Children’s Literature 1885-1915.
Nancy Peterson, Stacey Schuler, Kathy J. Taylor Johnson
El Paso-Gridley High School
Fall 2006
Baseball A B C. New York : McLoughlin Bros.,
1885. Library of Congress, Rare Books and Special
Collections Division
Students will work with primary source documents from the Library of Congress to study
the history of children’s literature as well as compare and contrast books from 1787-1915
to present day literature.
Overview/Materials/LOCResources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
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Students will:
 utilize various primary sources to develop a cohesive,
comprehensive and historically accurate picture of
children’s literature throughout history; specifically
1885-1915.
 analyze the historical terminology and pictorial
representations of children’s literature using primary
sources.
 broaden their understanding of bibliographical
information via citation of primary sources.
 answer the following essential questions:
1. How does the portrayal of the family unit change
over time in the illustrations in children’s books?
2. What clues can be found in the illustrations that
help identify the decade in which the book was
published?
3. Compare a children’s book from the turn of the
century (late 1880s – 1920s) to one from current
day as indicated in bibliography. Look at the
content, the subjects in the illustrations, and the
style of the illustrations.
4. Are there differences in how the copyright,
publisher, etc are presented when comparing
works from the 1800s to today?
5. Would children’s books from the 1800s be
politically correct in today’s society?
An Adventure of the American Mind
Illinois State University
Recommended time frame
Grade level
Curriculum fit
Materials
Three days for lesson, one week to complete project.
10th -12th
Family and Consumer Science
Materials needed for this learning experience will
include:
 Computers,
 LCD projector, screen
 Guided notes
 Look Back in Time worksheet
 Navigating the Library of Congress worksheet
 Citation Activity worksheet
 PowerPoint—History of Children’s Literature
 PowerPoint--Children’s_Literature_Day_ 2.ppt
 markers, crayons, colored pencils, fabrics, card stock,
binding machine and combs, laminating machine,
and other creative materials based on student request.
Illinois State Learning Standards
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Language Arts:
GOAL 1: Read with understanding and fluency.
 1.C. Comprehend a broad range of reading
materials.
 1.C.5c Critically evaluate information from
multiple sources.
 1.C.5e Evaluate how authors and illustrators use
text and art across materials to express their ideas
(e.g., complex dialogue, persuasive techniques).
GOAL 2: Read and understand literature
representative of various societies, eras and ideas.
 2.A. Understand how literary elements and techniques
are used to convey meaning.
 2.A.5c Analyze the development of form (e.g.,
short stories, essays, speeches, poetry, plays,
novels) and purpose in American literature and
literature of other countries.
GOAL 3: Write to communicate for a variety of
purposes.
 3.B. Compose well-organized and coherent writing
for specific purposes and audiences.
 3.B.5 Using contemporary technology, produce
documents of publication quality for specific
purposes and audiences; exhibit clarity of focus,
logic of organization, appropriate elaboration and
support and overall coherence.
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Illinois State University
GOAL 4: Listen and speak effectively in a variety of
situations.
 4.B. Speak effectively using language appropriate to
the situation and audience.
 4.B.5a Deliver planned and impromptu oral
presentations, as individuals and members of a
group, conveying results of research, projects or
literature studies to a variety of audiences (e.g.,
peers, community, business/industry, local
organizations) using appropriate visual aids and
available technology.
Fine Arts:
GOAL 26: Through creating and performing,
understand how works of art are produced.
 26.A. Understand processes, traditional tools and
modern technologies used in the arts.
 26.A.5 Common for all four arts: Analyze and
evaluate how the choice of media, tools,
technologies and processes support and influence
the communication of ideas.
Procedures
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This unit consists of three lessons taught sequentially.
Before beginning the unit, the students are
knowledgeable of the basic components and formatting
of children’s literature.
Lesson One:
 Students are introduced to the history of children’s
literature by the media specialist using a PowerPoint
describing and illustrating children’s literature via
primary sources.
 The worksheet, History Of Children’s Literature
Guided Notes, will be provided for student use.
Lesson Two:
 Students are exposed to children’s literature from
1885-1915 through a co-taught PowerPoint
presentation utilizing primary sources.
 The lesson compares and contrast children’s
literature from 1885-1915 to present day children’s
literature. More specifically, the historical
terminology and pictorial representations are
discussed.
 Students will complete A Look Back In Time
worksheet. This lesson is conducted in a computer
lab.
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Illinois State University
Lesson Three:
 Students individually navigate the Library of
Congress to further explore children’s literature
through primary sources using the Navigating the
Library of Congress worksheet.
