Exploring Our Past
Presented by
Mary Reger
4th Grade Teacher
Robeson Elementary
Historical Fiction Unit
Language Arts/Social Studies
3rd-5th grade
Exploring Our Past
Historical Fiction Unit
Language Arts/Social Studies Unit
Overview: This is a Language Arts/Social Studies unit exploring our past through
Historical Fiction. The unit will cover read alouds, prewriting activities with an
illustrated Historical Fiction story written by each student.
Purpose: The purpose of this unit is to expose students different times in history through
reading and writing. Although they will look at different times in history four periods
will be the main focus: The Revolutionary War Period, The Settler/Pioneer Period (for
the purposes of this unit it will cover the mid 1800’s to the early 1900’s), The Civil War
Period, and The Depression. The introductory lesson will activate their prior knowledge.
The lessons following will give them experience with primary and secondary sources,
artifacts, and writing activities.
Outline: There will be a lesson that will start with read alouds to get the children
thinking about the past in a story format. This lesson will take several days. There will
then be several lessons that involve short writing activities to explore sources. These will
take 5-6 days. The culminating activity will be illustrating and writing a historical fiction
story. This will take at least a week depending on how detailed and long each individual
teacher wants it. Overall the unit will take about one month if the entire unit is taught. It
is suggested that for 4th grade it also be taught in conjunction with the Illinois Unit.
Resources and Materials: There is a list of resources that can be used for the reading
lessons. These are suggested books for read alouds and reading groups. Please feel free
to choose other books that you enjoy using to fit your personality and needs of your
classroom. For the writing unit there are sets of pictures to go along with activities. If
you have other pictures to use please feel free to substitute. The appendixes provide all
worksheets, rubrics, resources, etc.
Extended Activities: There are a number of extended activities that are suggested to
teach along with this unit. The resources (if any) are listed on the resource page.
This unit and these lessons are meant to only be a guide. You may elaborate and change
it in anyway to meet the needs of your classroom. Have fun with it and enjoy the past!
-1-
Historical Fiction
Language Arts/Social Studies Unit
Introductory Lesson
Essential Questions: What is the meaning of history? How do we learn about history?
What sources can we use to learn about history?
Enduring Learning: The students will activate prior knowledge and list ideas of what
they think history is. The students will use pictures and other written sources to discuss
what primary and secondary sources are.
Assessment: The students will complete the worksheet on primary and
secondary sources.
Materials:
 Chalkboard and chalk
 “Primary and Secondary Sources” #1- #4 in Appendix C (make overheads of
these sources)
 Writing journal
 “Primary and Secondary Source” worksheet in Appendix B
Suggested Procedures:
It is suggested this lesson be completed in one day as a whole group.
1. Write the word “History” on the chalkboard. Ask the students to give words or
phrases that represent what the meaning of history. Make a list on the board.
2. Put up each transparency of the sources of history. Have each student write in their
writing journal what period they think the source is from and what they think is going
on. Discuss each source and student responses. Talk about the period the source
covers and what was important and when it happened. Example: Source # 1 Letters
from the Civil War- talk about why it was fought, when it was fought, and what the
outcome was.
3. Talk about what primary sources are and how they are different from secondary
sources. Make a list on the chalk board of primary sources (photos, advertisements,
diary excerpts, letters, etc.) and a list of secondary sources (paintings, movies, books,
etc.). Show different examples from the appendixes.
4. Pass out the worksheet on primary and secondary sources and have students
complete. Do the first worksheet together as a class with source #1 and then have the
students do a worksheet for sources #2-4. Discuss each one as they finish.
-2-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 1
Essential Questions: How can historical fiction stories teach us about history?
Enduring Understanding: The students will be able to somehow relate to the people in
the past through text to self. They will also be able to compare stories of the past to their
life using a Venn diagram.
Assessment: The students will choose one of the books read and create a Venn diagram
comparing the people and events in the book to themselves.
Materials:
 Writing Journal
 Choose one book from each of the four time periods:
 Revolutionary War Period
 Settler/Pioneer Period
 Civil War Period
 Depression Period
(Refer to the “Read Aloud” list in Appendix A)
 “Venn diagram” in appendix B
Suggested Procedures:
It is suggested this lesson be completed in 2-3 days as a whole group.
1. Ask the question, “Why do people write stories about the past?” Write
several responses on the board. Discuss what historical fiction is and
why it is written.
