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17

“The Devil and Tom Walker” by Washington Irving

Enrichment: Narrative Point of View

Film directors use many techniques to tell their stories. They may shoot a scene using an unusual camera angle, filters, or animation. They may add a voice-over, music, or sound effects to a particular scene. They may even film part of a scene using a “fantasy” sequence, where the audience “sees” objects as if through the character’s mind. If you think about films you have seen, you could list other techniques film directors use.

DIRECTIONS: Choose three scenes from “The Devil and Tom Walker” that you might portray in a film. First, briefly describe each scene. Then, describe the techniques you might use to film each scene, keeping the viewpoint of the omniscient narrator. Write your answers on the lines provided.

Scene 1:

Techniques for filming:

Scene 2:

Techniques for filming:

Scene 3:

Techniques for filming:

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34

“The Tide Rises, The Tide Falls” by Henry Wadsworth Longfellow“Thanatopsis” by William Cullen Bryant“Old Ironsides” by Oliver Wendell Holmes

from Snowbound by John Greenleaf Whittier

Enrichment: Science

The curlew mentioned in “The Tide Rises, The Tide Falls” is a large, long-legged wading bird whose call is associated with the evening. Knowing information about subjects discussed in a poem or story often helps the reader interpret meaning. In this case, knowing that a curlew’s call is associated with the evening helps to visualize the setting of the poem and establish mood.

DIRECTIONS: Research the curlew and four other birds of the Northeast. Use encyclopedias, field guides, or ornithology texts. As you find facts about each bird, fill in the following chart, explaining how the facts can be used to help establish a mood.

Bird Facts How Can Knowing This Information Help To Establish a

Mood?Curlew

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33

“The Tide Rises, The Tide Falls” by Henry Wadsworth Longfellow“Thanatopsis” by William Cullen Bryant“Old Ironsides” by Oliver Wendell Holmes

from Snowbound by John Greenleaf Whittier

Support for Extend Your Learning

Listening and SpeakingAs you rehearse a dramatic reading of Holmes’s “Old Ironsides,” keep these things in mind:

• Work to understand the text and meter.• Use a tone and pace that are suited to the work.• Present the poem in a way that will persuade and move the audience.

Now present your dramatic reading to the class. Ask your classmates to give constructive criticism of your performance.

Research and TechnologyRefer to the painting on page 267 by Thomas Cole. Gather information from the Internet for an oral presentation about Thomas Cole and the Hudson River School of artists. Enter your findings in the chart below.

Present your oral report to the class. Compare your findings about Cole’s connection with Bryant to what other classmates have discovered.

Thomas Cole/Hudson River SchoolThomas Cole/Basic Biography

Thomas Cole/Artwork/Hudson River School

Thomas Cole/Connection to Bryant

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51

“Crossing the Great Divide” by Meriwether Lewis“The Most Sublime Spectacle on Earth” by John Wesley Powell

Enrichment: Social Studies

DIRECTIONS: In your social studies textbook or in a library reference book, find a map of the United States at the time of the Louisiana Purchase. Use this map to answer the following questions about the territory of the Louisiana Purchase.

1. Which territory was on the northeastern border of the Louisiana Purchase?

2. Describe how the Louisiana Purchase changed the border of the western United States.

3. To which large body of water did the United States gain direct passage with the Louisiana Purchase?

4. About how many miles did Lewis and Clark travel more than they would have if they had traveled in a straight line from St. Louis to the Pacific coast and back to St. Louis?

5. How many states were part of the United States at the time of the Louisiana Purchase? List them.

6. When Lewis and Clark explored the territory gained with the Louisiana Purchase, they claimed Oregon Country for the United States. Knowing this, explain why the acquisition of the Louisiana Purchase began a century-long era of westward expansion.

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50

“Crossing the Great Divide” by Meriwether Lewis“The Most Sublime Spectacle on Earth” by John Wesley Powell

Support for Extend Your Learning

Listening and SpeakingAs you work with a small group to prepare a tourism presentation of a trip by raft down the Colorado River through the Grand Canyon, focus on these aspects:

• Present a vivid description of the sights by using lively adjectives.• Provide an explanation of what rafting through the Grand Canyon will be like.• Offer a list of clothing and equipment to take along.

Find slides or download photos of the Grand Canyon from the Internet to add to your presentation.

Research and TechnologyAs you prepare an expedition map of the Lewis and Clark journey from St. Louis to the Oregon Coast, enter information from the Internet on the note-taking list below. Use a second sheet of paper, and a map of the United States as a guide, to draw a rough map of the expedition before you use the desktop format.

When you make your desktop map, you might enter some of the natural flora and fauna of the West that the two explorers found and where they found each species.

