READ-ALOUD (Teacher reads to class):

Moving On, by Jeanette Ingold (Short Story) This Short Story establishes the time era:
movement to cities for factory jobs, which will increase to aid the war effort, and a shift
in society as jobs are available for minority group members, such as African Americans
and women.
The Wars, by Timothy Findley: A young Canadian runs away to join the war effort and
uncovers a world of trench fighting and physical and psychological challenges follow.
Out of the Dust, by Karen Hesse: (Story in Verse). The story of a young girl during the
bleak dustbowl in Oklahoma. The first page that is set in August of 1920 is used to
compare to A Tree Grows in Brooklyn the two big city, ghetto and hospital births in
1916 and 1918. This will also transition (scaffold) class into the next Decade. It also
provides another example of poetry to not only compare with poems within this decade,
but inspires students for further modern Poetry.

STUDENTS ASSIGNED READING:

The Trouble With Jeremy Chance, by George Harrar

This is set in rural New-Hampshire. Although it is at the end of World War I, it parallels a
theme and setting of Moving On (short story), as the protagonist comes to the big city of
Boston, which is well-equipped with many factories to aid in war-time production needs.
This is 5th-6th grade historical fiction that scaffolds with Whites A Tree Grows in
Brooklyn (both struggle to come to terms with father figures and family deaths) and both
struggle to find where they belong in big cities (Boston and New York City). It can also
scaffold with either (or any) World War I book, as Jeremy runs away to meet his brother
who is a returning soldier. In this way, it illustrates the country boy to soldier
transformation. This novel also illustrates a nature vs man theme, with Jeremys mother
who dies of Spanish Influenza and the exploding Molasses factory that occurred during
this time.
A Tree Grows in Brooklyn, by Betty White
A young girls coming of age in the ghetto of Brooklyn. Set in the pre-World War I period,
where her the world around her is changing. A very clear picture of schools, libraries and
ghetto life in Brooklyn, where horse and carriages ride alongside automobiles, Francies
sister goes to the hospital to deliver her baby, and Francie is forced to leave school to
work when her father dies. Illustrates life in the city, which contrasts many of the other
novels.
-This can also substituted with All Quiet on the Western Front, which presents an
alternate contrast to The Wars if students are older. These two World War I titles can
only be used together, with one half of the class reading one book and one half of the
class reading the other. A Tree Grows in Brooklyn is set throughout the whole decade,
from horse-less carriage to automobile use being more widespread and presents a muchneeded contrast to the more war and revolution themes that are relevant in this unit.

LITERATURE CIRCLE BOOKS:

1. Endurance: Shackletons Incredible Voyage, by Alfred Lansing: Description and fact
intermix in this account of Shackletons real survival adventure (of 1915)
2. Titanic: Voices from the Disaster, by Deborah Hopkinson: Real Witness/Survivor
accounts combine with a rich narrations of the Titanic disaster. Diary excerpts and letters
are included in this Sibert Honor Book.
3. Shadow of a Century, by Jean Grainger: Set in modern New York City and Dublin,
Ireland during the Easter (1916) Revolution.
4. Hired Girl, by Laura Amy Schiltz: Winner of the 2016 Scott ODell Award for
Historical Fiction, 2016 Association of Jewish Libraries Sydney Taylor Award Winner
and the 2016 National Jewish Book Award for Childrens and Young Adult Literature. A
young farm girl who flees her home to find a better home in the city, as the hired girl of a
kindly Jewish couple, and examines her values.
5. Anastasia and Her Sisters, by Caroline Meyer: Set in Russia, during the time of the
Russian Revolution (also in the middle of World War I), Anastasias family (Romanov)
goes from being the powerful rulers of Russia, to prisoners. Told in diary form.
Non-Fiction Study:
1. SMITHSONIAN MAGAZINE: Why-Are-Jim-Thorpes-Olympic-Records-Still-NotRecognized?
2. Titanic, Voices from the Disaster (Hopkinson): Titanic Timeline, Be Titanic Researcher,
Commissioners Final Report of 1912, Titanic Launching Sequences Re-examined, and
the Titanic Survivor Statistics
3. Womens Work in World War I (see attached)
Used Within Lesson-Studies:
1. Shackleton DVD (Kenneth Branagh) A & E: http://www.imdb.com/title/tt0272839/
2. Jim Thorpe/Olympics of 1912 (Focused Viewing/Persuasive Essay):
http://www.bing.com/videos/search?
q=jim+thorpe+video&view=detail&mid=05E435D3390A0C54AD0B05E435D3390A0C
54AD0B&FORM=VIRE
3. Model of Multi-Media Essay (based on The Wars) http://www.bing.com/videos/search?
q=the+wars%2c+play
%2c+timothy+findley&&view=detail&mid=9957AC1BD5A111C9C7F99957AC1BD5A
111C9C7F9&FORM=VRDGAR
4. Russian Revolution Documentary (vocabulary lesson):
http://www.bing.com/videos/search?
q=russian+revolution&&view=detail&mid=36DD011C126FDF22753C36DD011C126F
DF22753C&FORM=VRDGAR

