Verde Group- Bread and Roses, Too- Sara Swanson, Jennifer Naseef, Brenna Hinman
1 comments Posted by Unknown at 5:56 PM
Author: Katherine Paterson
Year: 2006
Recommended for: Ages 10+
Buy it here!
Social Studies Resource 1:
This website is an actual lesson plan that allows
children to split up into groups, read different portions of their text, and
from that text re-enact the strike they have learned about. Not only does this
give students the opportunity to experience what a strike is hands on, it
allows students to learn about some of the child labor strikes in the world. It
also allows students to teach each other what knowledge they have obtained
about strikes.
Social Studies Resource 2:
This article is about the teachers’ strike that is
currently happening in Chicago, Illinois. This resource is a good resource for
teachers so they can see the positives and negatives the strike has on children
in the schools. From this article, teachers can show children that strikes are
used to change unfair treatment and that people have the right to strike. They
can also use it to show how strikes can affect different groups of people.
Art Resource 1:
This lesson plan gives students the opportunity to
create a self-portrait of their emotions. Throughout Bread and Roses, Too,
numerous characters have felt different types of emotions at different times of
the story and were not afraid to show them to each other. This lesson allows
students to reflect their emotions and feelings in a simple drawing of
themselves. It also allows students to reflect how they are feeling in another
form of expression other than speaking.
Art Resource 2:
This is a lesson plan that allows students to
express their dreams for their own life. Throughout the text, both the children
and adults had a dream of having a better life, which is why the strike
occurred in the first place. This lesson gives students the opportunity to
understand that their dreams and aspirations can come true if they work hard.
Important characters:
Rosa – Rosa is one of the main characters of the book. She is an Italian immigrant and is well-educated, generous, and very smart. This is a character that always puts others before herself and cares for others genuinely. She opposes of the strike throughout the story because she feels as if it will hurt her family and only make matters worse. Rosa believes that strikes are not the way to fix problems; cooperation and trying to come together makes change. Still, however Rosa helped her mother and sister create a sign, which winds up being the sign that names the strike “The Bread and Roses Strike” to stand out and to help win the strike for the workers. In the end, what matters most to Rosa is her family. When she was safe in Vermont and her family was in danger, she didn’t care that she had food in her stomach or a warm bed; she just wanted to be home with her family, which shows a lot about her character.
Jake
– Jake is the other main character in the story and is the complete opposite of
Rosa. He is a few years older than Rosa and doesn’t attend school, so he does
not know how to read or write. From the beginning, Jake is always out for
himself; he sneaks into churches, trash piles, and even homes so he could have
some food and a place to sleep. Jake does not have a mother and his father is
very abusive towards him, which is why he is always looking for food and a
place to sleep. He is somewhat greedy because he lets his needs overpower him.
Jake desperately needed to get out of his house and into New York City so he
could work and make money to support himself, but his father would never give
him permission. He buys him a bottle of whiskey as a present in hopes he will
sign a permission slip, but the alcohol winds up killing him that night. He
sneaks on the train with Rosa in hopes that the train is going to New York, but
it winds up going to Vermont. Jakes biggest fault is that he lies a lot, and
winds up making Rosa lie too. His true greed comes out when he goes to steal
money from Mr. Gerbati, his and Rosa’s guardian while in Vermont, after he has
done so much for Jake, but to him it was going to be used to help him get to
New York City. In the end, fate works in his favor and the Gerbati’s adopt him
and give him a life he never would have dreamt of having and in return, Jake is
asked to stop lying and be upfront and honest all of the time.
Mamma
– Mamma is also known as Mrs. Serutti. She is a widow and has three children;
Rosa, Anna, and Ricci. Mamma is one of the most influential characters in the
strike. She knows it’s dangerous, but she does not care; her family matters the
most. Whatever could help her family, she was going to do. She wants her kids
to never have to go to sleep hungry, she wants more than that; she wants roses
too. Not only bread, but roses as well, which is a symbol of respect. Mamma
pours every inch of her soul into this strike and even winds up getting beat by
police officers and imprisoned with Anna, while Rosa is in Vermont and Ricci
was taken by complete strangers. She still, even imprisoned, has nothing but
winning the strike on her mind and made sure Anna contacted Rosa to let her
know she was okay. All of that struggle and all of that time and energy pays
off when police officials and business owners get overturned and the workers
finally win the strike. Mamma did not give up; she strove for what was best
for her family and in the end, succeeded.