 This process will broaden their understanding of
bibliographical information via citation of primary
sources.
 Students will complete Citation Activity worksheet.
 Students will be assigned to design and create an
ABC book. This lesson is conducted in a computer
lab.
Evaluation
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
Extension
Students will be evaluated on:
 the History of Children’s Literature Guided Notes
 the A Look Back In Time Work Sheet
 the Citation Activity
 the ABC Book using the attached rubric
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


Students will have children from the preschool
classroom draw or color pictures for use in their ABC
book.
Students will read their ABC book to the preschool
children.
Students will use their knowledge of primary
resources to create a counting book with kindergarten
students.
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Illinois State University
Primary Resources from the Library of Congress
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Alphabet book
A apple pie, Kate
Greenaway.
London ; New York :
F. Warne, 1900.
http://hdl.loc.gov/loc.r
bc/bit.11404
Baseball ABC
Baseball A B C. New
York : McLoughlin
Bros., 1885.
http://hdl.loc.gov/loc.r
bc/juv.85163
A circus procession
The Circus
procession. N.Y. [i.e.
New York] :
McLoughlin Bros.,
1888.
http://hdl.loc.gov/loc.r
bc/juv.12208
Little Songs
Little songs of long
ago : more old
nursery rhymes, the
original tunes
harmonized by Alfred
Moffat; illustrated by
H. Willebeek Le Mair.
London : Augener :
For the book trade, A.
& C. Black ; New-York
: G. Schirmer, 1912.
http://hdl.loc.gov/loc.r
bc/juv.53353
The Rocket Book
The rocket book,
Peter Newell. New
York : Harper &
Brothers, 1912.
http://hdl.loc.gov/loc.r
bc/juv.23925
Alphabet book
Chicka Chicka ABC
by John Archambault,
Lois Ehlert(Illustrator),
John Archambault
New York : Simon &
Schuster, 1989.
http://carlweb.alsrsa.o
rg/
You must do a search
of the database by
title of the book to
get to the book cover
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Illinois State University
A bronze Arthur in
plate armour with
visor raised and with
jousting shield is one
of the chivalrous
mourners at the tomb
of Emperor
Maximilian I (died
1519)
"King Arthur."
Wikipedia, The Free
Encyclopedia. 5 Nov
2006, 17:07 UTC.
Wikimedia
Foundation, Inc. 5
Nov 2006
Aesop’s Fables, The
City Mouse and the
Country Mouse
Aesop.
Aesopus moralisatus.
[Brescia, Boninus de
Boninus, ca. 1487].
Rosenwald Collection
Rare Book and
Special Collections
Division (15)
http://www.loc.gov/ex
hibits/heavenlycraft/h
eavenly-15th.html
Strict Moral
Instruction for
Children
James Janeway
A Token for Children.
Boston: 1728
Rare Book & Special
Collection Division
(102.4)
http://www.loc.gov/ex
hibits/treasures/trr155
.html
Ivory Hornbook with
flower on handle
18th century, English.
Gift of Leonard
Kebler, 1959
Rare Book & Special
Collections Division
(102A)
Ivory Hornbook on
blue moiré cloth
18th century,
possibly American
Rare Book & Special
Collections Division
Gift of Brian and
Darlene Heidtke
(102A.1)
The Juvenile National
Calendar
John Latrobe (180391) The Juvenile
National Calendar . . .
Baltimore: F. Lucas,
Jr.; Philadelphia: Ash
& Mason, [ca. 1825]
Rare Book & Special
Collections Division
http://en.wikipedia.org
/w/index.php?title=Kin
g_Arthur&oldid=8587
1458
http://www.loc.gov/ex
hibits/treasures/trm17
8.html
http://www.loc.gov/ex
hibits/treasures/trm17
8.html
http://www.loc.gov/ex
hibits/treasures/tri058.
html
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Illinois State University
Multiplication Book
from Marian Carson's
collection
Marmaduke Multiply.
Boston: Munroe and
Francis, 1839.
Rare Book & Special
Collections Division
http://www.loc.gov/ex
hibits/treasures/tri057.
html
The White Rabbit
from Alice’s
Adventures in
Wonderland
Chapter 1 – Down the
Rabbit hole
Alice's Adventures in
Wonderland by Lewis
Carroll, The
Millennium Fulcrum
Edition 3.0. This is a
hypertext formatted
version of the Project
Gutenberg edition
http://www.cs.cmu.ed
u/~rgs/alice-table.html
Wordless book with
opportunities for child
to learn common
terms around the
house
School Begins
The Children's object
book. London ; New
York : F. Warne
&Co.,[188-?] Rare
Book/Special
Collections Reading
Room (Jefferson
LJ239)
http://hdl.loc.gov/loc.r
bc/juv.48867
School Begins
Color lithograph by
Keppler &
Schwarzmann. Illus.
in: Puck, (1899 Jan.