2. Read one book from each of these times periods: Revolutionary War, Settler Period,
Civil War, and Depression Period. After each book discuss what was going on in
history. Have each student write a text-to-self in their Historical Fiction Journal.
Discuss how things were the same and different from that time period to our time in
history.
3. After you have read all four of the books make a Venn diagram on the board and have
students come up with things different and the same from the time period in the book
to our current time in history. After you have made a class Venn diagram hand out
the Venn diagram worksheet and have them make their own Venn diagram. Have
them choose one specific period and compare it to our time in history.
-3-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 2
Essential Questions: What is a primary source and how can it be used to learn about
history?
Enduring Understanding: The students will learn more about primary sources. They
will look at several different kinds (pictures, letters, diaries, advertisements, and
newspaper articles) and be able to decide what kind it is and what it is telling us about.
Assessment: Each student will complete one worksheet per resource: “Studying
Written Resources” and “Studying Visual Resources”.
Materials:
 “Photos/Paintings” from appendix C (one for each student)
 One copy of a diary page for each student from “Diaries, Letters.
Advertisements, Newspaper Articles” in appendix C
 One copy of a letter for each student from “Diaries, Letters. Advertisements,
Newspaper Articles” in appendix C
 One copy of an advertisement for each student from “Diaries, Letters.
Advertisements, Newspaper Articles” in appendix C
 One copy of a newspaper article for each student from “Diaries, Letters.
Advertisements, Newspaper Articles” in appendix C
 Copies of the worksheets “Studying Written Sources” and “Studying Visual
Sources” from appendix B
Suggested Procedures:
It is suggested that this lesson be completed in 2-3 days in a small group
of 6-8 students.
1. Give each student a different picture. It may be a copy of a photo or it may be a copy
of a painting. Have them first tell a partner what they see in the picture. Tell them to
tell their partner when they think the picture was taken. Which of the 4 periods in
history. Have them tell their partner what they think is happening in the picture.
2. Pass out the “Studying Visual Resources” and have the students complete it using
their picture.
3. Give each student a page from a diary. Have them read it and then discuss with a
partner what period it was written in. Have them discuss how the person might have
been feeling when they wrote it. Have them talk about why it was written (for
information, for prosperity, for their records, to get their feelings out etc.)
4. Pass out the “Studying Written Resources” and have the students complete it using
the page from a diary.
-4-
5. Give each student a copy of a letter. Have them read it and then discuss with a
partner what period it was written in. Have them discuss why the letter was written
(to inform someone of news, to communicate to a friend etc.) and how the person
writing it might have felt.
6. Pass out the “Studying Written Resources” and have the students complete it using
the letters.
7. Give each student a copy of a newspaper article. Have them look it over and read it it
and then discuss with a partner what period it was written in. Have them discuss
what the article is telling about (is it a war, a crime, peoples rights, town news, etc.).
Have them talk about how it is different from news articles they’ve ready currently.
8. Pass out the “Studying Written Resources” and have the students complete it using
the newspaper article.
9. Give each student a copy of an advertisement. Have them look it over and read it it
and then discuss with a partner what era it was written in. Have them discuss what it
is advertising and if they think it is a good advertisement. Have them talk about how
it is different from our advertisements of today.
10. Pass out the “Studying Written Resources” and have the students complete it using
the advertisement.
-5-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 3
Essential Questions: What differences are there between the present and the past? How
can we compare and contrast the present and the past using photos?
Enduring Understanding: Each student will be able to look at photos of rooms in
houses and identify if it is a room in the present or past. They will compare and contrast
different living styles from the past and today by looking at the photos of the rooms.
Assessment: Each student will complete a “Comparison/Contrast Chart”
worksheet.
Materials:
 “Comparison Photos” from appendix C
 “Comparison/Contrast Chart” worksheet in appendix B
Suggested Procedures:
It is suggested this lesson be completed in one day in a small group of 6-8 students.
1. First ask students if they have ever been on a tour of a period home. Discuss what a
period home is. Ask them what was different from that home and their home.
2. Pass out the photos of the rooms from the period home and the current home. Talk
about what they see that is different. Make a list on chart paper. Talk about things
they like about it and things they don’t.
3. Next make a list of things on the chart paper that are the same. Talk about if they like
the things that are the same. Discuss why it might be important to compare these
pictures.
4. Hand out the “Comparison/Contrast Chart” and have the students complete while
looking at the photos. Have them complete one for the kitchen and separate one for
the living room/parlor.
