Creating Historical Fiction
Teacher Page

A WebQuest for 8th Grade Social Studies and Language Arts

Designed by

Brian J. Conway

 

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

 


Introduction

This lesson was developed as part of the Christina School Districts WebQuest initiative to train a core of teachers who would train teachers in the district how to recognize and create effective WebQuests.  

This lesson is designed to teach 8th grade students in either Language Arts or social studies how to write fiction based on historical events through the creation of a series of journal entries.  


Learners

This lesson is anchored in eighth grade Language Arts and involves social studies.   The lesson can easily be adapted to seventh grade or high school with individual modifications to the type of work and level of assistance in each of the steps of the process.  

Before the lesson, students should be given a chance to explore their background knowledge on the ideas of slavery as an introduction to the causes of the American Civil War.  Our class did this through exploring the initial question, "Does slavery still exist in the world today?"  Through our conversations in class we determined that the class was divided over whether slavery does or does not exist.  After some discussion students were presented with expository reading material that did in fact support the claim that slavery does actually exist in all parts of the world today. 

Students were presented with an encyclopedia article about slavery.  This all culminated with the completion of a K-W-L regarding slavery combined with the American Civil War.  

It would certainly help to view examples of literature where historical events serve as the basis for the writing.  A good novel to do this with is Belinda Hurmence's A Girl Called Boy.  We combine this in class with her research that culminated in the book, Before History:  48 Oral Histories of Former North and South Carolina Slaves.  There are concrete examples that can be pulled from both of these books that show the students how the author built on history to write a fictional novel.  

Curriculum Standards

STANDARD 1

           

By the end of grade 8, students will write expressive

(author-oriented) texts* both personal

and literary, that

• reveal self-discovery and reflection;

• demonstrate experimentation with techniques which

could include dialogue;

• demonstrate experimentation with appropriate modes

which could include narration and description;

• demonstrate a variety of rhetorical forms;

• demonstrate experimentation with characterization

and language natural to the piece.

Performance Indicators:

8.109 reveal self-discovery and reflection.

8.110 use a variety of engaging beginnings.

8.111 use appropriate organizing structures.

8.112 use well-chosen, elaborated details

to clarify ideas for the intended audience.

8.113 use appropriate transitions.

8.114 conclude in a logical, effective way.

8.115 use engaging writing and vivid word

choice reflective of their voice.

8.116 use varying points of view.

8.117 use a range of appropriate techniques

(e.g., dialogue, figures of speech).

8.118 experiment with language natural to

the piece (e.g., dialect, slang, jargon).

8.119 experiment with characterization.

8.120 experiment with appropriate

modes which could include narration

and description.

8.121 experiment with a variety of

rhetorical forms.

 

Standard 3

 

Students will access, organize, and evaluate information gained

by listening, reading, and viewing.

 

By the completion of grade 8, students will be able to:

• identify, locate, and select sources of information

relevant to a defined need:

— With support from the teacher as a resource and

facilitator, students will

1) use a variety of sources including printed materials,

personal interviews, oral reports, forums, and

technological forms of information;

2) develop and use procedures to gather

information and ideas.

— Independently, students will extract information

relevant to a specific purpose.

Performance Indicators: 

With teacher guidance, students will

be able to:

8.195 use a variety of sources including

printed materials, personal interviews, oral

reports, forums, and technological forms

of information.

8.196 develop and use procedures to

gather and organize information and ideas.

Independently, students will be

able to:

8.197 construct questions about a topic.

8.198 practice research techniques to

obtain information.

8.199 extract information relevant to a

specific purpose.

Standard 3 Continued

Students will access, organize, and evaluate information gained

by listening, reading, and viewing.

 

By the end of grade 8, students will be able to:

• organize, manipulate, and express the information and

ideas relevant to a defined need:

— With support from the teacher as a resource and

facilitator, students will

1) develop and follow a process for research completion;

2) use technology to synthesize information into a

meaningful format to express ideas and experiences,

and to create text, drawings, graphs, diagrams, photographs,

videos, and graphics.

— Independently, students will present information

which is sufficient in quantity and depth to achieve a

specific purpose, avoiding plagiarism.

 

Performance Indicators:

With teacher guidance, students will

be able to:

8.1100 use the research process

– topic selection (choose

and specify)

– focus questions

– research focus areas

– use organizational strategy

(e.g., note cards, outlining)

– write rough drafts

– revise and edit

– cite sources

– final copy.

8.1101 use current technology to synthesize

information into a meaningful format

to express ideas and experiences, and to

create text, drawings, graphs, diagrams,

photographs, videos, and graphics.

Independently, students will be

able to:

8.1102 present information which is

sufficient in quantity and depth to achieve

a specific purpose, avoiding plagiarism.

 

Standard 3 Continued:

Students will access, organize, and evaluate information gained

by listening, reading, and viewing.

 

By the end of grade 8, students will be able to:

• evaluate both sources and information

— With support from the teacher as a resource and

facilitator, students will

1) select sources which are authoritative;

2) analyze sources and information for accuracy,

bias, stereotypes, and validity.