Map of Lewis and Clark ExpeditionStart and Finish Points

Miles Traveled

Rivers Traveled and Mountains Crossed

Important Places Seen

Animals and Plants Discovered

Native Americans Met

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68

“The Fall of the House of Usher” and “The Raven” by Edgar Allan Poe

Enrichment: Film Versions of Edgar Allan Poe Stories

Because of their vividly imagined and terrifying worlds, Poe’s short stories have often been adapted for film. Film versions of stories such as “The Fall of the House of Usher” (1982), “The Pit and the Pendulum” (1961), “The Tell-Tale Heart” (1963), “The Premature Burial” (1962), and “The Murders in the Rue Morgue” (1971) exist in video form today. Others appear from time to time on television.

DIRECTIONS: Choose a scene from “The Fall of the House of Usher” or “The Raven” that you think would be especially suitable for a film or video interpretation. Recalling horror stories you have seen on television or at the movies, consider how you might film your scene. Focus on creating the right mood and effect. You may want to begin by looking at some suspense and horror videos of Poe’s work. Note the techniques used to create mood and effect. Think about how you will handle the narration in Poe’s stories. What will the setting be like? How will the characters look, dress, and move? Write a script for your scene that includes not only lines, but also descriptions of the setting, the characters and their actions, camera shots, and special visual and sound effects.

Plan your scene in the following space.

Chosen scene:

Notes on the setting:

Notes on the characters:

Ideas for special camera shots:

Ideas for visual and sound effects:

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67

“The Fall of the House of Usher” and “The Raven” by Edgar Allan Poe

Support for Extend Your Learning

Listening and SpeakingAs you prepare to give a dramatic reading of “The Raven,” reread it to yourself. Then follow these tips to help capture the poem’s tension and bring its rhythms and rhymes to life:

• Record yourself on audio- or videotape.• Review your presentation for possible lack of clarity or dramatic effect.• Use body language to help convey the poem’s meaning.

In your performance, be sure to speak clearly. Use your voice dramatically to convey the rising emotion of the speaker.

Research and TechnologyTo prepare for a class discussion on how writers and filmmakers create suspense, watch an Alfred Hitchcock film with a group. Compare the ways in which Hitchcock and Poe create suspense and fear. Enter information about how the film and “The Raven” create suspense differently from one another in the side sections of the diagram below. Enter information about how the film and “The Raven” create suspense in a similar way in the middle part of the diagram.

Now, have a class discussion about the two ways of creating mystery and suspense. Take a vote to see which way your group thinks is more effective in creating a sense of fear in the audience.

Fear and Suspense in Movies and Books

Hitchcock Movie

Hitchcock Movie/“The Raven”

“The Raven”

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85

“The Minister’s Black Veil” by Nathaniel Hawthorne

Enrichment: Art

The painting Winter Sunday in Norway, Maine illustrates a New England town much like that in “The Minister’s Black Veil.”

DIRECTIONS: Study the painting and then answer the following questions.

1. Describe the colors in this painting. In general, how do the colors reflect the mood of the story?

2. How is a wintry scene appropriate to the text?

3. What is the effect of the contrast between light and dark in the painting?

4. How are the visual themes of the painting related to the story?

5. How is the painting an appropriate accompaniment to the story?

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84

“The Minister’s Black Veil” by Nathaniel Hawthorne

Support for Extend Your Learning

Listening and SpeakingAs you plan to write a monologue for Elizabeth to deliver to her fiancé asking him to remove his black veil, keep these things in mind:

• Use a familiar tone of address.• Maintain the Puritan style of speaking with restraint.• Refer to Elizabeth’s history with Mr. Hooper and her hopes for their future.

On a separate page, write a monologue. Present your monologue to the class. You may wish to ask classmates to respond as if they were the minister hearing your plea.

Research and TechnologyAs you read “The Wedding Knell” by Hawthorne, take notes about how this story and “The Minister’s Black Veil” can be compared in preparation for you oral presentation. Enter likenesses and differences in the chart below.

Now use the information in your chart to prepare a brief oral report to the class in which you compare the two works.

A Comparison of Two Hawthorne Stories

“The Minister’s Black Veil”

Setting:

Characters:

Plot:

Theme:

“The Wedding Knell”

Setting:

Characters:

Plot:

Theme:

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111

from Moby-Dick by Herman Melville

Enrichment: Art

You probably know the saying “A picture is worth a thousand words.” Whether or not you think this true, you would probably agree that visual art can be a powerful narrative tool. Study Rockwell Kent’s pen-and-ink drawings that illustrate the selection from Moby-Dick. Then answer the following questions.

1. What does the picture of Captain Ahab reveal about him? How does the use of shadow add to the impression?

2. What feelings do you get from the drawing of Moby-Dick leaping from the surface of the ocean? Explain how details such as the stars and the indication of water convey movement.

3. What theme of the selection does the picture of the whale and the boat express? How does it do this?

4. How do you feel about the use of color to illustrate this selection? Would black-and-white illustrations have been more effective? Why or why not?