-6-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 4
Essential Questions: What is an artifact? How can artifacts teach us about history?
How can we determine what artifacts were used for? Can artifacts be used in stories?
Enduring Understanding: The students will be able to identify an artifact as something
used in the past and talk about its use. They will be able to have an idea of when it was
used, who used it, and why. They will be able to write a short story including the artifact
in the story.
Assessment: Each student will write a short story including the artifact in the story.
They will tell who is using it and what its purpose is. The setting will be the period that
the artifact came from.
Materials:
 Chalk and chalkboard
 Several artifacts from the past (if available)
 “Photos of Artifacts” from appendix C
 Writing Journal
 “Artifact Rubric” from appendix B
Suggested Procedures:
It is suggested this lesson be completed in one day as a whole group, later breaking down
to groups of four to read stories in those groups.
1. Write “Artifacts” on the board. Ask what an artifact is. Record answers.
Ask for examples of artifacts. Record answers. Ask if any students have an
artifact at home. Ask why we keep artifacts. Show either real artifacts or pictures of
artifacts to the students and ask them what it is, who would use it, when was it used,
why was it used, etc.
2. Hand out a picture of an artifact to each student. Have them tell a partner what they
think the artifact is, who used it, why, and when. Have them talk to their partner
about a story that could go with the artifact.
3. Students will write a short story (2-3 paragraphs) using their artifact in the story.
Give each student a rubric to follow.
4. Group students into groups of four. Each student will read their story to the group.
5. Grade students story according to the rubric.
-7-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 5
Essential Questions: I’ve looked at local sources, are there national sources that I can
look at?
Enduring Understanding: Each student will look at some national sources and
determine if they are primary or secondary. They will also determine what type of source
it is (photo, letter, document, news article, add, etc)
Assessment: Each student will fill out the “National Sources” worksheet.
Materials:
 Computer with internet access
 “National Sources” worksheet in appendix B
Suggested Procedures:
It is suggested that you take one day to complete this assignment.
1. Discuss the difference between local sources and national sources.
2. Have each student go to each of these Internet sites and follow the directions on the
worksheet for each one.
http://www.archives.gov/national_archives_experience/charters/declaration.html
http://www.nytimes.com/library/financial/index-1929-crash.html
http://www.nytimes.com/learning/general/onthisday/991029onthisday_big.html
http://www.civics-online.org/library/formatted/texts/indian_act.html
3. Have each student fill out the “National Sources” worksheet for each internet
site.
-8-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 6
Essential Questions: How can we learn about peoples lives from the past? Why do
people keep journals and diaries? The objective of this lesson is to have the students get
to know a real person from the past by reading pages from a diary, looking at pictures,
and artifacts and then to write a diary page as if they were that person.
Enduring Understanding: The students will learn a brief history of Zay Wright through
her journal pages, photos, and an brief oral history of her told by the teacher. Following a
rubric, students will be able write a page in their journal as if they were Zay.
Assessment: Each student will write a page in their journal as if they were Zay
Wright. They will be graded from the “Zay Wright Journal Rubric”.
Materials:
 “Photos of Zay Wright” from appendix C
 “Zay Wright’s Diary Pages” from appendix C
 Brief History of Zay Wright from appendix D
 Writing Journals
 “Zay Wright Journal Rubric” from appendix B
Suggested Procedures:
It is suggested this lesson be completed in one day in a small group of 6-8 students.
1. Write “Diary” on the board. Have the students tell what a diary is. List reasons why
people keep diaries and journals.
2. Hand out pages of Zay Wright’s Journal to each student. Have them read through the
diary page.
3. On chart paper write these questions.
 Who is writing this diary?
 When is it taking place?
 Where is it taking place?
 What events happen?
 What descriptions are there?
 How does the author feel?

4. Discuss the questions briefly and then have them read the diary page again. Assign
them to write these questions in their Writing Journals and answer them.
-9-
5. Next show pictures of Zay and read the brief history of Zay Wright.
6. Hand out the “Zay Wright Journal Rubric” to each student. Tell them they are going
to become Zay and they are going to write a page in their journal as if they were Zay.
Have them follow the rubric.
7. When they are done they will share their entry with the group.
8. The teacher will grade their journal page according to the rubric.
-10-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 7
Essential Questions: What is a graphic organizer? How can a graphic organizer help us
get organized when writing a story?
