"With Literature and Justice for All" Workshop Videos

Dear friends,

I presented a workshop called "With Literature and Justice for All: Teaching Virtuous Reality with American Literature for 4th-8th Grades" the 4th Annual Books & Beyond conference. I've got four video clips linked below, as well as handouts and links for on-line study guides.

Part 1: Justice & Stories

Part 2: Exploration, Colonies & Revolution

Part 3: Pioneers, Civil War, Immigration & Civil Rights

Part 4: Family History, Field Trips & Virtuous Reality

Workshop notes...


With Literature and Justice for All:
Teaching "Virtuous Reality"
with American Literature
in the 4th-8th Grades

What do stories teach? 

• Stories capture our interest, stir our imagination, and engage the heart.
• Stories teach us to ask, "What would I do if you found myself in this scenario?"
• Stories teach, by positive and negative examples, how to handle situations and challenges in life. What are the consequences of each decision? (Noble action can lead to some unpleasant results, but ultimate impact goes far beyond that if you see the long-term big picture.)
• Stories teach us how Biblical themes integrate into history and real life situations, even in books that are not written from an explicitly Christian worldview.
• Stories teach us how to look and understand from a different perspective. They broaden our horizons, challenge our assumptions, and help us understand other people better.
• Stories teach us to read, reflect, and respond -- to think and do as a result of the ideas.

Recommended Resources for
American Literature & History in the Middle Grades

This is just a sample of the excellent resources available for teaching the "virtuous reality" themes in American history and literature. Many of the books are Newbery winners available in your public library. Texts, audios and videos of speeches, songs, poems, and national documents are on-line. My free study guides are available for many of these, as noted below.  You can also find publisher's free study guides for many books at www.glencoe.com/sec/literature/litlibrary/

Historical Fiction 

• The Witch of Blackbird Pond by Elizabeth George Speare - Puritan times & witch trials (Free Study Guide)
• Johnny Tremain by Esther Forbes - Revolutionary War (Free Study Guide)
• Caddie Woodlawn by Carol Ryrie Brink - pioneer days and prejudice (Free Study Guide)
• Across Five Aprils by Irene Hunt - Civil War from both perspectives  (Free Study Guide)
• Turn Homeward, Hannalee and Be Ever Hopeful, Hannalee by Patricia Beatty - Civil War and Reconstruction as told from perspective of young displaced Southern girl
• Sing Down the Moon by Scott O'Dell - Indian resettlement
• Strawberry Girl by Lois Lensky - early 1900's cracker Florida
• Roll of Thunder, Hear My Cry and other books by Mildred Taylor - racism in 1930s
• Words by Heart by Ouida Sebestyen -- racism, Scripture memory, forgiveness -- also DVD
• Lights on the River by Jane Resh Thomas (migrant workers) PICTURE BOOK
• A Day's Work by Eve Bunting (immigrants) PICTURE BOOK
• The Blue and the Grey by Eve Bunting (Civil War) PICTURE BOOK

Biographies 

• American Revolution: George Washington, John Adams, Thomas Jefferson , Patrick Henry
• Slavery, Civil War & Reconstruction: Abraham Lincoln, Frederick Douglas, Sojourner Truth, Harriet Beecher Stowe, Harriet Tubman, George Washington Carver, Booker T. Washington
• Socio-economic reform, Civil Rights: Jane Addams: Nobel Prize Winner and Founder of Hull House  by Bonnie Carman Harvey, plus Jacob Riis, Susan B. Anthony, Frances Willard, Nellie Bly, Sequoyah, Dr. Martin Luther King, Jr., Mary McLeod Bethune
• In God We Trust: Stories of Faith in American History by Timothy Crater and Ranelda Hunsicker -- short, readable biographies of American’s Christian leaders in one volume.  

Speeches and National Documents  

• "Give Me Liberty or Give Me Death" by Patrick Henry (Free Study Guide)
• "I Have a Dream" by Dr. Martin Luther King (Free Study Guide)
• "The Gettysburg Address" by Abraham Lincoln
• "The Declaration of Independence"
• "The United States Constitution" 

Patriotic Songs and Poems 

Check http://www.poemhunter.com/ for these and other titles.