25), p. 8-9. in
AP101.P7 1899 LCUSZC2-1025(color
film copy slide)
http://hdl.loc.gov/loc.p
np/cph.3b48925
Turn of the century
clothing - children
playing.
Children of our town
pictured by E. Mars
and M.H. Squire ; with
verses by Carolyn
Wells.New York : R.H.
Russell, [c1902] Rare
Book/Special
Collections Reading
Room (Jefferson
LJ239)
http://hdl.loc.gov/loc.r
bc/juv.22424
Johnny Tremian
Johnny Tremain by
Esther Forbes, New
York: Houghton Mifflin,
1943.
http://carlweb.alsrsa.o
rg/
Caricature showing
Uncle Sam lecturing 4
children . . .
You must do a search
of the database by
title of the book to
get to the book cover
An Adventure of the American Mind
Illinois State University
Charlotte’s Web
Bridge to Terabithia
Sarah, Plain and Tall
Lon Po Po
Mufaro’s beautiful
daughters
Charlotte’s Web by E.
B. White, New York:
HarperCollins, 1952.
http://carlweb.alsrsa.o
rg/
Bridge to Terabithia
by Katherine Paterson.
New York: Harper,
1977.
http://carlweb.alsrsa.o
rg/
Sarah, Plain and Tall
by Patricia
MacLachlan. New
York: Harper & Row,
1985.
http://carlweb.alsrsa.o
rg/
Lon Po Po: a red riding
hood story from China
translated and
illustrated by Ed
Young, New York :
Philomel Books, 1989
http://carlweb.alsrsa.o
rg/
Mufaro’s beautiful
daughters: an African
tale by John Steptoe,
New York : Lothrop,
Lee & Shepard Books,
1987
http://carlweb.alsrsa.o
rg/
You must do a search
of the database by
title of the book to
get to the book cover
You must do a search
of the database by
title of the book to
get to the book cover
You must do a search
of the database by
title of the book to
get to the book cover
You must do a search
of the database by
title of the book to
get to the book cover
You must do a search
of the database by
title of the book to
get to the book cover
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Illinois State University
Rubric
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ABC Book Rubric
Student Name _____________________
Students will create an ABC book, criteria include; one letter per page with illustration. The
format should represent the time period shown through the primary sources. Computer
generated and or hand drawn illustrations are acceptable. Be creative. Use the rubric below as a
guideline to fulfill assignment expectations.
4
3
Attractiveness &
Organization
The book has
exceptionally
attractive formatting
and well-organized
information.
The book has
The book has wellattractive formatting organized
and well-organized information.
information.
The book's
formatting and
organization of
material are
confusing to the
reader.
Writing Mechanics
Capitalization and
punctuation are
correct throughout
the book.
Capitalization and
punctuation are
correct throughout
the book after
feedback from an
adult.
There are 1-2
capitalization and/or
punctuation errors in
the book even after
feedback from an
adult.
There are several
capitalization or
punctuation errors in
the book even after
feedback from an
adult.
Spelling &
Proofreading
No spelling errors
remain after one
person other than
the typist reads and
corrects the book.
No more than 1
spelling error
remains after one
person other than
the typist reads and
corrects the book.
No more than 3
Several spelling
spelling errors
errors in the book.
remain after one
person other than
the typist reads and
corrects the book.
CATEGORY
2
Graphics/Pictures Graphics go well
Sources
1
Graphics go well
with the text and
with the text, but
there is a good mix there are so many
of text and graphics. that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the book seems
"text-heavy".
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Careful and
accurate records are
kept to document
the source of 95100% of the facts
and graphics in the
book.
Careful and
accurate records are
kept to document
the source of 8475% of the facts and
graphics in the
book.
Sources are not
documented
accurately or are not
kept on many facts
and graphics.
Careful and
accurate records are
kept to document
the source of 9485% of the facts and
graphics in the book.
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Handouts
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History of Children’s Literature
Guided Notes
History of Children’s Literature
Guided notes
Illustrations in children’s books reflect the _______ __________ and the
role of _____________ and the ___________ in that time period.
•
Early books for children were ________________ and usually written in
_____________ by religious teachers.
•
The books were meant to instruct and to instill the _______________ of
____________ and customs, morals and religious beliefs; they were not
meant to give _____________.