Poetry:
1. For the Fallen, by Lawrence Binyon (see below) WW I - Scaffold into The Wars
2. Sunday Bloody Sunday. Song by U2
3. Out of the Dust, by Karen Hesse: Poem in Verse (page 3) Scaffold into next Decade

A Tree Grows in Brooklyn vs Out of the Dust: Childbirth

READ ALOUND (see below) page 3 of Out of the Dust, by Karen Hesse (story in
verse)Compare Billie-Jos birth - in the future decade in Oklahoma farmhouse, August 1920
(Mom crouched bare-foot on floor and baby fell onto floorboards) to Annie-Lauries
(1916) Brooklyn ghetto birth (at home in with family to help deliver the baby), and also
to Sissys HOSPITAL Birth in Brooklyn, 1918 and the intervention that saved her
newborn.

(Read. Compare, Discuss):

Brooklyn Ghetto, 1916: A Tree Grows in Brooklyn, page 333 Look, Sissy said, I
bore ten no eleven children. You had three and Katie had two. Among us, we had
sixteen children. We ought to know enough to bring a baby (333).

Brooklyn Hospital, 1918: A Tree Grows in Brooklyn, page 430: Eleven times, Oh God,
why couldnt You let me have one? Just one out of eleven? In a few years, my time of
child-bearing will be overThen she heard a word. She heard a word that she had never
known. She heard the word oxygen.
Quick! Oxygen! she heart the doctor say.
She watched him over work over her baby. She saw a miracle that transcended the
miracle of the saints her mother had told her about. She saw the dead blue change to
living white.

Oklahoma farmhouse, 1920 (in ERA we will be soon studying), page 3: As summer
wheat came ripe,
So did I.
Born at home, on the kitchen floor.
Ma crouched,
Barefoot, bare bottomed
Over the swept boards,
Because thats where Daddy said it would be best.

Critical Thinking Questions (answered within group):

1.
2.
3.
4.

How has childbirth progressed in the city? How has it in the country?
Does childbirth methods reflect education in the town? Money?
Which do you think is better? Why?
What do you make of the 1920 birth of Billie Jo, and the 1918 bith of Sissy?

Multi-Cultural, Gender Inequality, & Class

Writing assignment one (Persuasive/Position Essay) involves the true-case of Olympian,
American Indian, Jim Thorpe. Thorpe lost Olympic eligibility due to a violation of the
amateur code. Jim Thorpe was eventually honored as one of the greatest athletes in the
first half of the 20th century. After reading, reflection, and discussion, students must
decide and explain if Thorpes penalty was justified?
Moving On, (Ingold) is the capstone Short Story of this Time Capsule unit and deals
directly with the climate of the Post-Civil War, Pre-Civil Rights time. It also addresses
the migration that African Americans undertook (into cities) for better-paying factory
jobs (a theme that mirrors other lit. circle books).
A Tree Grows in Brooklyn (Smith) illustrates the ghetto climate and discrimination that
immigrants faced not only from well-to-do American-Born citizens, but other
neighbors. The opportunities available to those with money is also very obvious (another
theme reflected in other selections). Likewise the city vs country opportunities, even
as it compared to Oklahoma in 1920 (Out of the Dust).
The Titanic, Voices from the Disaster (Hopkinson) focused, closed study lessons
illustrate that poverty (and low socio-economic status) is not only frustrating, but life
threatening. One look at survivor records and lifeboat evacuations and it is clear that
class distinction existed on the ocean liner.
Womens Work in World War I (Striking Women) is a rich non-fiction resource that
highlights the role of women in replacing men in factory and other positions during a
time when they were struggling for the right to vote.
Both the Irish and the Russian Revolution are addressed in Literature Circle books,
Shadow of a Century (Grainer) and Anastasia and Her Sisters (Meyer). Both novels
illustrate how domination of a (socially accepted) lesser class of people has been a
historical fact throughout history, a fact that wields dire consequences.

