3-Day Lesson Plan: Surviving and Thriving in Fever 1793

Overall Learning Goals:

Over the three days, the student will analyze the historical context of the 1793 yellow fever epidemic, evaluate its impact on individuals and society through the eyes of the protagonist, and creatively synthesize key themes of resilience, community, and change.

Day 1: The Calm Before the Storm

Materials Needed:

• Copy of Fever 1793 by Laurie Halse Anderson
• Large sheet of paper or poster board
• Markers or colored pencils
• Small pots or a window box
• Potting soil
• Seeds or small starter plants for herbs mentioned in the 18th century (e.g., parsley, thyme, mint, rosemary, lavender)
• Small shovel or spoon
• Watering can or cup
• Popsicle sticks and a permanent marker for plant labels

Lesson Plan:

1. Reading (45 mins): Read chapters 1-10 of Fever 1793. This section establishes the setting, introduces the main characters, and hints at the coming epidemic.
2. Discussion (15 mins): Talk about the setting.
   • What is life like in Philadelphia in 1793? What does the Cook Coffeehouse look and feel like?
   • Who are the main characters we've met? What are their personalities and dreams? (Focus on Mattie, her mother, her grandfather, and Eliza).
   • What are the first signs that something is wrong in the city? How do different people react to the rumors of fever?
3. Activity - Philadelphia Character & Setting Map (30 mins):
   • On the large sheet of paper, draw a simple map of Mattie's world. It doesn’t have to be geographically perfect!
   • Label key locations mentioned in the first ten chapters: The Cook Coffeehouse, the market, the waterfront/docks, the Ogilvies' house.
   • Next to each location, write down the names of the characters associated with it and a short description of what happens there. This visual map helps track the story's key elements.
4. Craft - Begin a Colonial Herb Garden (20 mins):
   • Discuss the importance of gardens and herbs in the 18th century for cooking and medicine. Mother and Eliza rely on their garden.
   • Fill the pots or window box with soil. Plant the herb seeds or starters.
   • Create simple labels for each herb using the popsicle sticks and marker.
   • Water the new garden. Throughout the unit, the student will be responsible for caring for these plants, creating a tangible connection to the self-sufficiency theme in the book.

Day 2: The City in Crisis

Materials Needed:

• Copy of Fever 1793
• The Philadelphia Map from Day 1
• Paper or a small notebook
• Pencil or pen
• A single die (from any board game)
• "Yellow Fever Survival Game" cards (print or write out the scenarios listed below)

Lesson Plan:

1. Reading (45 mins): Read chapters 11-20. This section covers the full-blown panic as the fever spreads, forcing Mattie and her grandfather to flee the city.
2. Discussion (15 mins):
   • How has Philadelphia changed from the city we saw on Day 1? Add notes or drawings to your map to show these changes (e.g., empty streets, yellow rags on doors).
   • Compare the two medical approaches discussed in the book: Dr. Rush's bleeding/purging vs. the French doctors' method of rest, fresh air, and fluids. Which one seems more logical to you? Why?
   • How is Mattie forced to grow up and take on new responsibilities in these chapters?
3. Game - The Yellow Fever Survival Game (30-40 mins):

   Goal: To make choices that help you "survive" the epidemic. Keep a "Health Score" starting at 10 points. Some choices will add points, others will subtract them. If your score drops to 0, you've succumbed to the fever!

   How to Play: Draw a scenario card. Read the situation and the choices. Roll the die. If you roll an even number, you get to make the choice. If you roll an odd number, fate decides for you (the less ideal choice is made). Adjust your health score accordingly.

   Sample Scenario Cards:

   • Card 1: Your mother falls ill.
     Choice A: Call for Dr. Rush to bleed her. (This was a common but dangerous practice. Lose 2 Health Points from stress).
     Choice B: Care for her with cooling cloths and fluids, like Eliza would recommend. (A kinder, though still uncertain, approach. Gain 1 Health Point for compassion).
   • Card 2: You and your grandfather decide to flee the city.
     Choice A: Pack heavy, bringing valuables and extra clothes. (You are stopped and turned away because you look suspicious. Lose 3 Health Points from exposure).
     Choice B: Pack light, bringing only food, water, and a blanket. (You move faster and appear less desperate, avoiding trouble for now. Keep your current Health Points).
   • Card 3: You find raspberry bushes in the country.
     Choice A: Eat as many as you can, you're starving! (Your stomach is not used to it. Lose 1 Health Point from sickness).
     Choice B: Gather them carefully and drink water from a stream. (Smart survival thinking. Gain 2 Health Points).
   • Card 4: Your grandfather is sick and you are alone.
     Choice A: Panic and hide, hoping someone finds you. (Fear takes over. Lose 2 Health Points).
     Choice B: Find a water source and try to catch fish, just like he taught you. (You are resilient and resourceful. Gain 3 Health Points).

Day 3: A New Beginning

Materials Needed:

• Copy of Fever 1793
• The Philadelphia Map from Day 1 & 2
• Nice paper or a small blank journal/booklet
• Art supplies (markers, colored pencils, etc.)
• Completed Colonial Herb Garden craft

Lesson Plan:

1. Reading (45 mins): Read chapters 21 through the Epilogue. This section covers Mattie's time at Bush Hill, her reunion with Eliza, and the eventual rebuilding of their lives and the coffeehouse.
2. Discussion (15 mins):
   • How has Mattie changed from the girl she was in Chapter 1? What events were most important for her growth?
   • The frost finally comes and ends the epidemic. How does the city begin to come back to life? Update your map one last time to show signs of hope and rebuilding.
   • What does the new partnership between Mattie and Eliza represent? What does it say about community and family?
3. Final Project - The New Cook Coffeehouse Menu (45 mins):
   • Imagine Mattie and Eliza are creating a brand new menu for the grand re-opening of the coffeehouse. This isn't just a list of food; it's a symbol of their survival and new future.
   • Design the menu on the nice paper or in the booklet. Give it a creative title, like "The Cook Coffeehouse: A Taste of Resilience" or "Mattie's Grand Re-Opening."
   • Include sections for drinks, cakes, and meals. The items should reflect the story. For example:
     • "Grandfather's Famous Coffee"
     • "Eliza's Healing Broth"
     • "Bush Hill Recovery Biscuits"
     • "Frost-Kissed Apple Tart"
   • For each item, write a short, creative description that connects it to an event or character in the book. Decorate the menu with illustrations.
4. Unit Wrap-up (10 mins):
   • Check on the Colonial Herb Garden. Discuss which herbs on the new menu might have come from a garden like this one.
   • Present the final menu, explaining the choices and the stories behind them. This serves as a creative and comprehensive final assessment of the student's understanding of the entire book.