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Multiple Text Assignment Bobbie Keenan Young Adult Literature - 7331 July 5, 2009
Unit: Finding the Facts in Historical Fiction <ul><li>Using the novel  Bud, Not Buddy   </li></ul><ul><li>by Christopher P...
Christopher Paul Curtis <ul><li>ABOUT THE AUTHOR
Born in Flint, Michigan, Christopher Paul Curtis spent his first 13 years...
Table of Contents <ul><li>Resource 1: Uncle Jed’s Barbershop </li></ul><ul><li>Summary </li></ul><ul><li>Use in Classroom ...
Resource 1:  Uncle Jed’s Barbershop <ul><li>Summary:  Uncle Jed’s Barbershop , by Margaret King Mitchell, is the story of ...
Resource 1: Use in the Classroom <ul><li>The picture book,  Uncle Jed’s Barbershop , will be read at the start of the unit...
Resource 2:The Great Depression Library  Quest <ul><li>Summary: The  Great Depression Library Quest  is a website created ...
Resource 2: Use in the Classroom <ul><li>Activity - While reading  Bud, Not Buddy , create a timeline of Bud’s life using ...
Resource 3: All That Jazz! <ul><li>Jazz is an important part of the novel,  Bud, Not Buddy . Jazz music is almost a charac...
Resource 3: Use in the Classroom <ul><li>Activity - After exploring the PBS.org website,  Jazz,  create your own band. Wri...
Resource   4: Photos <ul><li>These are two famous pictures depicting the hardship endured by many during The Great Depress...
Resource 4: Use in the Classroom <ul><li>Using the two photos, the information you’ve read online, as well as what you rea...
Summary <ul><li>The resources I chose were selected to enhance the factual, historical setting of the fictional novel,  Bu...
Bibliography <ul><li>Bourke-White, Margaret, “The Louisville Flood Victims.”  http://courses.wcupa.edu/johnson/cpc-mbw.htm...
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  1. 1. Multiple Text Assignment Bobbie Keenan Young Adult Literature - 7331 July 5, 2009
  2. 2. Unit: Finding the Facts in Historical Fiction <ul><li>Using the novel Bud, Not Buddy </li></ul><ul><li>by Christopher Paul Curtis </li></ul>
  3. 3. Christopher Paul Curtis <ul><li>ABOUT THE AUTHOR
Born in Flint, Michigan, Christopher Paul Curtis spent his first 13 years after high school on the assembly line of Flint’s historic Fisher Body Plant #1. His job entailed hanging car doors, and it left him with an aversion to getting into and out of large automobiles, particularly big Buicks. Curtis’s writing, and his dedication to it, has been greatly influenced by his family members, particularly his wife, Kaysandra. With grandfathers like Earl “Lefty” Lewis, a Negro Baseball League pitcher, and 1930s bandleader Herman E. Curtis, Sr., of Herman Curtis and the Dusky Devastators of the Depression, it is easy to see why Christopher Paul Curtis was destined to become an entertainer. </li></ul><ul><li>Right: Christopher Paul Curtis getting a haircut at age three. </li></ul>
  4. 4. Table of Contents <ul><li>Resource 1: Uncle Jed’s Barbershop </li></ul><ul><li>Summary </li></ul><ul><li>Use in Classroom </li></ul><ul><li>Resource 2: The Great Depression Library Quest </li></ul><ul><li>Summary </li></ul><ul><li>Use in Classroom </li></ul><ul><li>Resource 3: All That Jazz! </li></ul><ul><li>Summary </li></ul><ul><li>Use in Classroom </li></ul><ul><li>Resource 3: Art from the Great Depression </li></ul><ul><li>Summary </li></ul><ul><li>Use in Classroom </li></ul>
  5. 5. Resource 1: Uncle Jed’s Barbershop <ul><li>Summary: Uncle Jed’s Barbershop , by Margaret King Mitchell, is the story of girl named Sarah and her Uncle Jed. Uncle Jed is a barber that travels the countryside cutting people’s hair for money or what ever they can spare in trade. However, Uncle Jed has been saving his money and dreaming of owning his own barber shop some day. When Sarah gets sick, Uncle Jed lends her family the money for an operation. Then Uncle Jed’s bank closes due to the economic collapse that started the Great Depression. As a result, Uncle Jed’s dream is put on hold for a while. In the end, Uncle Jed’s dream to own his own shop is fulfilled. </li></ul>
  6. 6. Resource 1: Use in the Classroom <ul><li>The picture book, Uncle Jed’s Barbershop , will be read at the start of the unit as an introduction to “Finding the Facts in Historical Fiction. It will give the students an idea as to the focus of the unit. Students will learn that the characters in this story, while loosely based on real people, are fictional. The setting and events that take place in the story, however, did happen to real people during the Great Depression. The point being, historical fiction is a way to see history come to life, and make it more relevant to their lives. </li></ul>
