English Speak the language.


  • Master new words and use them in everyday vocabulary.
  • Keep a journal to express feelings, to improve reading, writing and thinking skills, remember important information, and to organize thoughts.



Edgewood Vocabulary Self-Collection Strategy
This strategy is designed to encourage students’ interest in vocabulary. The VSS is a process that motivates students to learn about words they think are important. Before beginning the video, ask students to pull out notebook paper and a pencil. Explain that while they are watching the video to write down new or unfamiliar words. After the video, invite students to share with the class words they have noted, and write the complete list on a white board or poster board. As a class, discuss and define each word on the vocabulary list.

Part I

nullification, repose, platitudes, confounded, preeminent, discordant, secession, filibustering, confederation, tantalizing, intoxicating, tariffs, sublime, reconstruction, melancholy, invigorated

Part II

suffrage, ratification, revitalize, persona, preeminent, discordant, revolutionary, emancipation, demurely, gossamer, intoxicating, sanctioned, fallow, chagrin, invigorated

Civil War Journal
Pretend you are a Southerner living during a time period captured in Edgewood. You may choose to be a male or female. Ypu may also decide your social status (i.e. slave, plantation owner, soldier, child, etc.) Create a personal journal for your character. In addition to the following guidelines, consider making your journal authentic to the time period in which it would have been written. (In other words, be creative!)


  • Journal should contain at least 10 entries
  • The first entry should introduce your characte,r including your name, age, relationships, hobbies, job, location, etc.
  • Successive entries should give insight into the daily life and activities of your character.
  • One entry must contain an account of your character meeting one of the main characters in “Edgewood.” (Applicable characters include Colonel Francis Pickens, Lucy Pickens, Douschka Pickens or Eulalie Salley)
  • Be creative. Include items such as a letter from someone fighting in the war;, a sample of the cotton grown on your family’s plantation; a piece of tattered clothing; the fuzz from your favorite stuffed animal; or labels from cans/boxes of food

The House Speaks
Determine the point of view for Edgewood. In small groups (three or four), make a list of the advantages and disadvantages of using this point of view. Each student should select a different point of view and write a paragraph about a segment of the movie from the new point of view. Have someone from your group proofread your paragraph. Share the paragraphs with the class.

Visit Historic Edgewood
In pairs, small groups (three or four) or individually, create a travel brochure to encourage tourists to visit the Pickens-Salley House. Distribute the attached rubric for requirements. Use at least one propaganda technique in the brochure. The brochure must have at least one graphic on each section of the brochure. After writing and editing the rough draft, take the students to the computer lab to create the final copy of the brochure. (Appendix ELA-1)

Edgewood Essay
Plan and compose a 3- to 5-paragraph essay that describes how the film Edgewood: Stage of Southern History characterizes one of the figures from the movie (such as Lucy Pickens, Cinda, Douschka, or Eulalie Salley). Before writing the essay, organize your facts, information, and thoughts in an outline, chart, or concept map. Be sure to answer the following questions in your essay.

  • What is the character’s main personality trait(s)?
  • Does the film reveal it through direct or indirect characterization?
  • Was there enough evidence to justify this portrayal? Explain your opinions with details from the film.

Educational Standards

Grade 8: South Carolina English / Language Arts


Standard 8-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.


  • (8-1.2) Explain the effect of point of view on a given literary text.
  • (8-1.60 Create response to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions and the visual and performing arts).


Standard 8-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.


  • (8-2.4) Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions and media productions).


Standard 8-3:  The student will use word analysis and vocabulary strategies to read fluently.


  • (8-3.1) Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.


Standard 8-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written and Standard American English.


  • (8-4.1) Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
  • (8-4.3) Create multi-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.


Standard 8-5:  The student will write for a variety of purposes and audiences.


  • (8-5.1) Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.
  • (8-5.2) Create narratives (for example, memoirs) that communicate the significance of particular personal relationships.
  • (8-5.3) Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).
  • (8-5.4) Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly state position with concrete evidence.