Enduring Understanding: Together the class will fill out the graphic organizer “Story
Writing Plan”. Each student will participate in the shared writing of a Historical Fiction
Story.
Assessment: The teacher will assess the participation each student takes in the shared
writing activity.
Materials:
 Chart paper
 Marker
 “Story Writing Plan” in appendix B
Suggested Procedures:
It is suggested this lesson be completed in one day as a whole group.
1. Pass out the “Story Writing Plan”. Call on different students for ideas to fill out the
“Story Writing Plan”. Each student will complete a “Story Writing Plan” as a group.
2. As a class use the “Story Writing Plan” to demonstrate how to write a story using the
“Story Writing Plan”. Each student will contribute to the story. This will be a
shortened version of what they will write on their own.
-11-
Historical Fiction
Language Arts/Social Studies Unit
Lesson 8
Essential Questions: What is historical fiction writing? How can I use artifacts and
primary sources in writing historical fiction?
Enduring Understanding: Each student will write a historical fiction story including at
least two primary sources in their story. They will use a graphic organizer (Story Writing
Plan) to organize their ideas.
Assessment: Each student will complete a historical fiction story following the
“Historical Fiction Rubric”.
Materials:
 Writing Notebooks
 “Story Writing Plan” in appendix B
 “Historical Fiction Rubric” in appendix B
Suggested Procedures:
It is suggested this lesson be completed in one week.
1. Each student will choose a time period that their story will be in (American
Revolution, Settler, Civil War, or Depression).
2. Each student will choose two or more artifacts and/or primary sources to include in
their story.
3. Each student will fill out the “Story Writing Plan” before beginning to write.
4. Each student will write, proofread, revise, and rewrite a historical fiction story
following the “Historical Fiction Rubric”.
5. Each student will read their story to the class.
-12-
Extended Activities
-13-
Historical Fiction
Reading Unit
Lesson 1
Essential Questions: Can we learn about history by reading historical fiction?
Enduring Understanding: The students will learn more in depth of one of the four
periods in history (Revolutionary War, Settler Period, Civil War, Depression Period).
They will learn new vocabulary from their book. They will use text-to-self, main idea,
and prediction, character and setting development skills through out the book.
Assessment: Each student will keep a reading response notebook that will be graded.
Each student will taken a written test on the Historical Fiction novel they read.
Materials:
 Books for reading groups (see suggestions for books in appendix A)
 Reading response notebooks
 “Character Map” in appendix B
 “Prediction Chart” –1 in appendix B
 “Story Map –1” in appendix B
Suggested Procedures:
1. Assign students a book to read from one of the four periods. Preview the book with
them and talk about the period their book is about.
2. Assign chapters as appropriate for each group. Have each student right in their
reading response notebook after each chapter. Assign these skills as appropriate for
each book and group: Main idea, text-to-self, prediction, character and setting
development. Discuss after each chapter.
3. Make a written test covering the book they read and administer to each student.
-14-
Historical Fiction
Reading Unit
Lesson 2
Essential Questions: How can you write a play from a novel?
Enduring Understanding: Each student will learn how to write a play from a book they
read on Historical Fiction. They will also learn about other times in history by watching
plays done by other reading groups.
Assessment: Each student will write a play based on the historical fiction novel they
read using the “Writing a Play” worksheet.. Each student will perform a part(s) in their
play based on their historical fiction novel . Each student will complete a “Play
Summary” worksheet on the other plays.
Materials:
 “Writing a Play” worksheet in appendix B
 Play script written by students or by teacher
 Props (and puppets) for play or puppet play.
 “Play Summary” worksheet in appendix B
Suggested Procedures:
1. When they are done with their historical fiction novel have each student complete the
“Writing a Play” worksheet. Handout an example of a play for them to see. Meet
several times while they write their plays to give guidance. When they are done you
may use one students play or write a new version combining the students efforts.
2. When the play is written assign part(s) to each student. Give them one copy for
school practice and one copy for home practice. Have them highlight their part(s).
Read through the play with them and have them continue to practice for the length of
time it takes to memorize parts.
3. Have students make a list of props they will needs for their play. They must decide if
they will make props or get them from home. If you are doing a puppet play they will
needs to make scenery backdrops. Assign students to draw and paint backdrops.
4. If you are doing a play the students need to decide on what they will wear for a
costume and how it will be made etc. If you are doing a puppet play you need to
decide on what kind of puppets (stick, hand, sock, etc.) you will use and what
materials will be needed.