• "My Country 'Tis of Thee" by Samuel Francis Smith
• "The Star-Spangled Banner" by Francis Scott Key
• "Battle Hymn of the Republic" by Julia Ward Howe
• "Barbara Frietchie," "Expostulation," and "To William Lloyd Garrison" by John Greenleaf Whittier
• "The Midnight Ride of Paul Revere" by Henry Wadsworth Longfellow
• "The New Colossus" by Emma Lazarus, inscribed on the Statue of Liberty
• "I Am An American" by Elias Lieberman
• Best Loved Poems of the American People compiled by Hazel Felleman

Anthologies: The Children's Book of Virtues, The Book of Virtues and The Moral Compass edited by Dr. William Bennett - rich treasuries with selections of stories, essays, poems

Parent/Teacher Book: Tending the Heart of Virtue: How Classic Stories Awaken a Child’s Moral Imagination, by Vigen Guroian (doesn't cover American historical literature)

Community Service Opportunity: Want action and not just reading about virtuous reality? Check out www.OrlandoChildrensChurch.org and make a difference in your community serving kids from inner city Orlando. OCC meets on Saturday mornings in suburban Maitland and is a life-changing place for young people and adults to volunteer. High school students can also get their Bright Futures volunteer hours there.

"Virtuous Reality"

The reality is that life isn't always fair or pleasant, but we can choose what to believe, what to say, what to do. We can live a "Virtuous Reality" no matter what is going on around us and make a real difference. Otherwise, as Dr. Martin Luther King, Jr. said, “We will have to repent in this generation for not merely the cruel words and actions of the bad people but for the appalling silence of the good people.”

Wisdom & Understanding ~ discernment to know what is TRUE and how to apply it to life; listening to others to find out what (and why) they are thinking and feeling; getting the whole story without bias; respecting other perspectives that may differ from your own. See Proverbs & James 1:5-8; 3:13-18. You can't believe everything you see or hear. Many people are ignorant and/or deceptive. Many are also biased and cast an unfair light on the opinions of others, leading to prejudice and discrimination. Not only this, but there is an information explosion with TV, Internet, newspapers, magazines, and more. What is true, real, important and relevant?

Integrity & Honesty ~ doing & saying what is right and true, no matter what ~ knowing & following convictions even at great cost. See 2 Corinthians 1:12, Ephesians 4:25-28. We often have to stand alone. We also have to overcome the desire for ease, popularity, wealth that might tempt us to compromise.

Courage ~ bravery & valor in the face of physical limitations, opposition, difficulty, or danger. See Joshua 1:9, Hebrews 11 and 1 Corinthians 16:13. We are not promised an easy life in Christ. Our ultimate safety is in heaven, not on earth. It takes faith in God's care for us to dare to stand firm and risk danger for justice and mercy.

Compassion ~ ability to notice another's need, show mercy, and do something to alleviate suffering and/or bring joy. See Psalm 112, Colossians 3:12-14, James 2. People are hurting now more than ever, but many don't show it or we don't know them already. Have we isolated ourselves from suffering by apathy or ignorance?

Justice ~ not only treating others fairly, but working for truth, liberty, and equity in the society and culture as a whole. See Isaiah 58, Amos 5, Micah 6:8, and Matthew 23:23. Many people are only out for themselves, willing to cheat, lie, slander, steal, exploit, and even murder to get their own way. Imagine living in a Third World country where the government is corrupt or inept.  What will it take to maintain justice in the USA so it doesn't get that bad here and so that we can continue to set an example of liberty to the rest of the world?

Peacemaking ~ seeking to extend peace to those who oppose us, as well as mediate between others (individuals and/or groups) in conflict. Also, preventing conflict from happening in the first place. See Matthew 5:9, Romans 12:9-21, 1 Peter 3:8-12. War, gangs, and lawsuits are daily news. Conflict is an inherent part of human nature. Much of this is due to selfishness, but also plain misunderstanding and ignorance certainly factor in too.

Patience ~ self-control when tempted to be angry, endurance when tempted to quit, the willingness to wait when tempted to demand what we want right now. See Proverbs 15:18, 16:32, 19:11, Romans 8:18-30. We all want it "yesterday if not sooner!" This is the age of instant gratification, and much injustice occurs simply because we have not learned to wait and to control our selfish impulses.

~*~*~

Just a few trivia notes on the videos...

The background noise is from a workshop in the next classroom.  Apparently Debbie Strayer's class enjoyed her humor!  She's a great inspirational and educational speaker, and it was an honor to be presenting at the same conference as her. (Note: Debbie passed away suddenly in July 2013. You can read a tribute here.)

A big thank you to Christina Mitchell, my teenage helper, who agreed to video the workshop for me.  I only told her where the record button was on the camera, and she took it from there!  She's got a good steady hand!

