Brian Gonzalez

English 112B

Dr. Warner

December 9, 2008

History: The Greatest Teacher

This has been a year of monumental change within the U.S. With the decline of the economy and the historical election of America's first African-American president we have seen the rapid approach of significant change. However, one thing that has remained the same is the anti war sentiment expressed by so many Americans. We have long been a military superpower within the world, and our need to learn of the nations history of war, especially within schools, is anything but frivolous. This nation is set on sending so many young people from our country to man the front lines of battle. It has been this way since the revolution. Many young people have felt it is their patriotic duty to serve their country without question as to why or what they believe is worthy of fighting for.

I have chosen The Red Badge of Courage by Stephen Crane as the canonical centerpiece for my Unit of Study. Young Henry Fleming is a union soldier in the Civil War who is questioning his courage and the idea of duty. When Henry's battalion has not been engaged in any real fighting Henry continually ponders about his reaction when the time comes to fight. Will he be brave enough to stand and fight or will he run away like a coward? Like the young protagonist in the book, Henry Fleming, many of our young people today have questions as to why, who, and what we are fighting for. Some may see military service in their future after graduation and question their courage and purpose for fighting. Students may find the book a helpful insight as to begin questioning many ideals about the world in which they live and form their own conclusions about doubts or fears they may have had concerning their future or the future of the U.S.

The goal of this lesson is to help students realize the significance of America's progression through one of its most important wars. Also to realize the important changes, both to the nation and its people, and how one can relate history to the present and see it as a learning experience.

Launching the Unit:

Begin the Unit of Study by playing Creedence Clearwater Revival's "Fortunate Son". This song is a good portrayal of the feelings of many young people during the latter part of the Vietnam War. It provokes question as to what and whom we are fighting for in a time of social awareness and change in America.

Song: "Fortunate Son"

By Creedence Clearwater Revival

Some folks are born made to wave the flag,
Ooh, their red, white and blue.
And when the band plays hail to the chief,
Ooh, they point the cannon at you, lord,

It aint me, it aint me, I aint no senators son, son.
It aint me, it aint me; I aint no fortunate one, no,

Yeah!
Some folks are born silver spoon in hand,
Lord, dont they help themselves, oh.
But when the taxman comes to the door,
Lord, the house looks like a rummage sale, yes,

It aint me, it aint me, I aint no millionaires son, no.
It aint me, it aint me; I aint no fortunate one, no.

Some folks inherit star spangled eyes,
Ooh, they send you down to war, lord,
And when you ask them, how much should we give?
Ooh, they only answer more! more! more! yoh,

It aint me, it aint me, I aint no military son, son.
It aint me, it aint me; I aint no fortunate one, one.

It aint me, it aint me, I aint no fortunate one, no no no,
It aint me, it aint me, I aint no fortunate son, no no no,

• A good assignment to accompany this introduction is to have students find various songs about the different wars involving America (Revolution, Civil, WWI, WWII, Vietnam, Iraq.) through history leading up to the present. Have them then compare each song and note any similarities or differences. In class have a discussion as to what were some of the similarities or differences they found in the songs and how they relate to war sentiment throughout history.

Gettysburg Address Assignment:

• The Red Badge of Courage takes place during the Civil War. This was a time of great change and an honorable Abe Lincoln was president. Facing the angst of slavery and war while binding a divided nation, Lincoln gave one of the most famous speeches in American history, The Gettysburg Address. Over the course of one week have students read The Gettysburg Address and note its quality and importance. Following their reading separate the class into groups by numbers (1-5). Have each group discuss the important aspects of Lincoln's famous speech and its significance. During the final days of the lesson pair odd numbered groups with each other and even numbered groups as well, forming two large groups. Next, separate the class in their respective groups and have each group create a new Address with solutions and ideas pertaining to some of today's problems (Global warming, economic hardship, war). Each group can present their address to the other and the teacher. This will hopefully give the students an idea of the importance of unity, which was absent during the time of the novel. It would also give them and idea of the difficulty that is bringing together a nation under such immense change and differences. (Add some fun by having speakers wear fake beards and create their own top hats to wear while giving their speech).

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work, which they, who fought here, have thus far so nobly, advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

(You can have your students wear a Lincoln beard and hat to add to the fun factor)

Lessons Related to the Reading:

� Young Henry Fleming contemplates the idea of courage throughout the book. Ask your students to write a brief paper (1-2 pages) on what their definition of courage is. Some questions that they can consider are�

-Is there a fine line separating courage and fear?

-If they were in Henry's situation would they feel bad for retreating or not? If not how would they justify it?

-What do they think are honest acts of courage? Do they have any experiences with courage?