5. Once you have the set done with props and costumes ready, or the puppets made and
all scenery and the stage done, you will start dress rehearsals. Decide who you are to
invite to the play (parents, other classes etc.) and the date and time. Make invitations.
-15-
6. Have several students design and make the program for their groups play. Make
enough copies of the program for the guests.
7. Perform the plays!
8. Have each student complete the “Play Summary” worksheets for each of the other
plays that they were not in.
Other Extended Activities
Cooking in the 1800’s
Have a day of cooking recipes from the Pioneer days in the 1800’s. Have the children
come to school dressed as pioneers. You might want to have them bring some of the
ingredients or you may supply them all yourself. Choose recipes from the following two
books available for sale at the Early American Museum in Mahomet for only $3.95.
Cookie Recipes by Bear Wallow Books
Old Pioneer Recipes by Bear Wallow Books
-16-
Appendix A
Suggested Picture Books for Read Alouds
-17-
Revolutionary Period
In 1776 by Jean Marzollo
Pink and Say by Patricia Polacco
Buttons for General Washington by Barbara Brenner
Settler/Pioneer Period
A Pioneer Christmas Celebrating in the Backwoods in 1841 by Barbara Greenwool
Going West by Jean Van Leeuwen
Wagon Wheels by Barbara Brenner
Civil War Period
Follow the Drinking Gourd by Jeanette Winter
Samuel’s Choice by Richard Berleth
Depression Period
Leah’s Pony by Elizabeth Friedrich
Dust for Dinner by Ann Turner
Suggested Books for reading groups
Revolutionary Period
Changes for Felicity: A Winter Story by Valerie Tripp
Mary Alice Peak, Philadelphia, 1777 (American Diaries Series) by Kathleen Duey
We are Patriots (My America Series) by Kristiana Gregory
The Journal of William Thomas Emerson (My Name is America) by Barry Denenberg
Settler/Pioneer Period
Little House in the Big Woods by Laura Ingalls Wilder
Sarah Plain and Tall by Patricia MacLachlan
Kirsten Learns a Lesson: A School Story by Janet Shaw
Meet Kirsten: An American Girl by Janet Beeler Shaw
Civil War Period
Who Comes With Cannons? By Patricia Beatty
Emma Eileen Grove: Mississippi 1865
Meet Addy: An American Girl by Janet Beeler Shaw
Charley’s Skedaddle by Patricia Beatty
Depression Period
Meet Kit:An American Girl by Valerie Tripp
Kit Learns a Lesson: A School Story by Valerie Tripp
A Letter to Mrs. Roosevelt by C. Coco De Young
-18-
Appendix B
Worksheet and Rubrics
-19-
Name_____________________________________
Primary and Secondary Sources
Primary Sources-Sources that are original documents/objects from the time
of the event
Secondary Sources-Sources that are an interpretation of someone sometime
after an event takes place
Examples of Primary Sources
Examples of Secondary Sources
*Current newspaper article
*Letter
*Map
*Diary entry
*Advertisement
*Photo
*Artifact
*Newspaper story of an event years
later
*Painting
*Movie
*Text book
Look at the source #1
What is it? ___________________________________________________
Is it a primary or secondary source?______________________________
Look at the source #2
What is it? ___________________________________________________
Is it a primary or secondary source?______________________________
Look at the source #3
What is it? ___________________________________________________
Is it a primary or secondary source?______________________________
Look at the source #4
What is it? ___________________________________________________
Is it a primary or secondary source?______________________________
Name _____________________________________
Studying Written Sources
1. Type of document (check one):
___Newspaper
___Letter
___Diary entry
___Report
___Advertisement
___Census report
___Congressional record
___Map
2. What are one or more unique qualities of the document?
___Interesting letterhead
___Handwritten
___Drawings
___Typed
___Seals
___Other
3. List two things you think are important:
__________________________________________________________
__________________________________________________________
4. What time period was the document written?
__________________________________________________________
5. Who was the author or creator of the document?
___________________________________________________________
6. Who was this document written for?
___________________________________________________________
7. Why do you think this document was written?
__________________________________________________________
__________________________________________________________
8. What evidence from the document helps you to know why it was
written?___________________________________________________
_________________________________________________________
9. What does the document tell you about life in America at the
time it was written?