  7. 7. Resource 2:The Great Depression Library Quest <ul><li>Summary: The Great Depression Library Quest is a website created by students through ThinkQuest .The Great Depression Library Quest includes all kinds of factual information from the Great Depression including: </li></ul><ul><ul><ul><li>The Presidents (Herbert Hoover & Franklin Roosevelt) </li></ul></ul></ul><ul><ul><ul><li>A Timeline </li></ul></ul></ul><ul><ul><ul><li>The causes of the Great Depression </li></ul></ul></ul><ul><ul><ul><li>First hand accounts from people who lived through it. </li></ul></ul></ul><ul><ul><ul><li>Pictures </li></ul></ul></ul><ul><ul><ul><li>Links to other informational sites on the subject. </li></ul></ul></ul>
  8. 8. Resource 2: Use in the Classroom <ul><li>Activity - While reading Bud, Not Buddy , create a timeline of Bud’s life using dates found in the reading to see what historical events were going on at time. </li></ul><ul><li>Activity - Compare and Contrast events in the book to historical information found in the library quest. (Ex. Homelessness, Racial Issues, Joblessness) </li></ul><ul><li>Activity - Use one of the pictures, in the picture gallery, as a prompt to write your own short historical fiction. Be as detailed as possible . </li></ul>
  9. 9. Resource 3: All That Jazz! <ul><li>Jazz is an important part of the novel, Bud, Not Buddy . Jazz music is almost a character unto itself in the book. It’s a major motivator for many of the characters. </li></ul><ul><li>Check out the interactive Jazz website at PBS.org. Explore the following: </li></ul><ul><ul><li>Timeline </li></ul></ul><ul><ul><li>Jazz Greats </li></ul></ul><ul><ul><li>Meet a Musician </li></ul></ul><ul><ul><li>Join the Jazz Band </li></ul></ul><ul><ul><li>PBS.org also has a very extensive website devoted to the series JAZZ A Film By Ken Burns . Feel free to explore that site if you want to know more about the world of Jazz. </li></ul></ul>
  10. 10. Resource 3: Use in the Classroom <ul><li>Activity - After exploring the PBS.org website, Jazz, create your own band. Write a paper with a minimum of five paragraphs. Include the following in your paper: </li></ul><ul><ul><li>Create a name for your band. </li></ul></ul><ul><ul><li>Identify the members and the instruments they play. </li></ul></ul><ul><ul><li>Talk about your travels and what kind of jazz your band plays. </li></ul></ul><ul><ul><li>Finally, create a poster for your band. </li></ul></ul>
  11. 11. Resource 4: Photos <ul><li>These are two famous pictures depicting the hardship endured by many during The Great Depression. </li></ul><ul><li>Right: Migrant Mother by Dorothea Lange. </li></ul><ul><li>Below: Louisville Flood Victims by Margaret Bourke-White. </li></ul>
  12. 12. Resource 4: Use in the Classroom <ul><li>Using the two photos, the information you’ve read online, as well as what you read in Bud, Not Buddy , create a Venn Diagram like this one . Divide into small groups and discuss the differences and similarities between the Residents of Hooverville /Homeless and your own family and neighborhood. Write your findings in your Venn Diagram and then reconvene as a class to discuss the findings of the other groups. </li></ul><ul><li>Note: The photo, The Louisville Flood Victims, by Margaret Bourke-White is referenced in Bud, Not Buddy on pages 49 and 50. </li></ul>
  13. 13. Summary <ul><li>The resources I chose were selected to enhance the factual, historical setting of the fictional novel, Bud, Not Buddy . I wanted students to know that history can and does inspire literary works of fiction, and that fictional characters can provide a real world historical perspective. I also used various forms of resources/media to appeal to different types of learners. </li></ul>
  14. 14. Bibliography <ul><li>Bourke-White, Margaret, “The Louisville Flood Victims.” http://courses.wcupa.edu/johnson/cpc-mbw.htm (July 5, 2009) </li></ul><ul><li>Curtis, Christopher Paul, “Cover art for Bud, Not Buddy.” http://www.amazon.com/Buddy-Coretta-Scott-Author-Winner/dp/0385323069/ref=sr_1_1?ie=UTF8&s=books&qid=1246918581&sr=8-1 (July 5, 2009) </li></ul><ul><li>Curtis, Christopher Paul, “Christopher Paul Curtis.” 2004. http://www.randomhouse.com/features/christopherpaulcurtis/index.htm (July 5, 2009) </li></ul><ul><li>Donna, Megan, Jennie. “The Great Depression.” http://library.thinkquest.org/03oct/01794/home_page.htm (July 5, 2009) </li></ul><ul><li>Driggs, Frank, “Louis Armstrong with his band.” http://www.jazzinamerica.org/l_jazzimages_d.asp@PageNo=1&PhotoID=43.html (July 5, 2009) </li></ul><ul><li>Fox, Debbie, “Families-Then And Now Venn Diagram.” http://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPG (July 5, 2009) </li></ul><ul><li>Lange, Dorothea, “Migrant Mother.” http://www.loc.gov/rr/print/list/128_migm.html (July 5, 2009) </li></ul><ul><li>Oracle Education Foundation. “ThinkQuest.” 2008. http://www.thinkquest.org/en/ (July 5, 2009) </li></ul><ul><li>PBS. “Jazz/PBS Kids GO!” 1995-2005. http://pbskids.org/jazz/ (July 5, 2009) </li></ul><ul><li>Ransom, James. “Cover art for Uncle Jed’s Barbershop.” http://www.amazon.com/Uncle-Barbershop-Aladdin-Picture-Books/dp/0689819137/ref=sr_1_1?ie=UTF8&s=books&qid=1246918669&sr=1-1 (July 5, 2009) </li></ul>
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