Summary of Historical Content:
Bread and Roses, Too gives readers a glimpse into the life of Rosa Seruitti, a young Italian immigrant living in Lawrence, Massachusetts during the workers’ strike in 1912. Early in the story she stumbles upon a boy her age, Jake Beale, while he is trying to find warmth in a pile of trash against the harsh winter conditions and takes pity on him, helping him throughout the novel. The risk of strike begins to escalate with poor conditions and the owners cutting the workers’ pay in order to maximize profits. The workers vow to leave the mills if their pay is cut again, and come pay day they do exactly that, taking to the street and striking until all their demands are met. The local leaders of the strike reach out to the Industrial Workers of the World for support and their help organizing the diverse population. The support of the IWW strengthens the strike, which also causes the tension to escalate within the city. Rosa’s anxieties about the safety of her mother and her sister plague her throughout the novel.
When
the strike becomes violent and the police begin to harm the strikers, the
families of Lawrence, Massachusetts decide to send the children out of harm’s
way. Rosa’s mother decides to send Rosa
to Barre, Vermont; a small town with a large population of Italians. Once Jake hears about the opportunity to
leave Lawrence he sneaks onto Rosa’s train.
Rosa reluctantly agrees to help Jake, allowing him to pose as her older
brother that had been sent at the last minute to keep her safe. Once in Barre Rosa and Jake are fostered by
the Gerbatis. The older couple spoils
the children, making sure that they eat three large meals each day and that
they have new warm clothes until they are able to return home after the strike
is won.
Element of Social Justice:
Throughout the story, Bread and Roses, Too, shows readers a group of unhappy people and how their current living situation is the cause of their unhappiness. These people want a change; they want food, respect, more money and they feel as if they deserve it, just like everyone else. Most of all, these people want to feel equal and eliminate the social injustice they feel every day. They take a stand and go on strike, knowing they could lose, knowing they could get hurt, and knowing it could make the situation worse. But to them, what do they have to lose? They would rather go down with a fight, then to sit there and not try. The whole plot of this book tells a story of how coming together and standing up for what is right can work and create a change; a change for the better.
NJ Core Curriculum Standards:
Social
Studies:
6.3.4.D.1
Identify actions that are unfair or discriminatory, such as bullying, and
propose solutions to address such actions.
6.3.4.A.1
Evaluate what makes a good rule or law.
The
Arts:
1.3.5.D.5
Collaborate in the creation of works of art using multiple art media and art mediums,
and present the completed works in exhibition areas inside and outside the
classroom.
Activity:
Students
will be asked to identify a social justice issue that affects their daily
lives. The issue can be one that they
are confronted with at school or within their community. Once the students identify an issue they will
be asked to create a plan of action. This
plan of action will detail how they intend to address the chosen issue and what
their role will be in making a change. The
students will then create an artistic representation of the issue that will be
displayed at the school if it is an issue within the school or at a community
center if it is an issue within their community. The artistic representation should express
what the issue is, and if possible, their method of change.
Letter to Rosa
Critique:
Bread and Roses, Too is a spectacular novel that demonstrates the power of people regardless of their social or economic class. The novel lends the reader a sense of hope, that when a group of people band together for a common cause that change can occur. Katherine Paterson does a brilliant job of showing the tense alliance between the different cultures within the city of Lawrence, Massachusetts while also bringing the similarities of the cultures to the attention of the reader. Although the novel is long, Paterson keeps the reader engaged and fully invested in the turmoil of Rosa’s thoughts and emotions. The reader quickly becomes invested in the strike, wishing for the well-being of the characters and an expedient, favorable outcome to the strike.
POSTED BY: LAUREN BREEM, SHARI PILCZ & CHELSEA LEONARD
Title: Lily's Crossing
Author: Patricia Reilly Giff
Illustrator: N/A
Year: 1997
Recommended for (grade or age
levels): 5th-6th
grade
Teacher Resources:
This website
provides different questions that students can answer about the historical
context relevant in Lily’s Crossing.
In addition, additional research and different projects can be
constructed in the classroom by using information from this website. This
website covers additional subjects, such as Social Studies, in addition to the
Reading aspect.
This is a
website that links to different World War II lesson plans that can be connected
back to Lilly’s Crossing. This would allow for a
connection to be made between the current war in Iraq in relevance to the
extremely important historical aspects of World War II.
This is a
website where students can talk about the use of Art in the war, such as
propaganda posters and movies. Often times, students are not aware that
propaganda posters are pieces of art, however, they portray important aspects
of the war, just as pieces of art portray important aspects of society.
Important Characters:
Lily: Elizabeth Mary Mollahan, also known, as the
main character “Lily.” Lily is a ten-year-old girl in the fifth grade. She lost her
mother at a very young age, so she lives with her father and grandma. When her
father goes overseas, she then lives with just her grandmother. She loves to
write stories and books. Even at a young age, Lily tells a lot of
lies and those are seen through her struggles and the events that
take place in her life. The absence of both her mom (who is no longer
alive) and her dad (who is overseas) explains a lot about who she is.
Throughout the book we see how everything she goes through helps her grow and become
the girl she is. She experiences moments of happiness, sadness, and sorrows.