— Independently, students will

1) interpret information as appropriate to a

specific purpose;

2) formulate logical conclusions based upon

information relevant to a specific purpose.

Performance Indicators: 

With teacher guidance, students will

be able to:

8.1103 select sources which

are authoritative.

8.1104 analyze sources for accuracy,

bias, stereotypes, and validity.

Independently, students will be

able to:

8.1105 interpret information as appropriate

to a specific purpose.

8.1106 formulate logical conclusions

based upon information relevant to a

specific purpose.

 

Standard 4

Students will use literary knowledge accessed through print

and visual media to connect self to society and culture.

 

By the end of grade 8, using literature appropriate for age,

stage, and interests, students will be able to

• connect their own experiences to those of literary

characters by

— explaining the reasons for a character's actions;

— responding to the sensory, intellectual, and emotional elements

of literature;

— relating to the feelings of characters of varying ages, genders,

nationalities, races, cultures, religions, and disabilities;

— identifying with characters based on a clear understanding of

motivation and situation;

— relating incidents in the text to life's experiences;

— relating the theme of literary text and media to

personal experiences;

— seeking other literary texts and media as the result of a

literary experience.

Performance Indicators: 

Students will be able to:

8.1107 explain the reasons for a

character’s actions.

8.1108 respond to sensory, intellectual,

and emotional elements of literature.

8.1109 relate to the feelings of characters

of varying ages, genders, races, nationalities,

cultures, religions, and disabilities.

8.1110 identify with characters based

on a clear understanding of motivation

and situation.

8.1111 relate incidents in the text or

media to life’s experiences.

8.1112 relate the themes of literary text

and media to personal experiences.

8.1113 seek other literary texts and

media as the result of a literary experience.

 

By the end of grade 8, using literature appropriate for age,

stage, and interests, students will be able to

• respond to literary text and media using interpretive,

critical, and evaluative processes by

— making inferences about content, events, characters,

setting, and author's purpose;

— identifying the effect of literary devices such as figurative

language, allusion, diction, dialogue, description;

— interpreting the impact of authors' decisions such

as word choice, style, content, and literary elements;

— recognizing literary merit;

— understanding the differences among genres and the

author's intent in choosing a particular genre;

— identifying the effect of point of view.

 

Students will be able to:

8.1114 make inferences about content,

events, characters, setting, and author’s

purpose.

8.1115 identify the effect of literary

devices (e.g., word choice, content).

8.1116 interpret the impact of authors’

decisions such as word choice, style,

content, and literary elements.

8.1117 recognize literary merit.

8.1118 understand the differences

among genres and the author’s intent in

choosing a particular genre.

8.1119 identify the effect of point of view.

 

By the end of grade 8, using literature appropriate for age,

stage, and interests, students will be able to

• demonstrate an appreciation for a broad range of culturally

diverse literary texts and media created by historical,

modern, and contemporary authors through

— responding to literary texts and media representing the diversity of

American cultural heritage inclusive of ages, genders, nationalities,

races, religions, and disabilities;

— responding to literary texts representative of various historical

periods ranging from the ancient world to the present;

— responding to texts representative of world literature.

• apply knowledge gained from literature as a basis for

understanding self and society by

— using literature as a resource for shaping decisions;

— using literature as a resource for understanding social and political issues.

 

Students will be able to:

8.1120 respond to literary texts and

media representing the diversity of

American cultural heritage inclusive of

ages, genders, nationalities, races,

religions, and disabilities.

8.1121 respond to literary texts representative

of various historical periods ranging

from the ancient world to the present.

8.1122 respond to texts representative

of world literature.

8.1123 use literature as a resource for

shaping decisions.

8.1124 use literature as a resource for

understanding social issues.

Helpful definitions: 

Divergent thinking – the ability to elaborate and expand in order to generate new

ideas or alternative interpretations of given information.

Mode – a strategy or manner for thinking and developing an idea, e.g.,

• Cause and effect – detailing the connection between a result and the event(s)

that preceded it.

• Classification – grouping objects together based on their similarities.

• Comparison – identifying and explaining the similarities present in two

subjects (topics).

• Contrast – identifying and explaining the differences between two subjects.

• Definition – identifying the class/category in which an object belongs and then

showing (delineating) how the object’s unique characteristics distinguish it

from other members of the same class/category.

• Description – creating a vivid impression of the topic so the reader can

visualize it easily.

• Evaluation – making a value judgment that is supported by evidence.

• Exemplification – using specific illustrations/experiences to clarify the topic.

• Narration – telling a story or telling about an event (real or fictional).

• Process – detailing the steps/stages involved in performing a task or

creating a product.

Writers may select one or more of these modes to achieve their purpose.

 


Process

The Process

 

  1. Choose the event

You will be creating a series of five journal entries that focus on one event that took place during the Civil War so the first thing to do is to decide what event interests you.  Use this chart to help you explore some initial topics.  When you find one that interests you, explore it using the following links.

