Children’s Literature 1885-1915.
An Adventure of the American Mind
Illinois State University
Nancy Peterson, Stacey Schuler, Kathy J. Taylor Johnson
El Paso-Gridley High School
Fall 2006
An Adventure of the American Mind
Illinois State University
Baseball A B C. New York : McLoughlin Bros.,
1885. Library of Congress, Rare Books and Special
Collections Division
Students will work with primary source documents from the Library of Congress to study the history of children’s literature as well as compare and contrast books from 1787-1915 to present day literature.
Overview/Materials/LOCResources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· utilize various primary sources to develop a cohesive, comprehensive and historically accurate picture of children’s literature throughout history; specifically 1885-1915.
· analyze the historical terminology and pictorial representations of children’s literature using primary sources.
· broaden their understanding of bibliographical information via citation of primary sources.
· answer the following essential questions:
1. How does the portrayal of the family unit change over time in the illustrations in children’s books?
2. What clues can be found in the illustrations that help identify the decade in which the book was published?
3. Compare a children’s book from the turn of the century (late 1880s – 1920s) to one from current day as indicated in bibliography. Look at the content, the subjects in the illustrations, and the style of the illustrations.
4. Are there differences in how the copyright, publisher, etc are presented when comparing works from the 1800s to today?
5. Would children’s books from the 1800s be politically correct in today’s society?
Recommended time frame / Three days for lesson, one week to complete project.
Grade level / 10th -12th
Curriculum fit / Family and Consumer Science
Materials / Materials needed for this learning experience will include:
· Computers,
· LCD projector, screen
· Guided notes
· Look Back in Time worksheet
· Navigating the Library of Congress worksheet
· Citation Activity worksheet
· PowerPoint—History of Children’s Literature
· PowerPoint--Children’s_Literature_Day_ 2.ppt
· markers, crayons, colored pencils, fabrics, card stock, binding machine and combs, laminating machine, and other creative materials based on student request.
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency.
· 1.C. Comprehend a broad range of reading materials.
· 1.C.5c Critically evaluate information from multiple sources.
· 1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques).
GOAL 2: Read and understand literature representative of various societies, eras and ideas.
· 2.A. Understand how literary elements and techniques are used to convey meaning.
· 2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries.
GOAL 3: Write to communicate for a variety of purposes.
· 3.B. Compose well-organized and coherent writing for specific purposes and audiences.
· 3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
GOAL 4: Listen and speak effectively in a variety of situations.
· 4.B. Speak effectively using language appropriate to the situation and audience.
· 4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology.
Fine Arts:
GOAL 26: Through creating and performing, understand how works of art are produced.
· 26.A. Understand processes, traditional tools and modern technologies used in the arts.
· 26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.
Procedures Back to Navigation Bar
This unit consists of three lessons taught sequentially. Before beginning the unit, the students are knowledgeable of the basic components and formatting of children’s literature.
Lesson One:
· Students are introduced to the history of children’s literature by the media specialist using a PowerPoint describing and illustrating children’s literature via primary sources.
· The worksheet, History Of Children’s Literature Guided Notes, will be provided for student use.
Lesson Two:
· Students are exposed to children’s literature from 1885-1915 through a co-taught PowerPoint presentation utilizing primary sources.
· The lesson compares and contrast children’s literature from 1885-1915 to present day children’s literature. More specifically, the historical terminology and pictorial representations are discussed.
· Students will complete A Look Back In Time worksheet. This lesson is conducted in a computer lab.
Lesson Three:
· Students individually navigate the Library of Congress to further explore children’s literature through primary sources using the Navigating the Library of Congress worksheet.
· This process will broaden their understanding of bibliographical information via citation of primary sources.
· Students will complete Citation Activity worksheet.
· Students will be assigned to design and create an ABC book. This lesson is conducted in a computer lab.
Evaluation Back to Navigation Bar
· Students will be evaluated on:
· the History of Children’s Literature Guided Notes
· the A Look Back In Time Work Sheet
· the Citation Activity
· the ABC Book using the attached rubric
Extension Back to Navigation Bar
· Students will have children from the preschool classroom draw or color pictures for use in their ABC book.
· Students will read their ABC book to the preschool children.
· Students will use their knowledge of primary resources to create a counting book with kindergarten students.