� There may be a time in a young adults life where they feel deep regret for running from their fears. Ask your students to write about an instance in their life where they ran from something that they were afraid of only to find that facing their fear brought about true understanding. Questions to help jumpstart their writing would be�

-What were some of the thoughts that their fear had injected into their thinking?

-How did they overcome their fear?

-Was their problem as pressing or as serious as they may have made it out to be?

-How did they feel after facing their fear?

� Though most students may never have experienced a civil war, or any type of war for that matter, directly. We, as a nation, are in the midst of a war overseas to "rid the world of terrorism". Students may have family members or know of people who are in the Iraq war. Have your students write encouraging, supportive, and appreciative letters to the soldiers in Iraq. Send the letters to the soldiers with the hopes of creating pen pals between the soldiers and your students. This lesson would give your students some type of secondary experience of the life of a soldier and establish a sense of understanding those whose lives have been affected by war.

Poetry Assignment:

"Fast Rode the Knight"

By Stephen Crane

Fast rode the knight
With spurs, hot and reeking,
Ever waving an eager sword,
"To save my lady!"
Fast rode the knight,
And leaped from saddle to war.
Men of steel flickered and gleamed
Like riot of silver lights,
And the gold of the knight's good banner
Still waved on a castle wall.
. . . . .
A horse,
Blowing, staggering, bloody thing,
Forgotten at foot of castle wall.
A horse
Dead at foot of castle wall.

Stephen Crane, the author of The Red Badge of Courage, wrote this poem. Though this poem references a time long before that of Crane's story it still has some significance to the notion of war, even in today's views. Ask your students to read the poem, study its form, diction, and metaphor so that they uncover its underlying meaning and make a connection between the poem and the character of young Henry Fleming. Have them write a 2-3 page paper about their findings.

Extend the Unit of Study:

Reading The Red Badge of Courage can be an invitation to learn more about young adult history novels. Have students chose books from the variety of history and historical fiction works listed below, group students accordingly to form literary groups in class to discuss each work.

Lincoln and Slavery-This is a biography of Lincoln in which there is a significant history of the Civil War. It is also a deep look into Lincoln himself who helped bind a nation that faced a great amount of adversity.

100 African Americans Who Shaped American History- We have all heard of Dr. Martin Luther King Jr., Malcolm X, and Frederick Douglass. What about other African Americans who helped pave the way for their race. These people were important poets, scientists, leaders, and advocates, who were just as important.

The Geography of Hope: Black Exodus from the South after Reconstruction- What happened to the slaves of the south when the civil war was over? Did they know that inequality and injustice still lingered, even in their presumed freedom? This book will uncover these questions.

Cold Mountain- follows the lives of three characters living in the time of the civil war. It is a story of adventure and enduring love combined with an array of interesting characters.

Echoes of Andersonville- A fifteen-year-old boy joins the union army as a drummer boy until his brother is killed and he fights in the union army and is captured and put in a prison camp where he must survive.

Dove and Sword- The story of Joan of Arc. A female military leader who disguised herself as a male to fight for a crowned king that will be France's salvation. This is an interesting story of female strength and leadership.

Works Cited:

Beers, Kyleen, and Teri S. Lesene, Ed. Books for You: An Annotated Booklist for Senior High. Fourteenth Edition. National Council of Teachers of English. 2001. 411 pp. ISBN 0814103723

Burchard, Peter. Lincoln and Slavery. Atheneum Books for Young Readers, 1999. 196 pp. ISBN 0689815700. Nonfiction.

Clarke, Joanne, and Chrisanne Beckner. 100 African Americans Who Shaped American History. Bluewood, 1997. 112 pp. ISBN 0912517182. Nonfiction.

Crane, Stephen. Fast Rode the Knight. http://oldpoetry.com/opoem/5741-Stephen-Maria-Crane-Fast-rode-the-knight. 2008. Dec. 8.

Dean, Robert Diel. Echoes of Andersonville. Southern Heritage, 1999. 176 pp. ISBN 1889332272. Fiction

Frazier, Charles. Cold Mountain. Vintage/Random House, 1997. 449pp. ISBN 0375700757. Fiction

Garden, Nancy. Dove and Sword: A Novel of Joan of Arc. Scholastic, 1997. 340 pp. ISBN 0590929496. Fiction

Haskin, Jim. The Geography of Hope: Black Exodus from the South after Reconstruction. Twenty First Century, 1999. 133 pp. Nonfiction. ISBN 0761303235

Lincoln, Abraham. The Gettysburg Address. http//showcase.netins.net/web/creative/Lincoln/speeches/Gettysburg/htm. 2008. Dec 7.

Revival, Creedence Clearwater. Fortunate Son. Song Lyrics. http://www.lyricsfreak.com/c/creedence+clearwater+revival/fortunate+son_20034362.html.2008. Dec 7.