The Drummer Boy of Shiloh

Last updated about 6 years ago

6 questions

The Drummer Boy of Shiloh

Last updated about 6 years ago

6 questions

Question 1

In the description of the setting in lines 24-26, what does the special wind suggest about the location of the two armies? Identify what mood this description helps create.

The sound the boy hears is actually the sound of both armies, which shows that are close to one another. This detail helps create the mood of calmness because it shows that the men are finally at rest. 

The sound the boy hears is actually the sound of both armies, which shows that are close to one another. This detail helps create the mood of  anxiety and tension in the beginning of the story.

The sound the boy hears is just the wind stirring up and suggests that the opposing army is on their way, creating a mood of fear. 

The "special wind" is just the boy's imagination. The mood created is fear becauase he is paranoid about the battles that will soon take place. 

Question 2

What are the descriptive details that the author provides about the general in lines 77-80 that help make this historical fiction piece accurate for its time? What is the effect of providing these details?

The author mentions the smells of sweat, tobacco, horse, and boot leather. These are all odors that an older army officer of the time might have. Including these details creates a more realistic visual in the mind of the reader.

The author mentions that the general smells as all fathers should smell. This suggests that many young soldiers missed their fathers during the war. This helps the reader sympathize with the main character. 

Thr author mentions that he smells of sweat, tobacco, horse, and boot leather. This is meant to reveal to the reader the toughness of the gnerals.

None of these. The details were most likely historically inaccurate since this is a fictional story. 

Question 3

Why does the General refer to the pace of the boy's drumming as "the heart of the army" in lines 141-157?

The General wants to cheer the boy up and make him feel important in his duties. 

The general wants to make sure the boy know's that the  sound of his beat on the drum is responsible for instructing what the soliders will do next.

The sound of the boy’s drumming, like the beating of a  heart, will give life to, or inspire the soldi

The sound of the boy's drumming never ceases. He wants to be sure that the boy knows to keeps drumming no matter what. 

Question 4

Henry Wadsworth Longfellow was a popular American author who wrote "Paul Revere's Ride" and other works immortalizing early American history. Identify the allusion to him in lines 177-188. What mood does this allusion help create in the last paragraph?

The idea that an important author would immortalize the battle helps create the mood of seriousness, importance and heroism.

The allusion creates a mood of sadness, because written accounts of what took place during was in American history often depcit difficult times and significant loss.

The allusion does not create a particular mood; however, it's meant to recognize a famous author for the quality of his work. 

The idea that this important author would immortalize the battle helps create a mood of excitement since the General believes that the beat of the boy's drum is so important will be written about by the famous author, Mr. Henry Wadsworth Longfellow. 

Question 5

What is the similarity between the General's talk with the drummer boy and the drummer boy's role in the next day's battle?

The General's talk with the drummer boy is sorrowful and hopeless, which tells the reader that the boy's beat will be slow and the sound of his drum will be soft. 

The General's talk with the drummer boy is negative and degrading, which shows that his role for the next day's battle is insignifcant. 

The General’s description of what he wants the drummer boy to do not only tells the reader how the boy will play, but also has the same effect on Joby that beating the drum will have on the soldiers: it excites him and gives him courage.

Question 6

What do the peach blossoms symbolize in the story? Explain how this symbol contributes to the overall mood.

The falling of the peach blossoms occur toward the end of spring and symbolize that the war is also nearing an end. This contributes to an overall mood of excitement in the story.

The falling of the peach blossoms occurs toward the end of spring and symbolizes the loss of youth and innocence associated with the ensuing battle. They contribute to the overall mood of sadness in the story.

The falling of the peach blossoms occurs toward the end of spring and symbolize the youthfulness of the drummer boy. This creates a mood of refreshing warmth. 

The falling of the peach blossoms at the end of spring symbolizes hope that the army will win their next battle, creating a mood of hopefullness. 

Question 1

In the description of the setting in lines 24-26, what does the special wind suggest about the location of the two armies? Identify what mood this description helps create.

The sound the boy hears is actually the sound of both armies, which shows that are close to one another. This detail helps create the mood of calmness because it shows that the men are finally at rest. 

The sound the boy hears is actually the sound of both armies, which shows that are close to one another. This detail helps create the mood of  anxiety and tension in the beginning of the story.

The sound the boy hears is just the wind stirring up and suggests that the opposing army is on their way, creating a mood of fear. 

The "special wind" is just the boy's imagination. The mood created is fear becauase he is paranoid about the battles that will soon take place. 

Question 2

What are the descriptive details that the author provides about the general in lines 77-80 that help make this historical fiction piece accurate for its time? What is the effect of providing these details?

The author mentions the smells of sweat, tobacco, horse, and boot leather. These are all odors that an older army officer of the time might have. Including these details creates a more realistic visual in the mind of the reader.

The author mentions that the general smells as all fathers should smell. This suggests that many young soldiers missed their fathers during the war. This helps the reader sympathize with the main character. 

Thr author mentions that he smells of sweat, tobacco, horse, and boot leather. This is meant to reveal to the reader the toughness of the gnerals.

None of these. The details were most likely historically inaccurate since this is a fictional story. 

Question 3

Why does the General refer to the pace of the boy's drumming as "the heart of the army" in lines 141-157?

The General wants to cheer the boy up and make him feel important in his duties. 

The general wants to make sure the boy know's that the  sound of his beat on the drum is responsible for instructing what the soliders will do next.

The sound of the boy’s drumming, like the beating of a  heart, will give life to, or inspire the soldi

The sound of the boy's drumming never ceases. He wants to be sure that the boy knows to keeps drumming no matter what. 

Question 4

Henry Wadsworth Longfellow was a popular American author who wrote "Paul Revere's Ride" and other works immortalizing early American history. Identify the allusion to him in lines 177-188. What mood does this allusion help create in the last paragraph?

The idea that an important author would immortalize the battle helps create the mood of seriousness, importance and heroism.

The allusion creates a mood of sadness, because written accounts of what took place during was in American history often depcit difficult times and significant loss.

The allusion does not create a particular mood; however, it's meant to recognize a famous author for the quality of his work. 

The idea that this important author would immortalize the battle helps create a mood of excitement since the General believes that the beat of the boy's drum is so important will be written about by the famous author, Mr. Henry Wadsworth Longfellow. 

Question 5

What is the similarity between the General's talk with the drummer boy and the drummer boy's role in the next day's battle?

The General's talk with the drummer boy is sorrowful and hopeless, which tells the reader that the boy's beat will be slow and the sound of his drum will be soft. 

The General's talk with the drummer boy is negative and degrading, which shows that his role for the next day's battle is insignifcant. 

The General’s description of what he wants the drummer boy to do not only tells the reader how the boy will play, but also has the same effect on Joby that beating the drum will have on the soldiers: it excites him and gives him courage.

Question 6

What do the peach blossoms symbolize in the story? Explain how this symbol contributes to the overall mood.

The falling of the peach blossoms occur toward the end of spring and symbolize that the war is also nearing an end. This contributes to an overall mood of excitement in the story.

The falling of the peach blossoms occurs toward the end of spring and symbolizes the loss of youth and innocence associated with the ensuing battle. They contribute to the overall mood of sadness in the story.

The falling of the peach blossoms occurs toward the end of spring and symbolize the youthfulness of the drummer boy. This creates a mood of refreshing warmth. 

The falling of the peach blossoms at the end of spring symbolizes hope that the army will win their next battle, creating a mood of hopefullness. 