_________________________________________________________
_________________________________________________________
10. Write on the back of this paper questions you still have?
Name________________________________________________________
Studying Visual Sources
1. Study the painting or photo for two minutes. Form an overall
impression. Look at the painting or photo again dividing it into
quadrants. Study each section to see new details. Use the chart
below to list the people objects and activities you see in the painting
or photo.
3. From the things you observed name three things you can infer about this
photo or painting.
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. Which time period do you think this photo/painting is from?
_________________________________________________________
5. What tells you it is from that time period?
_________________________________________________________
_________________________________________________________
6. What questions does this photo/painting raise in your mind?
_________________________________________________________
_________________________________________________________
7. Where might you find the answers to these questions?
_________________________________________________________
_________________________________________________________
Name ________________________________
Artifact Story Rubric
I state clearly what the artifact is in my story and what
it is used for
2 pts.
I somehow use the artifact in my story
2 pts.
I make one of the main focuses in my story revolving
around the artifact
5 pts.
My story has a beginning, middle, and end
9 pts.
My story has characters and names of the characters
5 pts.
I state the setting (time and place) in my story
4 pts.
I have a problem and a conclusion/solution to my story
4 pts.
My story has a title
1 pt.
Total possible points
33 pts.
Name _______________________________
National Sources
1. Is this source a primary or secondary source?
____________________________________________________
2. What type or source is it (photo, painting, news article, diary entry, letter,
etc)
____________________________________________________
3. What time period is it (Revolutionary, Civil War, Settler/Pioneer,
Depression)?
____________________________________________________
4. What is the source about?
____________________________________________________
____________________________________________________
____________________________________________________
5. Who is the source about or for?
____________________________________________________
6. Why do you think this item was created?
____________________________________________________
____________________________________________________
____________________________________________________
7. Is this item helpful in understanding history? Why or why not?
____________________________________________________
____________________________________________________
8. How could this be helpful to you?
____________________________________________________
____________________________________________________
9. What questions do you have about this source?
____________________________________________________
____________________________________________________
____________________________________________________
Name _____________________________
Zay Wright Journal Rubric
Introduce who you are.
3 pts.
What is the date?
3 pts.
Where do you live?
3 pts.
Tell a story about something that happens on this
day and use descriptions and details.
11 pts.
Total
20 pts.
Name ________________________________
Historical Fiction Story Rubric
Title
1 pt.
Setting- Name the time/period and place with descriptions of
places
7 pts.
Characters- Names, ages, descriptions, and significance
9 pts.
Beginning – This should include the setting and introduction
of the characters. The time period should be the
focus with some problem building up.
9 pts.
Middle – You should have a number of events that relate to
the problem in the specific time period. There might
be some attempted solutions.
9 pts.
End – You should have the final events that lead up to the
solution of the problem. There should be a clear ending
with no loose ends.
9 pts.
Include some mention of artifacts, people, places, etc. that you
learned about studying the different primary and secondary
sources.
6 pts.
Total
50 pts.
Name ___________________________________
Writing a Play Map
Title of Play- same as the book
Characters- Choose the main characters of the story only. Include name,
age, and who they are (mom, daughter, cousin, friend etc)
Setting- Include the date and time period. Include where the story takes
place (state, city, etc.). Also describe where it is. Is it in the country, are
there mountains, rivers, houses, etc.?
State the Problem- Is there a war going on? Is it the Depression? Is there a
family settling the land? What problems are they having?
Events- Make and number a list of the main events that will take place and
what characters will be present in each event.
Solution- State how the story is solved and how the story ends and what
characters are there.