The Hired Girl (Schlitz), addresses what it is like to be a young woman who wants an
education in a world that does not value education for woman. When Joan flees to the big
city of Baltimore, a prosperous and cultured Jewish family take her as their hired girl.
Here, she re-examines her religious upbringing and finds herself attracted to the
handsome Jewish son of her employers

Introduction to Literature Circles, Time Capsule 1910-1919

In 1910, Haleys comet shot across the sky, ushering in the start of a new decade.
Some took this as an omen of terrible things to come, and in ways, this was true. For in
1912, the same year the Oreo Cookie was first introduced, the unsinkable Titanic sank
during its first Atlantic crossing and two years later, war broke out in Europe. Yet on the
other side of the Atlantic, automobile ownership received a boost with Henry Fords first
moving assembly line. In 1914, the Panama Canal opened, Babe Ruth his First Home
Run w/Red Sox, and explorer Ernest Shackleton began his fated voyage to Antarctica that
led to one of the greatest survival stories of the all-time. In 1915 as the one-millionth
Model T rolled off Fords assembly line, the Irish took a stand for independence against
British rule. And while the Irish were challenging Great Britain, and most of the worlds
super powers were engaged in the trench and gas warfare that would later define World
War One, John D. Rockefeller become America's First Billionaire and Margaret Sanger
opened the first birth control clinic. The theme of revolution continued father north, when
in 1917 the Russian people revolted against Czar Nicholas II and Communist rule was
established in the Soviet Union. 1917 was also the year that the United States entered
into World War One, but even as the United States honed up on war efforts at home and
abroad, utilizing every American available even women and minorities, an epidemic of
Spanish flu killed more than twenty-million people around the world. As the decade
neared to an end, the dust and death began to settle somewhat and in 1919 The Treaty of
Versailles put an end to World War I.
As recorded on Voice thread: http://timecapsulte1910-1919.weebly.com/

Jim Thorpe

From: http://history-timeline.deepthi.com/olympics-history-timeline/olympics-historytimeline-1911-1920.html
Most notable case of an athlete losing Olympic eligibility for violation the amateur
code is that of the 1912 gold medalist Jim Thorpe of the United States. Thorpe was
stripped of his Olympic medals because he has earned a small amount of money
playing semi-professional baseball two years before the 1912 Stockholm Games. Jim
Thorpe was an American Indian, who won both the decathlon and pentathlon in
Stockholm; Thorpe was eventually honored as the greatest athlete of the first half of
the 20th century.
For the first time, competitors in the Games came from all five continents
symbolized in the Olympic rings. It was also the last time that solid gold medals
were awarded; modern medals are usually gold coated silver. The main arena was
Stockholms Olympia stadium.

For the Fallen

by Lawrence Binyon

From Striking Women Website

(http://striking-women.org/module/women-and-work/world-war-i-1914-1918)

Women's Work in WW1

During WWI (1914-1918), large numbers of women were recruited into jobs vacated by
men who had gone to fight in the war. New jobs were also created as part of the war
effort, for example in munitions factories. The high demand for weapons resulted in the
munitions factories becoming the largest single employer of women during 1918.
Though there was initial resistance to hiring women for what was seen as mens work,
the introduction of conscription in 1916 made the need for women workers urgent.
Around this time, the government began coordinating the employment of women
through campaigns and recruitment drives.
This led to women working in areas of work that were formerly reserved for men, for
example as railway guards and ticket collectors, buses and tram conductors, postal
workers, police, firefighters and as bank tellers and clerks. Some women also worked
heavy or precision machinery in engineering, led cart horses on farms, and worked in
the civil service and factories. However, they received lower wages for doing the same
work, and thus began some of the earliest demands for equal pay.
By 1917 munitions factories, which primarily employed women workers, produced 80%
of the weapons and shells used by the British Army (Airth-Kindree, 1987). Known as
canaries because they had to handle TNT (the chemical compound trinitrotoluene that
is used as an explosive agent in munitions) which caused their skin to turn yellow, these
women risked their lives working with poisonous substances without adequate
protective clothing or the required safety measures. Around 400 women died from
overexposure to TNT during WWI.