•
Stories of the 15th and 16th centuries were mostly ______________
telling of _________ _____________, Adventures of Troy and Aesop’s
Fables.
During the 16th, 17th and 18th the English became the “people of a book
and that book was the ____________.”
•
In a sincere desire to make _____________ happy the Puritans brooded
on _______, eternal torment, and the state of children’s souls.
•
Unfortunately, the _________________ method of instilling religious
ideas was mainly through the use of fear – the fear of Hell
__ _____________ ___ _____________ published in 1728 “was the most
popular book of moral instruction for children in the 18th century. It contained 22
examples of pious and obedient children who were well prepared for the prospect
of early death and judgment.”
”A constant companion to beginning readers in ________________
_______________, the hornbook was a popular teaching aid in England during
the 16th through the 18th century. The hornbook included the alphabet in
__________ and __________ ________, vowels, and numerals, accompanied
by a cross ornament, the Benediction, and the Lord’s prayer.”
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The first edition of __________ ____________ appeared in about 1785 in the
United States, but it was probably pirated from John Newbery’s edition published
in ___________.
John Newbery, the first _____________ of books for children, is honored each
year with the ______________ _____________ presented for the year’s most
distinguished book for children written by an American citizen or resident and
published in the ____________ _______________.
The ______________ ________________ Association instituted a second
award – this one for the most distinguished picture book for children published
each year in the United States. It was named after _____________
_____________ known for his nursery toy books that were first published in
_________. They were funny to children and adults. His illustrations for a
_____________ ____________ _________ also were some of his most original
and lovely creations.
•
__________ _____________ ___________ (Jacob and Wilhelm) was
translated into English in _________. The stories were gathered from old
storytellers and were very ____________ and ___________.
•
Hans Christian Andersen’s Fairy Tales appeared in __________ in 1846.
These were also adaptations of stories heard from old ____________, but
Andersen added his own fanciful inventions that enriched children’s
imaginations.
•
One of the first fanciful pieces of literature for children was “A visit from St.
Nicholas” by ____________ ____________. It was published in 1822 and
was actually a long _________ _________.
“One of only ________ known copies of this rare American children’s book,
published in ________________ around 1825, the Juvenile National Calendar
describes the duties and pay of various ______________ officials.”
________________ ________________ was printed in Boston in 1839 “Through
charming verse and delightful _________________ this book documents the
emphasis on reading for ________________ and __________________ rather
than exclusively for moral instruction.”
“The first English masterpiece written for children came in 1865 – ____________
______________ ____ _________________by Charles Dodgson, who used the
pen name of ______________ _______________.
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It was first told, and later written, solely for the ______________ of children, and
neither it nor its ___________, Through ____ ________________ ___________,
has the faintest trace of a moral or a scrap of useful information or one improving
lesson – only cheerful lunacy, daft, and delight”
19th century __________________ will show the Victorian structure of _______
__________ – the father is the _____________ figure with the rest of the family
gathered around. Stories of this time are very didactic and moralistic because it
was believed that children were easily led astray.
School Begins, copyright __________. “Uncle Sam is _____________ 4
children labeled Philippines, Hawaii, Puerto Rico and Cuba in front of children
holding books labeled with various U.S. states. In the _________________ is an
American Indian holding a book upside down and a Chinese boy is at the door.”
Early _______________ century books begin to show a softer version of children
____________and _____________ though still dressed very ____________ and
stiff. In the 1920’s and 1930’s children were shown ________________ on their
own and were portrayed in more leisure activities.
By the _______________ and ________________ more humor and
____________ appeared in children’s books. Stories began to show that the
____________ were willing to write about children’s problems and negative
aspects of their lives.
As the ______________ structure began to change this was reflected in the
stories written in the 1960’s, 70’s and 80’s. Sometimes only a __________ and
_________ were the characters of the stories, other stories told of
_____________ parents and newly ___________ _____________.
The ______________ also began to show ___________ ___________________
in the characters that were a reflection of the real world.
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Name _________________________
Date _________________
A Look Back In Time
Match the following term with the correct definition.
_____ base-keepers
a. an elderly women
_____ bit it
b. baseman
_____ cinders
c. bowed
_____ dame
d. coal
_____ dealt it
e. consuming
_____ drest
f. cut
_____ high-ball
g. dressed
_____ livery
i. eat
_____ mammy
j. happy
_____ merry
k. hit
_____ nodded for it
l. looked
_____ opened it
m. mommy
_____ partaking
n. pop-fly
_____ peeped in it
o. serve
_____ smote
p. uniform
A Look Back in Time
Compare historical pictorial representations to
current pictorial representations.
