjective, or an adverb. A gerund is one type of verbal. It is a verb form ending in -ing that functions as a noun. In this sentence, the word fighting is a gerund: He wanted to rally armies, send them to strategic places, and continue fighting. Gerunds can perform the same functions as nouns in a sentence. Subject Fighting changed the soldiers lives forever. Direct Object The soldiers stopped fighting. Object of Preposition Many believed nothing could prevent the two sides from fighting. Predicate Noun For many the only solution was fighting. Don t confuse gerunds with other kinds of words that end in -ing. A verb can end in -ing. A participle that modifies a noun or a pronoun can also end in -ing. Gerund Verb Participle Thinking became a torment for Davis. The slaves were thinking about freedom. Lincoln was a thinking person. Practice and Apply Write each gerund. Label it subject, direct object, object of preposition, or predicate noun to explain its function in the sentence. 1. Reading gave Lincoln and Davis access to inspiring ideas. 2. The former slaves were demonstrating their joy by singing. 3. Davis and other promising leaders eventually stopped fleeing. 4. Studying was what allowed Lincoln to become a lawyer. 5. Vengeance meant losing because Lincoln believed it would destroy the healing nation. 198 Collection 3

59 Background On April 14, 1865, only five days after the Civil War ended, President Abraham Lincoln was assassinated at the Ford Theater in Washington, D.C., where he was watching a performance. Lincoln was shot by John Wilkes Booth, a famous actor and a Confederate sympathizer. Although Booth initially escaped, he was discovered days later by Union soldiers. Booth was killed while trying to avoid capture. O Captain! My Captain! Poem by Walt Whitman (cr) Jupiterimages/Getty Images; (r) inxti/shutterstock; (br) CORBIS Walt Whitman ( ) was a great admirer of President Lincoln. After the president was assassinated, Whitman wrote O Captain! My Captain! to capture the sense of tragedy that descended upon the country. Largely unknown to the public when he wrote this poem, Whitman eventually gained a reputation as one of the greatest American writers. O Captain! My Captain! is among his most famous works, and his book of poems, Leaves of Grass, is considered one of the masterpieces of American literature. SETTING A PURPOSE As you read, look for evidence of Whitman s feelings about Lincoln. Do others seem to share his feelings? Write down any questions you have as you read. O Captain! My Captain! 199

60 O Captain! My Captain! O Captain! my Captain! our fearful trip is done, The ship has weather d every rack, 1 the prize we sought 2 is won, The port is near, the bells I hear, the people all exulting, While follow eyes the steady keel, 3 the vessel grim and daring: But O heart! heart! heart! O the bleeding drops of red, Where on the deck my Captain lies, Fallen cold and dead. O Captain! my Captain! rise up and hear the bells; Rise up for you the flag is flung 4 for you the bugle trills, For you bouquets and ribbon d wreaths for you the shores a-crowding, For you they call, the swaying mass, their eager faces turning; Here Captain! dear father! This arm beneath your head! It is some dream that on the deck, You ve fallen cold and dead. My Captain does not answer, his lips are pale and still, My father does not feel my arm, he has no pulse nor will, The ship is anchor d safe and sound, its voyage closed and done, From fearful trip the victor ship comes in with object won; Exult O shores, and ring O bells! But I with mournful tread, 5 Walk the deck my Captain lies, Fallen cold and dead. COLLABORATIVE DISCUSSION What conflicting thoughts and feelings does this poem express about the end of the Civil War? With a partner, discuss whether you think many Americans shared Walt Whitman s feelings. Cite specific evidence from the text to support your ideas. 1 rack: a mass of wind-driven clouds. 2 sought (sôt): searched for; tried to gain. 3 keel: the main part of a ship s structure. 4 flung: suddenly put out. 5 tread (tr d): footsteps. 200 Collection 3