Primary Resources from the Library of Congress
Back to Navigation Bar
/ Alphabet book / A apple pie, Kate Greenaway.London ; New York : F. Warne, 1900. / http://hdl.loc.gov/loc.rbc/bit.11404
/ Baseball ABC / Baseball A B C. New York : McLoughlin Bros., 1885. / http://hdl.loc.gov/loc.rbc/juv.85163
/ A circus procession / The Circus procession. N.Y. [i.e. New York] : McLoughlin Bros., 1888. / http://hdl.loc.gov/loc.rbc/juv.12208
/ Little Songs / Little songs of long ago : more old nursery rhymes, the original tunes harmonized by Alfred Moffat; illustrated by H. Willebeek Le Mair. London : Augener : For the book trade, A. & C. Black ; New-York : G. Schirmer, 1912. / http://hdl.loc.gov/loc.rbc/juv.53353
/ The Rocket Book / The rocket book, Peter Newell. New York : Harper & Brothers, 1912. / http://hdl.loc.gov/loc.rbc/juv.23925
/ Alphabet book /
Chicka Chicka ABC
by John Archambault, Lois Ehlert(Illustrator), John Archambault
New York : Simon & Schuster, 1989. / http://carlweb.alsrsa.org/You must do a search
of the database by title of the book to get to the book cover
/ A bronze Arthur in plate armour with visor raised and with jousting shield is one of the chivalrous mourners at the tomb of Emperor Maximilian I (died 1519) / "King Arthur." Wikipedia, The Free Encyclopedia. 5 Nov 2006, 17:07 UTC. Wikimedia Foundation, Inc. 5 Nov 2006 / http://en.wikipedia.org/w/index.php?title=King_Arthur&oldid=85871458
/ Aesop’s Fables, The City Mouse and the Country Mouse / Aesop.
Aesopus moralisatus.
[Brescia, Boninus de Boninus, ca. 1487].
Rosenwald Collection
Rare Book and Special Collections Division (15) / http://www.loc.gov/exhibits/heavenlycraft/heavenly-15th.html
/ Strict Moral Instruction for Children / James Janeway
A Token for Children.
Boston: 1728
Rare Book & Special Collection Division (102.4) / http://www.loc.gov/exhibits/treasures/trr155.html
/ Ivory Hornbook with flower on handle / 18th century, English.
Gift of Leonard Kebler, 1959
Rare Book & Special
Collections Division (102A) / http://www.loc.gov/exhibits/treasures/trm178.html
/ Ivory Hornbook on blue moiré cloth / 18th century,
possibly American
Rare Book & Special Collections Division
Gift of Brian and Darlene Heidtke (102A.1) / http://www.loc.gov/exhibits/treasures/trm178.html
/ The Juvenile National Calendar / John Latrobe (1803-91) The Juvenile National Calendar . . .
Baltimore: F. Lucas, Jr.; Philadelphia: Ash & Mason, [ca. 1825]
Rare Book & Special Collections Division / http://www.loc.gov/exhibits/treasures/tri058.html
/ Multiplication Book from Marian Carson's collection / Marmaduke Multiply.
Boston: Munroe and Francis, 1839.