Write your responses below the questions.
What is one difference you notice
when comparing this picture to
pictures in children’s books today?
What is one question you have
when looking at this picture?
Compare the uniforms in
this picture to baseball
uniforms of today.
Why wouldn’t this picture show up
in children’s books today?
Compare the equipment
used in this picture to the
equipment used today.
Compare the differences
you see in the umpire in
this picture, to the
umpires of today.
Navigating The Library Of Congress (LOC).
 Go to www.loc.gov.
 In the Resources For… category double-click on
researchers, located on the left-hand side of the web
page.
 In the Spotlight on Researchers section double-click on
All Reading Rooms and Research Centers.
 In the Special Formats and Genre section double-click
on Rare Book and Special Collections.
 On the left-hand side of the page double-click on
Digitized Rare and Special Collections.
 In the Digitized Materials from the Rare Book & Special
Collections Division double-click on other digitized print
materials.
 Double-click on Children’s Literature.
 In the Children’s Literature format locate five children’s
books. For each book complete the Bibliographical
Information Worksheet.
 To view the book double-click on page turner. Click
next image to view all page.

View several books before making your selection.
Name _______________________________ Date _________________________
Citation Activity
When navigating the Library of Congress, choose five books from which you will gather
bibliographical information. You will need to find the information that follows:
1.
Title:
Author:
Illustrator:
Copyright date:
Publisher:
Something you find interesting:
2.
Title:
Author:
Illustrator:
Copyright date:
Publisher:
Something you find interesting:
3.
Title:
Author:
Illustrator:
Copyright date:
Publisher:
Something you find interesting:
4.
Title:
Author:
Illustrator:
Copyright date:
Publisher:
Something you find interesting:
5.
Title:
Author:
Illustrator:
Copyright date:
Publisher:
Something you find interesting:
Bibliography for ABC 123 Lesson
Alphabet Books
Dahl, Michael. Wild animals ABC: an alphabet book. Mankato, MN: Capstone Press, 2005.
DiTerlizzi, Tony. G is for one gzonk: an alphabet book. New York: Simon & Schuster Books for Young
Readers, 2006.
Doering, Amanda. School ABC; an alphabet book. Mankato, MN: Capstone Press, 2005.
The dog from Arf! Arf! To Zzzzzz: the Dog Artlist collection. New York: HaperCollins Publishers, 2005.
Farmer, Bonnie. ABC letters in the library. Montreal: Lobster Press, 2005.
Kratter, Paul. The living rain forest: an animal alphabet. Watertown, MA: Charlesbridge, 2006.
Melmed, Laura Krauss. New York, New York!: the Big Apple from A to Z. New York: HaperCollins
Publishers, 2005.
Miranda, Anne. Pignic: an alphabet book in rhyme. Honesdate, PA: Boyds Mills Press, 2005.
.
Pallotta, Jerry. The construction alphabet book. Watertown, MA: Charlesbridge, 2006.
Parett, Lisa. Princess A B C. New York: Sterling Publishing Co., Inc., 2004.
Scillian, Devin. H is for honor: a military family alphabet. Chelsea, MI: Sleeping Bear Press, 2006.
Sabuda, Robert. The Christmas alphabet. New York: Orchard Books, 2004.
Shoulders, Michael and Debbie. D is for drum: a Native American alphabet . Chelsea, MI: Sleeping Bear
Press, 2006.
Counting Books
Bernthal, Mark. Barney’s count to 10. New York: Scholastic, 1999.
Boegehold, lindley. The gummi bear counting book. New York: Lorenz Books, 1999.
Boynton, Sandra. Hippos go berserk! New York: Aladdin Paperbacks, 1996.
Dahl, Michael. Eggs and legs: counting by twos. Minneapolis, MN: Picture Window Books, 2005.
Dahl, Michael. Lots of ladybugs!: counting by fives. Minneapolis, MN: Picture Window Books, 2005.
Falwell, Cathryn. Christmas for 10. New York: Clarion Books, 1998.
Fletcher, Colin. Count your cookies. Columbus, OH: Gingham Dog Press, 2003.
Lewin, Betsy. Cat count. New York: Dodd, Mead, 1981.
Martin, Bill. Chicka chicka 1, 2, 3. New York: Scholastic, 2005.
Matthews, Derek. Super snappy 123. Brookfield, CT: Millbrook Press, 2001.
Taylor-Butler, Christine. Ah-choo. New York: Children’s Press, 2005.
Tudor, Tasha. 1 is one. New York: Little Simon, 2002.