Through all of this, we get to see Lily grow over time.
Margaret: Margaret is Lily’s best friend. They both
spend their summers at Rockaway Beach, New York. This one specific
summer, Margaret does not return. Her brother has enlisted in the army and
is overseas, while her family moved away.
Albert: Albert is Lily’s summer neighbor who becomes
her very good friend. He is a refugee from Hungary living with his aunt. He
comes with many secrets. Most of his family was lost in the war, so he felt
very alone. Although he is shy and has a lot going on in his personal life, he
opens up with Lily and together they have a great friendship.
Summary of Historical Context:
Lily, a main
character in Lily’s Crossing, is forced to stay in America with her grandmother
when her father was drafted to France during World
War II. This took place in 1944 when World War II changed the lives of
people around the world. Albert, another main character, came to America
with his grandmother because the rest of his family was lost in the war.
While the book focuses on the emotional heartache that family members
endure during war, the context of the war is played out across the Atlantic, which the characters attempt to cross at the
climax of the story.
Element of Social Justice:
One
element of social justice in Lily’s
Crossing is the element of social action.
Many of the characters in this book, such as Pappy, Albert’s Parents and Gram,
are all doing their part to help in the war effort and to stop
the Natzi’s from harming anyone outside their genetic line. Poppy is in the army physically fighting to keep everyone at home safe, even
though he would much rather be with his mother and daughter. Albert’s parents
wrote to a very dangerous newspaper speaking out against the Natzis. Gram, and others in the states are saving money, and
doing what they can to support the troops overseas. These people are all
rallying together so everyone can be free from the terror of the Natzis. They want to be free to be who they are regardless
of their background. Social action is the most prevalent social justice aspect
in this story.
New
Jersey Core Curriculum Standards:
6.1.4.A.2
- Explain how fundamental rights guaranteed by the United States Constitution
and the Bill of Rights (i.e., freedom of
expression, freedom of religion, the right to vote, and the right to due
process) contributes to the continuation and improvement of American
democracy.
During the time
of war, Lily and her loved ones struggle to maintain their rights as citizens,
especially when the Natzi’s threaten to deplete individuals of their
characters.
1.1.5.C.3
- Time, place, mood, and theme are enhanced through use of the technical
theatrical elements. Analyze the use of technical
theatrical elements to identify how time, place, mood, and theme are created.
It’s important
for authors to set the mood for the story, to allow the readers to further make
a connection and dig deep into their emotions to evaluate the character’s true
feelings.
6.1
U.S. History: America in the World: All students will acquire the
knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communities.
This
concept would allow students to make a valid connection between the current war
in Iraq and the war during Lily’s time. Students will understand the ongoing
struggles that Americans undergo to support their rights.
Suggested Activity for Social Studies:
SWBAT imagine being
a child left in America while a loved one if over-seas
fighting in WWII. SWBAT write a letter to their loved one and include 3 types
of historical events that happened during the
time of their writing. TWBAT assess the students’ understanding of the
historical context during the time of WWII through their historical events included in their letters.
Letter to (one of the characters in the text):
Dear
Lily,
I
miss you! How is your summer so far in Rockaway Beach, New York? I cannot
believe how much you are going through
at such a young age. Being your friend, I hope I can be support to you. You know I will always be here for you, no matter how far
apart we are. If you ever need anything, my family
and I would love to help you out. You are such a strong young girl and if I
ever have to go through life with my parents
being absent, I hope to be as strong as you. How do you handle not having your mom and dad? Is it really hard?
I
love that you find time to read and write even during these times. Can I read
your writings one day? I like to write too and would love to share my
favorite poem with you, if you would like to read it. Are there any books you can recommend for me to read? I love
to read, but have trouble picking out good books!
Is
this summer different without Margaret at the beach with you? At least you made
a friend in Albert. I hope one day I can
meet him. Please don’t replace me! Also, my mommy tells me that it’s not good to lie. Why do you lie? It’s not a good thing to
do, so please try not to lie as much.
Although
I am far, I don’t want you to ever feel alone. You can write to me whenever you
want! I will write back quickly, I promise!
Say hi to your grandma for me. I will see you soon Lily. Have fun! I hope to hear back from you soon!
Love and Miss you!
Critique/Endorcement
We really enjoyed the book, Lily’s Crossing, because of the connection we were able to make to
everyday life in relation to the war in Iraq. The news is constantly covering
events taking place over seas; it is hard to escape the heartache that family
and friends endure during a time of war. Since this is such an important topic
in our lives today, it would be beneficial to expose the students (4th-5th
graders) to this novel allowing them to make the same connection we did.
Citations:
Giff, Patricia
Reilly. Lily's Crossing. New York: Delacorte, 1997. Print.
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