61 Determine Meaning of Words and Phrases ELA RL.8.4, RL.8.5 ELD PI.8.8 One way poets can help readers understand things in new ways is by using figurative language, or imaginative descriptions that are not literally true. A metaphor is a type of figurative language in which an author compares two things that are generally different but have some quality or qualities in common. In an extended metaphor, this comparison between two things is developed at some length and in different ways. An extended metaphor in a poem may continue, or extend, through several lines or stanzas or throughout the entire poem. In O Captain! My Captain! Whitman uses an extended metaphor to express his feelings about Lincoln and the Civil War. Reread the poem and determine what is being compared. Analyze Structure ELA RL.8.5 ELD PI.8.6, PII.8.1 Certain forms of poetry are associated with particular topics. For example, sonnets are often associated with love, and limericks are often associated with humor. O Captain! My Captain! is an elegy. An elegy is a poem in which the speaker reflects on death. In contrast to other forms of poetry, elegies often pay tribute to someone who has recently died. Most elegies use formal, dignified language and are serious in tone, which is the writer s attitude toward the subject. Elegies may also express sorrow and grief praise for the person who has died comforting thoughts or ideas In these lines from O Captain! My Captain!, Whitman expresses his own sorrow. But I with mournful tread, Walk the deck my Captain lies, Review O Captain! My Captain! and identify words and phrases that pay tribute to Lincoln s greatness. O Captain! My Captain! 201

62 ebook Analyzing the Text Cite Text Evidence Support your responses with evidence from the text. 1. Interpret Reread lines 1 3. In Whitman s metaphor, what is the fearful trip, the ship, and the prize that was won? What is the port? Express your answer in a chart like the one shown. E L A RL.8.1, RL.8.4, RL.8.5, SL.8.1, SL.8.6 E L D PI.8.1, PI.8.6, PI.8.7, PI.8.8 Element What It Represents fearful trip ship prize port 2. Interpret Examine lines Describe the grand celebration that Whitman tells about in these lines. Why are the crowds rejoicing? 3. Evaluate When there is a contrast between appearance and reality, irony results. Why is it ironic that the crowds are celebrating in this poem? 4. Cite Evidence How does Whitman express his own grief about Lincoln s death? Cite three specific examples. 5. Evaluate Reread lines What is the meaning of these lines in terms of Whitman s extended metaphor? PERFORMANCE TASK Speaking Activity: Respond by Speaking Work with a small group to present a choral reading of O Captain! My Captain! Begin by rereading the poem carefully. As a group, decide how each line should be read based on its message. Are the words expressing sorrow? praise? comfort? Next, decide who will read each line or part of a line. Should some words be read by one speaker? by two speakers? by your entire group? The choices you make about how the lines will be spoken should reflect your analysis of the poem. Be prepared to explain your choices. 202 Collection 3

63 COLLECTION 3 PERFORMANCE TASK A Interactive Lessons To complete this task, use Participating in a Collaborative Discussion. Participate in a Collaborative Discussion E L A W.8.1, W.8.7, W.8.9, SL.8.1a d, SL.8.4 E L D PI.8.1, PI.8.3, PI.8.5, PI.8.9 This collection focuses on slavery and the Civil War. Look back at the excerpt from Narrative of the Life of Frederick Douglass, and at the other texts you read. Prepare a response to the literature by making a generalization about the ways in which people respond to the Civil War or to the struggle for freedom. Then make your case in a collaborative discussion, citing evidence from the texts to support the points in your response. An effective participant in a collaborative discussion makes a clear, logical generalization about the ways people respond to slavery or the Civil War in one of the selections uses quotations and specific examples to illustrate ideas responds politely to the moderator and other panel members evaluates other panel members contributions summarizes the discussion by synthesizing ideas PLAN Get Organized Work with your classmates to prepare for a panel discussion. Join a group of four classmates and select one student to be the moderator for your discussion. As a group, choose three texts from the collection for your group to discuss. Each student who is not the moderator will be the expert on one of these texts. Decide which student will focus on each text. Create a format for your discussion a schedule that shows the order in which members of the panel will speak and for how long. It will be the moderator s job to keep the discussion on schedule. Set rules regarding the times for the moderator, other group members, or the audience (your classmates) to ask questions. Interactive Lessons To help you plan your discussion, complete the following lesson: Establishing and Following Procedure ACADEMIC VOCABULARY As you share what you learned about your assigned text, be sure to use the academic vocabulary words. access civil demonstrate document symbolize Collection Performance Task A 203