I referred to another keynote speaker, Jim Weiss.  I  really appreciated his story telling workshop and his session on heroes.  The man has an amazing grasp of how to make history come alive, but you don't have to hear him in person to benefit from this since he has dozens of story sets on CD. Check out his web site: www.greathall.com/

Despite the fact that I mentioned Quakers quite favorably several times, I am not one!  (I attend Lake Baldwin Church, a small Presbyterian congregation.)  I did, however, want to give you the 17th verse to John Greenleaf Whittier's poem "Expostulation." 

Rise now for Freedom! not in strife
Like that your sterner fathers saw,
The awful waste of human life,
The glory and the guilt of war:'
But break the chain, the yoke remove,
And smite to earth Oppression's rod,
With those mild arms of Truth and Love,
Made mighty through the living God!

Another quote I couldn't quite remember and didn't have in my notes is by John Ruskin (1819-1900), English writer, art critic, professor, reformer: 

The entire object of true education is to make people
not merely to do the right things, but to enjoy them;
not merely industrious, but to love industry;
not merely learned, but to love knowledge;
not merely pure, but to love purity;
not merely just, but to hunger and thirst after justice.

Great American Communicators: Patrick Henry

Great American Communicators: Patrick Henry

Patrick Henry was home schooled by his father and his uncle. He had ten brothers and sisters. He didn’t do well at farming or storekeeping, so he taught himself law. He became famous for a case known as “The Parson’s Cause” and went on to establish himself as a prominent lawyer in Williamsburg, Virginia.

Patrick married twice. His first wife, Sarah, went insane after childbirth and had to be confined to her home for several years until she died. Between both wives, he had 15 children, but not all of them survived childhood.

A powerful orator, Patrick Henry was always a staunch supporter of liberty and patriotism. His “Give Me Liberty or Give Me Death” speech in March 1775 is credited with starting the American Revolution in Virginia.

He held the following public offices:  

• Delegate, Virginia House of Burgesses, 1765-1775
• Member, Virginia Committee of Correspondence, 1773
• Delegate, Continental Congress, 1774-1775
• Delegate, Virginia Convention, 1776
• Governor of Virginia, 1776-1779, 1784-1786
• Delegate, Virginia Constitution Ratification Convention, 1788

You can hear a historian recite Patrick Henry’s speech at this web site:
http://www.history.org/Almanack/people/bios/biohen.cfm#speech

 

Activities  

1. Carefully read the speech below. .
2. Choose at least five of the underlined words to look up and define.
3. Write one reason why Patrick Henry thinks the Americans should rise up and fight now rather than waiting.
4. Find an instance where he uses sarcasm to make a point and put a * by it.
5. Write a summary of the main points of this speech.
6. Recite the speech with passion.

"Give Me Liberty Or Give Me Death"

A speech delivered by Patrick Henry on March 23, 1775

 

No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The questing before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.

  Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House. Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with those warlike preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years.

 

Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne! In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free--if we mean to preserve inviolate those inestimable privileges for which we have been so long contending--if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained--we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us!

  They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength but irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable--and let it come! I repeat it, sir, let it come.

  It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace--but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!

Across Five Aprils Literature Study Questions and Related Poetry

Across Five Aprils by Irene Hunt is a poignant novel for middle school age readers, although it can also be used for upper elementary and high school.  Set during the Civil War, the title refers to the fact that the war started in April 1861 and ended in April 1865.  This is a deep novel about complex issues and the different perspectives that can be taken about slavery and war. Expect to read carefully along with your student and be prepared to discuss the themes.  There is much to learn about life, courage, and decisions here! 

IMPORTANT NOTE: I have referred to three historical poems in this study guide. You can find them in the on-line study guide document which also contains all of the questions you find below in an easy-to-print Across Five Aprils Study Questions and Poetry PDF.

The novel is available from Christian Book Distributors here: Across Five Aprils by Irene Hunt.

 

You can find the publisher's free study guide PDF file here: Across Five Aprils Study Guide by Glencoe.  You may wish to use it instead of or in addition to my study questions since it has some really great ideas, activities, maps, spelling and vocabulary words, charts, etc.  My questions for chapters 1 and 2 refer to the "Introducing the Novel" and "Meet Irene Hunt" handouts which I printed out from it. 

You can also use Spark Notes for Across Five Aprils and Book Rags for Across Five Aprils.  I have not read all the way through these, so I don't know much of what is in them.