1.

Sunday Bloody Sunday

By U2
Yeah
I can't believe the news today
Oh, I can't close my eyes
And make it go away
How long
How long must we sing this song

How long, how long

'Cause tonight, we can be as one
Tonight
Broken bottles under children's feet
Bodies strewn across the dead end street
But I won't heed the battle call
It puts my back up
Puts my back up against the wall
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Sunday, Bloody Sunday
And the battle's just begun
There's many lost, but tell me who has won
The trench is dug within our hearts
And mothers, children, brothers, sisters
Torn apart
Sunday, Bloody Sunday
Sunday, Bloody Sunday
How long
How long must we sing this song
How long, how long
'Cause tonight, we can be as one
Tonight, tonight
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Wipe the tears from your eyes
Wipe your tears away
Oh, wipe your tears away
Oh, wipe your tears away
(Sunday, Bloody Sunday)
Oh, wipe your blood shot eyes
(Sunday, Bloody Sunday)
Sunday, Bloody Sunday (Sunday, Bloody Sunday)
Sunday, Bloody Sunday (Sunday, Bloody Sunday)
And it's true we are immune
When fact is fiction and TV reality
And today the millions cry
We eat and drink while tomorrow they die
(Sunday, Bloody Sunday)
The real battle just begun
To claim the victory Jesus won
On
Sunday Bloody Sunday
Sunday Bloody Sunday
Songwriters: ADAM CLAYTON, DAVE EVANS, LARRY MULLEN, PAUL HEWSON

 Universal Music Publishing Grou

Ideas for Literature Circle 1900-1919 Final

Project

- A visual and/or musical presentation of a particular theme in the

novel. (students will make PowerPoint presentation on the theme by
adding music if they want)

- A collage or medley representing the importance of the novels

theme. (Students will research
For the pictures portraying that specific theme and making a collage
and present to the
Class)

- A reading from the novel, a poem that illustrates the importance of

the
Theme. (The student can find connection to other novels or poems*
dealing with
the same theme in a different setting)

- Creation of an artwork that illustrates the meaningfulness of the

theme. (Students can
Create a graphic or illustration of the novel that tells the plot or themes
of the play)

Extra credit if other literature within the unit is included.

AZ CCRS Time Capsule

Reading Standards:

1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (910.RL.1)
2. Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text. (910.RL.2)
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot
or develop the theme. (910.RL.3)
4. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 910 text complexity band proficiently, with scaffolding as
needed at the high end of the range. (9.RL.10)
5. Analyze in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). (910.RI.5)
6. Analyze various accounts of a subject told in different mediums (e.g., a persons life
story in both print and multimedia), determining which details are emphasized in each
account. (910.RI.7)
Writing Standards:
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that
anticipates the audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented. (910.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with wellchosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas
and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic). (910.W.2)
3. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

4.
5.

6.

7.

trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grades 910.) (910.W.5)
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically. (910.W.6)
Conduct short as well as more sustained research projects to answer a question
(including a selfgenerated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (910.W.7)
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for citation. (910.W.8)
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences. (910.W.10)
Listening and Speaking Standards:
1. Initiate and participate effectively in a range of collaborative discussions (oneon
one, in groups, and teacherled) with diverse partners on grades 910 topics, texts,
and issues, building on others' ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decisionmaking
(e.g., informal consensus, taking votes on key issues, and presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented. (910.SL.1)
2. Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each
source. (910.SL.2)
3. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
(910.SL.4)
4. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. (910.SL.5)
Language Standards:

1. Acquire and use accurately general academic and domainspecific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary

knowledge when considering a word or phrase important to comprehension or

expression. (910.L.6)