Civil War-Era Literature Jeopardy

1. Civil War-Era Literature Jeopardy American Literature, Spring 2013

2. Categories 100 200 300 400 500 600 700 800 900 100 200 300 400 500 600 700 800900 100 200 300 400 500 600 700 800 900 1000 100 200 300 400 500 600 700 800 Owl Creek Spirituals F. Douglas Gettysburg Add. Final Jeopardy

3. Owl Creek 100 What activity opens the story “An Occurrence at Owl Creek Bridge”?

4. Owl Creek 100 A man is about to be hanged. Back to Categories

5. Owl Creek 200 In “Occurrence at Owl Creek Bridge,” why does the Federal scout want to burn the bridge?

6. Owl Creek 200 He wants to set Farquhar up. Back to Categories

7. Owl Creek 300 What contributes most to the mystery of “An Occurrence at Owl Creek Bridge”?

8. Owl Creek 300 The order in which events occur Back to Categories

9. Owl Creek 400 In “Occurrence at Owl Creek Bridge,” why does Farquhar hear his watch ticking as he dies?

10. Owl Creek 400 His senses are extra strong before death. Back to Categories

11. Owl Creek 500 In “Occurrence at Owl Creek Bridge,” Farquhar is described as a gentleman. So why might he be hanged?

12. Owl Creek 500 for planning against the enemy Back to Categories

13. Owl Creek 600 What must readers figure out in order to understand “An Occurrence at Owl Creek Bridge”?

14. Owl Creek 600 The order of events in the story Back to Categories

15. Owl Creek 700 What is “omniscient” point of view?

16. Owl Creek 700 The narrator is all-knowing, instead of only knowing what is in one character’s head. Back to Categories

17. Owl Creek 800 What event happens last in the real-time sequence of events in “Occurrence at Owl Creek Bridge”?

18. Owl Creek 800 Farquhar’s neck snaps and he dies. Back to Categories

19. Spirituals 100 How does the chariot in “Swing Low, Sweet Chariot” represent an escape from slavery?

20. Spirituals 100 It is part of the Underground Railroad. Back to Categories

21. Spirituals 200 “Swing Low, Sweet Chariot” is a spiritual with a coded meaning related to slaves escaping the South. Given this fact, what is surprising about the mood of the refrain?

22. Spirituals 200 It is lyrical and relaxed Back to Categories

23. Spirituals 300 In a spiritual such as “Swing Low, Sweet Chariot,” what does the refrain establish for the reader?

24. Spirituals 300 The rhythm and mood of the song Back to Categories

25. Spirituals 400 In “Swing Low, Sweet Chariot,” what emotion is communicated as you listen to the refrain?

26. Spirituals 400 Longing Back to Categories

27. Spirituals 500 In “Swing Low, Sweet Chariot,” to whom does the singer refer in the following: “If you get there before I do . . . Tell all my friends I’m coming too”?

28. Spirituals 500 slaves who have already escaped Back to Categories

29. Spirituals 600 As you listen to the three stressed syllables at the beginning of the refrain of “Go down, Moses,” what do you hear?

30. Spirituals 600 A Command Back to Categories

31. Spirituals 700 Which element of “Go down, Moses” is characteristic of many spirituals?

32. Spirituals 700 References to biblical places Back to Categories

33. Spirituals 800 Why were spirituals such as “Go down, Moses” a threat to slaveowners?

34. Spirituals 800 They carried coded messages. Back to Categories

35. Spirituals 900 In “Go down, Moses,” what effect does repeating “Let my people go” have on the listener?

36. Spirituals 900 It shows determination. Back to Categories

37. Spirituals 1000 In “Go down, Moses,” what do Pharaoh and the people of Israel stand for?

38. Spirituals 1000 Slaves and slaveowners Back to Categories

39. Frederick Douglas’s My Bondage, My Freedom 100 What does Douglass like most about Baltimore life in My Bondage and My Freedom?

40. Frederick Douglas’s My Bondage, My Freedom 100 Learning to read and write Back to Categories

41. Frederick Douglas’s My Bondage, My Freedom 200 Based on My Bondage and My Freedom, which statements express Douglass’s beliefs? I. People should be trained to be both slaves and slaveowners. II. Slavery can be endured as long as the slaveowneris kind. III. Slavery destroys both the slave and the slaveowners. IV. Slavery makes enemies out of people who should be friends.

42. Frederick Douglas’s My Bondage, My Freedom 200 III. Slavery destroys both the slave and the slaveowners. IV. Slavery makes enemies out of people who should be friends. Back to Categories

43. Frederick Douglas’s My Bondage, My Freedom 300 What made My Bondage and My Freedom an important work in 1855, a few years before the Civil War?

44. Frederick Douglas’s My Bondage, My Freedom 300 It was one of few books written from a former slave’s viewpoint. Back to Categories

45. Frederick Douglas’s My Bondage, My Freedom 400 What common attitudes did My Bondage and My Freedom challenge? I. Slaves were incapable of reading and writing. II. Slaves were not the equal of their whites. III. Slaves wished to escape their enslavement. IV. Slaves were comfortable with their position in life.

46. Frederick Douglas’s My Bondage, My Freedom 400 I. Slaves were incapable of reading and writing. II. Slaves were not the equal of their whites. IV. Slaves were comfortable with their position in life. Back to Categories

47. Frederick Douglas’s My Bondage, My Freedom 500 Given what Douglass endures as a slave, what element of My Bondage and My Freedom surprises you?

48. Frederick Douglas’s My Bondage, My Freedom 500 He feels real affection for Mrs. Auld Back to Categories

49. Frederick Douglas’s My Bondage, My Freedom 600 If your purpose in reading My Bondage and My Freedom was to find out how a former slave wrote world-famous books, which question might you ask before reading?

50. Frederick Douglas’s My Bondage, My Freedom 600 How did Douglass learn to write? Back to Categories