The document discusses slave spirituals, including common songs and codes used to communicate messages about escaping slavery via the Underground Railroad. It also covers Frederick Douglass' perspective on slave spirituals and summaries passages about the Gettysburg Address, Robert E. Lee's letter to his son, and William Faulkner's short story "A Rose for Emily".

1. Unit 5
Slavery, the Civil War, and
What Happened After

2. Slave Spirituals
 “Go Down, Moses”
 “Wade in the Water”
 “Swing Low, Sweet Chariot”
 “The Gospel Train’s A’Comin’”
 “Follow the Drinking Gourd”

3. Slave Spirituals
 Reasons for singing spirituals in the field
 Entertainment
 Communication of hidden messages
 Overseer keeps track of where slaves are
 Expression of emotions
 Expression of religion
 Typically have biblical themes and storylines that are
hiding communication about traveling on the
Underground Railroad

4. Slave Spirituals
 Common codes
 Chariot = Underground Railroad
 Moses = Harriet Tubman
 Wade in the water = the dogs won’t be able to track you
 “Tell the old Pharoah to let my people go”
 Pharoah = slaveowners
 People = slaves
 Literary Terms
 Refrain – a word, phrase, line, or group of lines that
appears regularly throughout the work
 Emphasizes the most important ideas
 Helps establish rhythm of the song

5. Frederick Douglass
 Slave who eventually gained freedom and learned to
read and write
 Became a major voice for change and the abolishment
of slavery
 Summary of passage – When Frederick Douglass
heard the singing of the slaves in the field, he could
hear their sadness, as though singing was their form of
crying. He could hear none of the joy that others
thought they heard in the singing.

6. Gettysburg Address
 November 19, 1863 –
 Many from both sides wounded in
battle – devastating results
 Main Ideas of the Address
 The nation was formed around the
idea that all men are created equal.
 Do not let these soldiers die in vain.
 All of us have to continue to fight for
freedom and equality.

7. Gettysburg Address
 Literary Terms
Parallelism – similar grammatical structure to emphasize a point
Lincoln says “we can not dedicate – we cannot consecrate – we
cannot hallow” to emphasize how important it is to honor the
soldiers who have fallen.
Alliteration – repetition of consonant sounds at the beginning
Lincoln says, “Four score and seven years ago, our fathers
brought forth…”
Antithesis – using opposites to emphasize contrasting ideas
Lincoln contrasts “living” vs. “dead” and “little note” vs. “never
forget”
Repetition – repeating the same words and phrases to
emphasize a point
Lincoln says, “by the people, of the people, for the people.”

8. Letter to His Son
 1861
 Tone – resignation and sadness
 Main ideas of the letter
 Wants to preserve the United
States as one peaceful nation.
 Internal Conflict – Takes pride in
his country, but feels loyal to his
state
 Will only fight in defense of his
state if he absolutely has to

9. Compare Lincoln and Lee
 Difference in Opinion
 Lincoln expresses the idea that war is necessary in order to
advance America’s goals of equality and freedom.
 Lee expresses the idea that war should be avoided, but that he
would fight if his friends and neighbors decided that was what
was best.
 They both believe that the United States needs to remain as
one nation, like our forefathers wanted.
 Difference in Audience and Purpose
 Lincoln is two years into the war and needs to rally the public to
continue or they will give up and everyone will have died for
nothing.
 Lee is speaking in letter form to a family member prior to the
start of the war, and he wants both sides to come to a peaceful
resolution if they can.

10. A Rose For Emily
 A woman lives her life as an outcast in her small town.
After a courtship, her “fiancé” disappears and Miss
Emily becomes even more of a recluse. Forty years
later, Miss Emily dies and the townspeople enter an
upstairs room to find the skeleton of her fiancé. Beside
the body is a gray hair that indicates Miss Emily has
been sleeping beside his body for many years. The
story is told out of order, in a series of flashbacks.
 William Faulkner
 Regional Writer – typically writes about a fictitious county
in Mississippi

11. A Rose For Emily
 Conflict – a struggle between opposing forces
 Internal conflict – a character is torn by competing values
or needs
 The townspeople have to decide what to do about the smell
– confront the issue or cover it up.
 External conflict
 Emily vs. the town – Non-payment of taxes
 Emily vs. Homer Barron – she wants to marry him and he
doesn’t want to get married

12. A Rose For Emily
 Allegory – Miss Emily represents how the people are
still clinging to the ideas of the South before the war,
even though that time has long past
 Foreshadowing –
 Miss Emily buys rat poison, but refuses to tell what it is
for.
 Miss Emily is described as looking like a dead body.
 Homer Barron was last seen entering Miss Emily’s house
at dusk one night.