Fort Sumter

Battle of Bull Run

Battle of the “Monitor” and the “Merrimac”

Battle of Shiloh

The Peninsular Campaign

Battle of Seven Pines

Harper’s Ferry

Antietam

The Vicksburg Campaign

Gettysburg

Grant’s Wilderness Campaign

Surrender at Appomattox

Richmond Falls to the Union

Seven Days’ Battles

Look at the Time Line of The Civil War to see information on the events above.  Make a decision after you look at these events on which event you feel would be the most interesting to write about.  Remember, you should choose an event that has plenty of action to fill your journal pages with. 

The American Civil War Homepage:  Take a look at the Images of the Civil War to help you gain a visual of the way things looked back then.    Use this website to help you incorporate visual details into your journal entries. 

  1. Choose your point of view. Whose perspective are you going to write from?  Choose one of the following perspectives to write your journal from:

 

A Confederate Soldier

A Union Soldier

An Abolitionist in the North

A young girl in the south whose father and brother just left to fight in the war and left her and her mother to take care of the families farm.

A Black soldier fighting for the North

A Civilian witnessing the war from their own home.

 

 

  1. Collect the background information you’ll need to make your diary accurate and begin writing your journal entries.  To help you gain perspective take a look at some actual diaries written during the time period.  Pay close attention to the writing style and language. 

 

4.  Now begin writing your journal.  You should pay attention to the language you use and what you are describing.  Remember, you are attempting to make your reader believe you were actually there during this event. But, it is also fiction!  You must make up some portion of this but base the actual entry on fact.    

Create a series of five journal entries that focus on one event that took place during the civil war.  Your journal entries will capture the “essence” of this time period by utilizing the language of the time period (slang, jargon, dialect) and the emotion of the event witnessed through the character’s eyes.  Your diary entries will be written in the first person and contain a minimum of 10 historically accurate facts that you discover through your research.  The end result will be a journal that is presented as though it were discovered today, nearly 140 years after the last battle of the Civil War. 

 

 


Resources Needed

  • Access to computers with internet
  • Background information on history of slavery (encyclopedia article)
  • examples of slavery today (news articles, internet sites)

 


Evaluation

 

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Poss. Score

 

Diary contains five entries written with style and sufficient content to relate a series of events

 

The diary entries are partially complete, do not convey a sense of understanding of the time period, or event.  There is no evidence of style, or of a story being told.  

A minimum of three diary entries are contained in the final project; the diary entries are only minimally successful in use of point of view,

All Diary entries are present in the final project, but may contain limited use of style, point of view, or do not cover five consecutive days during the Civil War.

All five entries are contained in final project, are written in a constant style, and tell a complete story from the character’s point of view over the course of five days during the Civil War.

30 

 

Diary entries contained a minimum of ten historically accurate facts

 

 

Less than five historically accurate facts are present but unsuccessfully placed into a narrative that may or may not exist.  The events are not supported by notecards.

The student has less than 7 historically accurate facts, and has attempted to incorporate these into the narrative and may or may not have support from notecards.

The student has a minimum of ten historically accurate facts (details), and has not incorporated these facts into the narrative fluently.  Notecards supporting research are present

The student has ten historically accurate facts (details), has successfully incorporated these into the narrative of the diary entries,  and has presented these facts on notecards accompanying the final project.

30 

 

Diary entries show evidence of connecting to the time period through emotion

 

 

There are some reactions that may or may not be tied into the event described in the journal entries.  An attempt has been made to reflect back on the diaries activities

Some adjectives are used but are ineffectively tied into the diary entries.  There is a reflection, but it does not seem to be tied into the writing smoothly.

The reader sees minimal evidence of the character’s reactions in the diary entries.  There are some adjectives, but they are not strong or plentiful.  There is minimal evidence of character reflection in the writing.

The reader sees real and dramatic evidence of the character’s reactions to what has happened in the diary entries.  Strong adjectives are used to describe the events.  There is evidence of reflection in the writing.

 20

 

Diary entries show evidence of understanding different language devices

 

There are frequent spelling mistakes due to lack of proofreading that leave the reader confused and do not lend to the authenticity and reality of the diary entries.

The writer has attempted to create a pattern of spelling and dialect that is based more on the writer’s own knowledge than research of the time period.

There is a pattern of spelling and dialect that seems researched but is not used continuously and therefore does not lend to the authenticity and reality of the diary entries.

The writer of the diary has a definite understanding of how to use dialect and spelling conventions to convey a sense of reality and authenticity to the diary entries.

10 

The overall presentation of the diary resembles something historical

Diary entries were written yesterday and are in pencil

This diary was buried last week, but the entries are in ink.

This diary is in ink and an attempt to age the paper has been made (maybe it was found after 20 years of being buried)

This diary was found after 140 years of being buried.  The writing is in ink and the paper is worn.

10 

 


Conclusion

The students enjoyed this lesson.  It is a very independent activity.  It does help the students further their understanding of a character's perspective.  


Credits & References

graphics from library of congress:  www.loc.gov

www.civilwarhome.com

 

 

Last updated on March 14, 2002. Based on a template from The WebQuest Page