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128

from Nature, from Self-Reliance, “The Snowstorm,” and “Concord Hymn” by Ralph Waldo Emerson

Enrichment: Local Landmarks

Like the statue of the Minute Men commemorated in “Concord Hymn,” monuments honoring historic figures and events can be found in just about every town and city in the United States. Locate one such memorial in your own area. Then, on the lines provided, answer the following questions about the monument. To answer, you may need to visit the monument and do additional research at a local library or historical society. If an answer is unavailable, write “unknown” or “does not apply.”

1. Where is the monument located?

2. What form does the monument take—statue, plaque, or other?

3. What occasion, person, or group does the monument celebrate?

4. When was the monument erected?

5. Who erected the monument?

6. What inscription, if any, accompanies the monument?

7. What visual symbols, if any, does the monument include?

8. How is the monument like and unlike the monument honored in “Concord Hymn”?

9. In the space below or on a separate piece of paper, write your own poem or brief speech that could have accompanied the dedication of the monument. If possible, provide a photo-graph, drawing, or model of the monument to share with the class as you read your tribute aloud.

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147

from Walden and from Civil Disobedience by Henry David Thoreau

Enrichment: Social Studies

Authors of both nonfiction and fiction often respond to important contemporary events. Thoreau was especially concerned with two controversial issues of his day—slavery and the war between the United States and Mexico. He opposed both and even refused to pay taxes to a government that condoned them. His protest led to a night in jail—and to his famous essay on civil disobedience.

DIRECTIONS: Following are some important events of Thoreau’s day. Using your knowledge of his attitudes and writings, decide how Thoreau probably would have felt about each event. On the line before it, write S if you think he would have supported it and O if you think he would have opposed it. Explain why on the lines that follow. Support your answer with an example or detail from one of the selections.

1. Campaigning for the presidency in 1844, James K. Polk said it was the “manifest destiny” of the United States to expand its boundaries from Texas to the Pacific Ocean.

2. In March of 1846, General Zachary Taylor moved American troops into the Mexican part of Texas.

3. In May of 1846, the United States declared war on Mexico.

4. A young American congressman named Abraham Lincoln challenged President Polk to prove that the land on which American troops were fighting was really American and not Mexican.

5. In 1846, Congressman David Wilmot proposed that slavery should not be permitted in any territory that might be acquired from Mexico.

6. In 1846, a great many people, from Ralph Waldo Emerson to Lieutenant Ulysses S. Grant, condemned the Mexican War as a “shameful theft.”

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146

from Walden and from Civil Disobedience by Henry David Thoreau

Support for Extend Your Learning

Listening and SpeakingAs you work with a small group to stage a debate about the pros and cons of civil disobedience as a form of social protest, keep the following in mind:

• Develop several key arguments supporting your position.• Use familiar situations as examples that help listeners appreciate your points.• Try to connect major and minor premises to strengthen your arguments.

Present your debate in pairs who present pro and con positions. Have listeners judge the persuasiveness of each debater’s presentation.

Research and TechnologyAs you prepare an oral presentation on the state of Walden today, research the site on the Internet and enter material into the compare/contrast chart below.

Present your findings to the class. Create a display, taking material from several reports, to show how Walden has been restored and how it is used by people.

Walden: Then and NowWalden in Thoreau’s Time Description of Area

Walden Today Description of Area

Walden in Thoreau’s Time Description of Cabin

Walden Today Description of Cabin

Walden in Thoreau’s Time Who Lived Nearby

Walden Today Conservation Efforts

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164

Emily Dickinson’s Poetry

Enrichment: Art

Poets often explore the same topics and themes in several different poems. Emily Dickinson frequently returns to topics such as nature, solitude, and death. Consequently, some of the images that she found most striking appear in more than one poem. Each time the image is approached from a different angle, or used in a different way. In the poems in your text, Dickinson writes about solitude several times. Here are two examples.

There is a solitude of spaceA solitude of seaA solitude of death, but theseSociety shall beCompared with that profounder siteThat polar privacyA soul admitted to itself—Finite Infinity.

The Soul selects her own Society—Then—shuts the Door—To her divine Majority—Present no more—. . .

In the first selection, Dickinson writes about solitude as if it were the same as limitless empty space. In the second selection, though, she writes about solitude as if it meant being trapped in a limited space, behind a door. The painting that accompanies the first poem could not illustrate the second, but it could illustrate other poems that mention empty, sweeping spaces.

DIRECTIONS: Four of the poems by Emily Dickinson in your textbook are accompanied by paintings. Choose two of these paintings. Explain how each painting illustrates an image in the poem it accompanies. Then consider whether these paintings could be used to illustrate other images in other poems by Emily Dickinson. Write the name of one other poem that each painting might illustrate, and explain how this painting relates to messages and themes that appear throughout Dickinson’s work. Use the space below to organize your work.

1. Name of painting:

Poem it illustrates:

Image the picture illustrates:

Another poem the painting could illustrate:

How the painting relates to Dickinson’s messages and themes:

2. Name of painting:

Poem it illustrates:

Image the picture illustrates:

Another poem the painting could illustrate:

How the painting relates to Dickinson’s messages and themes:

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