64 Gather Evidence Analyze your assigned text and gather evidence for the discussion. Note details, examples, and quotations. Ask yourself these questions as you take notes: How does the struggle over slavery affect people in the text? How do they respond to it? How does a person s character or situation affect their actions? What generalization, or broad conclusion, can I make about people s responses to the struggle over slavery? Use the annotation tools in your ebook to find evidence from the text to support your generalization. Save your evidence to mynotebook, in a folder titled Collection 3 Performance Task. Harriet Tubman: Conductor on the Underground Railroad They stumbled along behind her, half-dead for sleep, and she urged them on, though she was as tired and as discouraged as they were. This sentence shows Harriet Tubman s determination to fight slavery with all of her strength. During this time, the moderator should make a list of relevant questions to be asked during the panel discussion. PRODUCE Write and Practice Work individually to write an outline of your response to your assigned text. Then practice with your group. State a clear generalization about the ways people in your assigned text respond to the struggle over slavery. Write several central ideas that support your generalization. Match each piece of evidence with the idea it best supports. Present your ideas to your group. The moderator will ask questions about your ideas and examples, preparing you to think on your feet during the real discussion. If you are the moderator, decide how to introduce and conclude the discussion. Write a statement explaining the topic and format. Write notes for a concluding statement. Be ready to modify your remarks if new ideas emerge. Write your outline in mywritesmart. Focus on getting your ideas down, rather than on perfecting your choice of language. 204 Collection 3

65 Reinforce Your Ideas Based on the practice session and the rubric on the following page, make changes to your written response to the texts. Consider the following questions: Were you able to defend your generalization? If not, revise your response so that it better reflects your textual evidence and your central ideas. Were you able to answer the moderator s questions without hesitation? If not, you may need to reorganize your response so that you can find information more quickly and easily. Did the moderator s questions help you see your text in a new light? If so, add new evidence to your response that you can share during the real discussion. Have your partner or a group of peers review your outline in mywritesmart. Ask your reviewers to note any evidence that does not support your generalization about how people respond to the struggle over slavery. Interactive Lessons To help you plan your discussion, complete the following lesson: Listening and Responding PRESENT Have the Discussion Now it s time to present your panel discussion before the rest of the class. Have your outline at hand for reference during the discussion. Begin by having the moderator introduce the topic, the panelists, and the basic format for the discussion. The moderator will then ask the first question and continue to facilitate the discussion in the agreed-upon format. Use your writing to remind you of your main points, but try to speak directly to the panel and the audience. Don t just read from your paper. Listen closely to what all speakers say so that you can respond appropriately. Sustain a respectful tone toward your fellow panel members, even when you disagree with their ideas. When all the panelists have made their statements and discussed ideas amongst themselves, the moderator should invite panelists and audience members to ask questions. Conclude by having the moderator summarize the discussion and thank the panelists for their participation. Summarize Write a summary of the main points from the discussion. Then explain whether the discussion made you rethink your generalization, and why. Collection Performance Task A 205

66 PERFORMANCE TASK A RUBRIC COLLABORATIVE DISCUSSION Ideas and Evidence Organization Language Collection 3

67 COLLECTION 3 PERFORMANCE TASK B Interactive Lessons To help you complete this task, use: Writing Informative Texts Using Textual Evidence Write a Literary Analysis Ray Bradbury s The Drummer Boy of Shiloh invites readers to experience the night before a Civil War battle through the eyes of a young boy. In this activity, you will conduct research to learn how the historical details of the Battle of Shiloh are relevant to the story. Following a small-group discussion about your fresh insights into the story, you will write a literary analysis in which you offer an interpretation of the story s symbolism. A successful literary analysis cites evidence from the text that strongly supports ideas and analysis is organized in a way that is appropriate to purpose and audience conveys ideas through the selection, organization, and analysis of relevant content E L A W.8.2a f, W.8.5, W.8.7, W.8.9a, W.8.9b, SL.8.1, SL8.1a, L.8.1, L.8.2 E L D PI.8.1, PI.8.10, PI.8.11, PII.8.1, PII.8.4 hmhfyi.com Visit hmhfyi.com to explore your topic and enhance your research. PLAN Conduct Research Use both print and digital sources to research the Battle of Shiloh. Find out why the battle was fought, and learn about the geography of the area, including the Peach Orchard. Identify the significance of the battle and its aftermath. Use relevant sources. Find books by using keyword or subject searches in the library. Use a search engine or Internet directories to find credible online sources. Reread the Story Develop fresh insights during a second reading of The Drummer Boy of Shiloh. Look for events or descriptions that gain significance as a result of your research new or sharper understanding of symbols Ray Bradbury uses in the story Use the annotation tools in your ebook to find details, descriptions, and events that support your impressions of the story. ACADEMIC VOCABULARY As you share your insights into the symbolism in the story, be sure to use the academic vocabulary words. access civil demonstrate document symbolize Collection Performance Task B 207