Name ___________________________________
Play Summary
Title of Play:
Setting (Include time/period and place);
Characters:
Problem:
Events (List at least five main events):
Solution (How is problem solved and how does the story end?):
Appendix C
Primary and Secondary Sources
-20-
Primary and Secondary Sources
AHTC009.tif - #1 Letters from soldiers during the Civil War (EAM)
reger.256.tif - #2 Painting of Bunker Hill (book # 4)
reger.258.tif - #3 Photo of Benjamin Harris’s first and second home (EAM)
hard copy - #4 Diary page from Benjamin Harris’s diary (EAM)
Diaries, Letters. Advertisements, Newspaper Articles
AHTC004.tif – Newspaper articles about Urbana growing 1857, 1859, 1858 (EAM)
AHTC005.tif – Ads for Whitly Reaper, Manny’s Reaper – March 1858 (EAM)
AHTC006.tif – Tailoring, Painting Ads – January 1860 (EAM)
AHTC007.tif – Ads for Civil War soldiers in Champaign – July 18, 1861 (EAM
AHTC008.tif – News article about the ladies relief society for the Civil War Nov. and
Dec. 1861 (EAM)
AHTC011.tif – Ad for store during Civil War (EAM)
regerabeletter.373.tif – Letter from Abraham Lincoln (Letter belonging to the Anderson
and Willis family)
regerside1.374.tif – Local letter from Civil War soldier - side 1 (EAM)
regerside2.375.tif – Local letter from Civil War soldier - side 2 (EAM)
regerside3.376.tif – Local letter from Civil War soldier - side 3 (EAM)
smletter1.377.tif – Local letter from Civil War soldier – side 1 (EAM)
smletter2.378.tif – Local letter from Civil War soldier – side 2 (EAM)
smletter3.379.tif – Local letter from Civil War soldier – side 3 (EAM)
smletter4.380.tif – Local letter from Civil War soldier – side 4 (EAM)
bankfailures copy.jpg – News articles about Depression bank failures (EAM)
butchering copy.jpg – Articles about butchering during the Depression (EAM)
canning copy.jpg – Articles about canning during the Depression (EAM)
hobos2 copy.jpg – Articles about hobos during the Depression (EAM)
gatheringcoal copy.jpg – Articles about gathering coal during the Depression (EAM)
hard copy – B. F. Harris journal pg. 38 (EAM)
hard copy – B. F. Harris journal pg. 39 (EAM)
hard copy – B. F. Harris journal pg. 40 (EAM)
hard copy – B. F. Harris journal pg. 41 (EAM)
hard copy – B. F. Harris journal pg. 42 (EAM)
hard copy – Allen Grant Little journal pg. 331 (EAM)
hard copy – Allen Grant Little journal pg. 332 (EAM)
hard copy – Allen Grant Little journal pg. 341 (EAM)
hard copy – Letter from John Adams to Abigail Adams (book # 2)
hard copy – Letter from George Washington to Philip Schuyler (book # 2)
hard copy – Anna Rawle: Diary, October 25, 1781 (book # 2)
Photos/Paintings
blafords051.jpg – settler man and children in farm fields (EAM)
blafords093.jpg – settler children sledding (EAM)
wright11.jpg – girl with rifle (Zay Wright) (EAM)
Dsc_835.jpg – Civil War soldier-Samuel Busey (EAM)
Dsc_840.jpg – African American Civil War Soldier from Illinois-Erassmuss Green
(EAM)
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Dsc_846.jpg – West Urbana – Settler/Pioneer period (EAM)
Dsc_847.jpg – Solomon, a Civil War Soldier (EAM)
reger.238.tif – Gun Crew – Civil War (book # 1)
reger.239.tif – Drummers – Civil War (book # 1)
reger.240.tif – “Come Join Us Brothers” – Civil War (book # 1)
reger.241.tif – Pontoon Bridge – Shermans’s Seventeenth Corps – Civil War (book # 1)
reger.346.tif – Molly Pritcherd – Revolutionary War (book # 4)
reger.249.tif – Patriot –Revolutionary War (book # 4)
reger.250.tif – Men Falling from Horses – Revolutionary War – (book # 4)
reger.251.tif – Woman With Gun – Revolutionary War – (book # 4)
reger.257.tif – Surrender of Yorktown – Revolutionary War – (book # 4)
canning.jpg – Woman canning in the Depression (EAM)
8a10478u.tif – Boy collecting coal during the Depression (EAM)
Comparison Photos
reger.242.tif – 1800’s parlor/living room (book # 3)
reger.244.tif – 1800’s kitchen (book # 3)
currentkitchen.383.tif – 2000’s kitchen (personal)
currentparlor.382.tif – 2000’s parlor/living room (personal)
Photos of Artifacts
Dsc_0792.jpg – Inkwell from Settler/Pioneer period (EAM)
Dsc_0793.jpg – Musket from Revolutionary War period (EAM)
Dsc_0797.jpg – Tree candle holder from Revolutionary War period (EAM)
Dsc_0799.jpg – Rifle and rabbit skins from the Depression period (EAM)
Dsc_0800.jpg – Washer from Depression period (EAM)
Dsc_0802.jpg – Steam iron from Depression period (EAM)