Rare Book & Special Collections Division / http://www.loc.gov/exhibits/treasures/tri057.html
/ The White Rabbit from Alice’s Adventures in Wonderland
Chapter 1 – Down the Rabbit hole / Alice's Adventures in Wonderland by Lewis Carroll, The Millennium Fulcrum Edition 3.0. This is a hypertext formatted version of the Project Gutenberg edition / http://www.cs.cmu.edu/~rgs/alice-table.html
/ Wordless book with opportunities for child to learn common terms around the house / The Children's object book. London ; New York : F. Warne &Co.,[188-?] Rare Book/Special Collections Reading Room (Jefferson LJ239) / http://hdl.loc.gov/loc.rbc/juv.48867
/ School Begins
Caricature showing Uncle Sam lecturing 4 children . . . / School Begins
Color lithograph by Keppler & Schwarzmann. Illus. in: Puck, (1899 Jan. 25), p. 8-9. in AP101.P7 1899 LC-USZC2-1025(color film copy slide) / http://hdl.loc.gov/loc.pnp/cph.3b48925
/ Turn of the century clothing - children playing. / Children of our town pictured by E. Mars and M.H. Squire ; with verses by Carolyn Wells.New York : R.H. Russell, [c1902] Rare Book/Special Collections Reading Room (Jefferson LJ239) / http://hdl.loc.gov/loc.rbc/juv.22424
/ Johnny Tremian / Johnny Tremain by Esther Forbes, New York: Houghton Mifflin, 1943. / http://carlweb.alsrsa.org/
You must do a search of the database by title of the book to get to the book cover
/ Charlotte’s Web / Charlotte’s Web by E. B. White, New York: HarperCollins, 1952. / http://carlweb.alsrsa.org/
You must do a search of the database by title of the book to get to the book cover
/ Bridge to Terabithia / Bridge to Terabithia by Katherine Paterson. New York: Harper, 1977. / http://carlweb.alsrsa.org/
You must do a search of the database by title of the book to get to the book cover
/ Sarah, Plain and Tall / Sarah, Plain and Tall by Patricia MacLachlan. New York: Harper & Row, 1985. / http://carlweb.alsrsa.org/
You must do a search of the database by title of the book to get to the book cover
/ Lon Po Po / Lon Po Po: a red riding hood story from China translated and illustrated by Ed Young, New York : Philomel Books, 1989 / http://carlweb.alsrsa.org/
You must do a search of the database by title of the book to get to the book cover
/ Mufaro’s beautiful daughters / Mufaro’s beautiful daughters: an African tale by John Steptoe, New York : Lothrop, Lee & Shepard Books, 1987 / http://carlweb.alsrsa.org/
You must do a search of the database by title of the book to get to the book cover
Rubric
Back to Navigation Bar
ABC Book Rubric
Student Name ______
Students will create an ABC book, criteria include; one letter per page with illustration. The format should represent the time period shown through the primary sources. Computer generated and or hand drawn illustrations are acceptable. Be creative. Use the rubric below as a guideline to fulfill assignment expectations.
CATEGORY / 4 / 3 / 2 / 1Attractiveness & Organization / The book has exceptionally attractive formatting and well-organized information. / The book has attractive formatting and well-organized information. / The book has well-organized information. / The book's formatting and organization of material are confusing to the reader.
Writing - Mechanics / Capitalization and punctuation are correct throughout the book. / Capitalization and punctuation are correct throughout the book after feedback from an adult. / There are 1-2 capitalization and/or punctuation errors in the book even after feedback from an adult. / There are several capitalization or punctuation errors in the book even after feedback from an adult.
Spelling & Proofreading / No spelling errors remain after one person other than the typist reads and corrects the book. / No more than 1 spelling error remains after one person other than the typist reads and corrects the book. / No more than 3 spelling errors remain after one person other than the typist reads and corrects the book. / Several spelling errors in the book.
Graphics/Pictures / Graphics go well with the text and there is a good mix of text and graphics. / Graphics go well with the text, but there are so many that they distract from the text. / Graphics go well with the text, but there are too few and the book seems "text-heavy". / Graphics do not go with the accompanying text or appear to be randomly chosen.
Sources / Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the book. / Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the book. / Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the book. / Sources are not documented accurately or are not kept on many facts and graphics.
Handouts
Back to Navigation Bar
History of Children’s Literature
Guided Notes
History of Children’s Literature
Guided notes
Illustrations in children’s books reflect the ______and the role of ______and the ______in that time period.
• Early books for children were ______and usually written in ______by religious teachers.
• The books were meant to instruct and to instill the ______of ______and customs, morals and religious beliefs; they were not meant to give ______.
• Stories of the 15th and 16th centuries were mostly ______telling of ______, Adventures of Troy and Aesop’s Fables.
During the 16th, 17th and 18th the English became the “people of a book and that book was the ______.”
• In a sincere desire to make ______happy the Puritans brooded on ______, eternal torment, and the state of children’s souls.
• Unfortunately, the ______method of instilling religious ideas was mainly through the use of fear – the fear of Hell
______ published in 1728 “was the most popular book of moral instruction for children in the 18th century. It contained 22 examples of pious and obedient children who were well prepared for the prospect of early death and judgment.”
”A constant companion to beginning readers in ______, the hornbook was a popular teaching aid in England during the 16th through the 18th century. The hornbook included the alphabet in ______and ______, vowels, and numerals, accompanied by a cross ornament, the Benediction, and the Lord’s prayer.”
The first edition of ______appeared in about 1785 in the United States, but it was probably pirated from John Newbery’s edition published in ______.