Please note that there may be some minor typos in my study guide and that the page numbers were from the edition we used in our home school co-op class, so if a question is driving you nuts, just skip it!  :-) 

Chapter 1 

1. Read “Introducing the Novel” handout from the publisher's study guide before reading chapter 1.
2. Look at the first sentence (which ends with the word “road”) and tell who (names of 2 people and their relationship), what (just one main action), where (as much as you can find), and when (as much as you can find).
3. In the second paragraph, write down and correct any words in non-standard English.
4. Describe Jethro’s relationship with his mother.
5. Tell what Jethro’s opinion is about the possibility of war.

Chapter 2

1. Read the “Meet Irene Hunt” handout from the publisher's study guide before reading chapter 2.
2. How do the ladies show hospitality to Wilse Graham?
3. Compare Bill and John and describe their relationship.
4. How does Jethro’s attitude toward war change on page 32?
5. What news does Shad bring from Newton?

Chapter 3

1. What is going on in the first page of this chapter?
2. How does Bill respond to Jethro’s nighttime fears?
3. What is Bill’s opinion of the war
4. What happened between Bill and John?
5. Read “To William Lloyd Garrison” poem by John Greenleaf Whittier. William Lloyd Garrison (December 12, 1805–May 24, 1879) was a prominent United States abolitionist, journalist, and social reformer. He is best known as the editor of the radical abolitionist newspaper, The Liberator, and as one of the founders of the American Anti-Slavery Society. You can read more at: William Lloyd Garrison 

Chapter 4

1. On page 53, what do we find out about Jethro’s view of suffering?
2. What method did Shad use to teach Jethro about the events of the war so far?
3. What short rebuke does Shad give to Jethro?
4. What plans does Shad have for Jethro?
5. Read entire “Expostulation” poem by John Greenleaf Whittier  and copy the verse below. (See if you can memorize it, too!) John Greenleaf Whittier (December 17, 1807 – September 7, 1892) was an American Quaker poet and forceful advocate of the abolition of slavery in the United States. You can read more at John Greenleaf Whittier and his poem "Barbara Frietchie."

Chapter 5

1. What is Jethro’s task in this chapter?
2. What happens at the store in Newton?
3. Describe Russ (Red) Milton.
4. How has your opinion of Dave Burdow changed since the start of this chapter?

Chapter 6

1. What major change occurs in Jethro’s life in this chapter?
2. How does Jenny describe herself (two ways) on page 95?
3. Describe the change in Matt Creighton’s personality on page 96.
4. What makes Jethro angry in this chapter?

Chapter 7 

1. What does Ross Milton do on behalf of the Creighton family?
2. What happens to Guy Wortman?
3. What is Jethro puzzled about at the end of this chapter?

Chapter 8

1. What event happens at the Creighton’s farm?
2. Copy the paragraph which starts and the bottom of page 123 and ends on the top of 124.
3. Correct the grammar, punctuation, and spelling in this statement by John on page 127: “The sufferin and scenes of death was sech as to make a mans hart hate war.”
4. What is Shad’s opinion of General McClellan compared to General Burnside?

Chapter 9

1. What happens in the beginning of this chapter which makes everyone uneasy?
2. What is Jethro’s dilemma after he finds Eb?
3. What does he decide to do?
4. What is the result of the letter which Jethro sent?

Chapter 10

1.  What does Shad’s spinster aunt request in her letter?

2.  Find and correct any incorrect words in Jenny’s letter which starts: “I go to the hospital every day…” (Note: This includes putting apostrophes in words where necessary.)

3.  Read the poem “The High Tide at Gettysburg,” and then tell who you think the author, Will Henry Thompson, might have been. 

Chapter 11

1. Early in the chapter, the author comments: “Those who fought battles comfortably within their homes or newspaper offices had more than enough mud to spare.” What does this mean?
2. What was President Lincoln’s offer to the Confederates?
3. What news does Jethro’s family receive about Bill?

Chapter 12

1. What did Sherman’s Army of Tennessee do to Georgia?
2. What was Ed Turner’s reaction to his son’s letter?
3. What did Ross Milton say about “peace” when the war would be over?
4. Read this passage aloud with expression to one of your parents, and then explain what it means to them. Practice several times first! “It was the saddest and most cruel April of the five. It had held out an almost unbelievable joy and had then struck out in fury at those whose hands were outstretched. Jethro had learned to accept the whims of fate, schooled as he was in the philosophy of men who work the soil. The rains came or they were withheld, the heat ripened the grain or blasted it with scorching flame, the ears of corn matured in golden beauty of they were infested by worms or blight. One accepted the good or the evil with humility, for life was a mystery, and questions were not for the lowly. But on the last Sunday of that April, a Sunday of sunlight and bright sky, Jethro lay in the grass on Walnut Hill, and rage mingled with grief in his heart.”