Dsc_0805.jpg – Phonograph from Depression period (EAM)
Dsc_0807.jpg – 78 record from Depression period (EAM)
Dsc_0809.jpg – Games from Depression period (EAM)
Dsc_0811.jpg – Sewing Machine from Settler/Pioneer period (EAM)
Dsc_0812.jpg – Drinking gourd from Settler/Pioneer period (EAM)
Dsc_0814.jpg – Powder barrel from Settler/Pioneer period (EAM)
Dsc_0817.jpg – Stove from Settler/Pioneer period (EAM)
Dsc_0818.jpg – Powder horn from Settler/Pioneer period (EAM)
Dsc_0822.jpg – Anvil from Settler/Period (EAM)
Dsc_0827.jpg – Plow from Settler/Period (EAM)
Dsc_0828.jpg – Civil War uniform (EAM)
Dsc_0829.jpg – Musket from Civil War (EAM)
Dsc_0830.jpg – Canteen from Civil War (EAM)
Dsc_0833.jpg – Candle from Civil War (EAM)
Dsc_0841.jpg – Surgical Kit from Civil War (EAM)
Dsc_0848.jpg – Shackles from Civil War (EAM)
Dsc_0851.jpg – Barrel from Settler/Pioneer period (EAM)
Dsc_0853.jpg – Folding bed from Settler/Pioneer period (EAM)
Dsc_0854.jpg – Butter churn from Settler/Pioneer period (EAM)
Dsc_0861.jog – Wig from Revolutionary War period (EAM)
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Photos of Zay Wright
wright10.jpg - Zay Wright playing dress up (EAM)
wright11.jpg - Zay Wright next to horse holding a rifle (EAM)
wright12.jpg - Zay Wright on swing (EAM)
wright2.jpg - Zay Wright on horse with friend (EAM)
wright4.jpg - Zay Wright standing next to a horse (EAM)
Zay Wright’s Diary Pages
hard copy – Zay Wright diary pg. 1 –1912 (EAM)
hard copy – Zay Wright diary pg. 2 –1912 (EAM)
hard copy – Zay Wright diary pg. 3 –1912 (EAM)
hard copy – Zay Wright diary pg. 4 –1913 (EAM)
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Appendix D
Brief History of Zay Wright
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Brief History of Zay Wright
Zay Wright was born near the turn of the century on September 12, 1896. She
lived with her father, David Wright, her mother, and Esther, her younger sister of four
and half years. Her family lived near Newman, Illinois.
Zay was a girl similar to girls today. She liked to play dress up and put on skits.
She was a tomboy, liked the outdoors and loved to ride horses. She even teased her
younger sister sometimes.
Zay went to a country school through her grade school and middle school years
and then attended high school in Champaign. Zay loved to read and liked school. She
attended the Illinois Woman’s College and received a general education. After college
she taught for a while at Staley School. She also taught school for a short time after she
was married.
Before Zay was married she did some traveling. She went to Pennsylvania,
Washington D.C., and spent some time working at Yellowstone Park.
It wasn’t until Say was 26 years old that she married Edgar Young. Her family
often went to Homer Park where she met Edgar. They were married in 1923. They had
two daughters and lived on a farm. Zay enjoyed entertaining at their home and they had
many parties. The Youngs didn’t have electricity or an indoor bathroom until after Zay
had died. They used a coal heater. Winters were very cold.
Life for the Youngs was comfortable until the depression. During the depression
their life was not poor in comparison to others, however there were struggles and at one
point they almost lost the farm. They took in tenants and sold eggs to help pay the bills
during the depression. They also raised their own food on the farm.
Zay was always interested in causes for people in need and wanted to help out.
She was a staunch republican and always made sure she voted. She and Edgar also were
involved with the local school board.
Unfortunately Zay was not long for this life and died in March of 1937 at the age
of 40. She enjoyed her life and was able to do some travelling and get an education. She
had a family and enjoyed raising them while being involved in the community. Zay
Wright was born over one hundred years ago but in many ways was like you and me.
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Bibliography
1. Garrison, Webb, A Treasury of Civil War Tales (Rutledge Hill Press, 1988).
2. Library of Congress, The American Revolution: Writings from the War of
Independence (Library of Congress, 2001).
3. Martinello, Mario Z., The Search for Emma’s Story (Texas Christian University
Press, 1987).
4. McDowell, Bart, Revolutionary War (National Geographic Society, 1967).
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