Caddie Woodlawn Literature Study Questions

Literature Study Questions for 
Caddie Woodlawn by Carol Ryrie Brink



These are very simple study questions designed to get the students to pay attention to what they are reading.  They are also suitable for oral narration if you are reading aloud.  They can be used with upper elementary and middle school students.Author’s Note 

According to the Author’s Note, what did the Mrs. Brink use as the basis for her story?


Copy the last paragraph.

Chapter 1How would you describe Caddie in this first chapter of the book?


How did Caddie meet Indian John?


Chapter 2

Why does Mr. Woodlawn let Caddie run around with the boys instead of acting like a young lady?


What do Mrs. Woodlawn and Mr. Tanner have in common?

Chapter 3What was Mr. Woodlawn’s policy about hunting pigeons? Why?


Describe Uncle Edmond.


Chapter 4

Why did Uncle Edmund choose to take Caddie hunting?


What did Uncle Edmund do to Caddie, and what was her reaction?

Chapter 5Why did Uncle Edmund want to take Nero with him?

What four kinds of food did the Woodlawns gather or raise in this chapter?


Chapter 6

Compare Caddie Woodlawn with Katie Hyman.


Why was the school only open in the winter?


Describe what happened with Caddie and Obediah.


Describe what happened with Miss Parker and Obediah.


Chapter 7


What was Caddie’s favorite part of the school week? Why?

What interesting thing did Caddie do as she was recovering from her illness after the accident on the ice?


What do the Woodlawn children find out about their father and their grandfather?

Chapter 9
What secret does Caddie keep for her brother Tom?


How does Caddie respond to the singing of the Star-Spangled Banner?

Chapter 10Why is Caddie’s mother concerned about her?


What rumor does the Woodlawn family hear?


Chapter 11

How does Caddie’s mother respond to the arrival of all of the neighbors?


How does Caddie’s father respond to the rumor about the Indians?


Copy this sentence: “A fine mist, almost but not quite like rain, hung in the air and curtained all horizons in obscurity.”


What does Caddie decide to do at the end of this chapter?


Chapter 12


In the paragraph which begins, “Carefully now, Betsy,” list five verbs that describe how Betsy moved. Note how this sets the tone for the paragraph.


What happens when Caddie arrives at the Indian camp?


Why did Caddie not want John to go back with her, and what was his reaction?


What happened to Katie when she saw Caddie return?

Chapter 13


What did Indian John ask Caddie to take care of for him?


Why is Hetty so delighted at the end of this chapter?

Chapter 14What sad thing happened in this chapter?

What did Caddie do to help the situation?


Chapter 15


Describe Robert Ireton copy the sentence on page 172 which begins, “On counting up the gate receipts…”


Why was Tom concerned after the show?
 Chapter 16


In what manner did Caddie and Warren each recite their poems on speaking day?


What happened on the way home from school? (Give some detail!)


Chapter 17


On the first page of this chapter, copy the two paragraphs at the bottom of the page, starting with “All play and no work…” If this is not enough of a challenge for you, have your parent or sibling dictate it for you to write down.


What assignment did Father give to Tom, Caddie, and Warren?


Why did Caddie and Warren like Tom’s stories so much?


What is your personal opinion of the story of Pee-Wee?

Chapter 18

What was the importance of the Little Steamer?


What good news arrived?


What did Caddie realize about her sister Hetty?


What bad news did Mr. Tanner bring?


Chapter 19


Who were the “two unexpected heroes” and why?


How did Obediah change in this chapter?

Chapter 20


Describe Annabelle Gray in your own words.


What two tricks did Tom, Caddie and Warren play on Annabelle?

Chapter 21


Compare how Annabelle responded to the pranks that had been played on her in chapter 20 with how Caddie reacts to her mother’s punishment.


What did Caddie’s father say to her about womanhood, and what did she think about it?

Chapter 22How did Tom and Warren react when Caddie showed them her new quilting skills?


What news came in a letter with a foreign stamp?


Chapter 23

What decision did the Woodlawn family need to make, and how would they go about making their choice?


Why did Caddie’s mother choose as she did?

Chapter 24What three travelers came to the Woodlawn home, and why?


Copy the last two paragraphs and tell what they mean to you.