English Final (Oman's class)

I hate everything

Little Women

Louisa May Alcott, 1868

The Adventures of Huckleberry Finn

Mark Twain, 1884

Rebecca of Sunnybrook Farm

Kate Wiggin, 1903

Seventeen

Booth Tarkington, 1917

The Tower Treasure

Franklin Dixon, 1927

Seventeenth Summer

Maureen Daly, 1942

Go Ask Alice

Beatrice Sparks, 1971

The House of Dies Drear

Virginia Hamilton, 1968

Little women characters

Jo March, Meg March, Beth March, Amy March, Marmee March

Huck Finn characters

huck finn, Jim, Tom Sawyer, Pap Finn, Aunt Polly, Duke and Dauphin

Rebecca of Sunnybrook, characters

Rebecca, Aunt Miranda, Aunt Jane, Emma Jane Perkins, Adam Ladd, Mr. Cobb, Mrs. Cobb

Seventeen characters

Lola Pratt, William Baxter, May Parcher, Jane Baxter,

The Tower Treasure characters

Frank and Joe Hardy, Laura and Fenton Hardy, Chet Morton, Chief Collig

Seventeenth Summer characters

Jack, Angie, Mrs. Morrow, Margaret, Lorraine, Kitty, Tony Becker

Go Ask Alice characters

Narrator (alice?), Joel, Chris, Roger, Sheila, Richie, Babbie, Beth

House of Dies Drear characters

Thomas Small, Mr. Small, Mrs. Small, Billy and Buster Small, Mr. Pluto/Mr. Skinner, Mayhew Skinner, Pesty, Dies Drear

Childhood

”The concept of childhood is created by society and not determined by biological age”

Chapbook

Small, inexpensively produced pamphlets that were made for the children beginning in the 18th century; these were simple texts based on popular tales, ballads, and folk stories with wood block illustrations; chapbooks are a prime example of how until the 19th century, children’s literature was largely directed at prepubescent children and centered around teaching literacy

Simple vs. Simplistic

Simple - easier to understand words, maybe brief

Simplistic - the text doesn’t deal with complex ideas

Aetonormativity

“... the way adult norms have governed the patterns of children’s literature.”

Didactic

When a text is intended to teach, something that has the ulterior motive to teach

The ‘century of the child’

In the 20th century, there was a cultural shift to the romanticization of childhood, in which childhood imagination was celebrated, children symbolically represented hope for the future, and children’s literature reflected a nostalgia for childhood

Double address

Narrators move between addressing child readers and the adults assumed to be reading with them, often talking over the children’s heads in order to address the adults

Single address

The text exclusively addresses child readers

Dual address

Narrators address both adult and child readers equally, providing a satisfying reading experience for both

Assumptions about children (17th-20th century)

17th cen - Inherently sinful

18th cen - Rational but ignorant

19th cen - Read with an adult present, ignorant and lacking in experience

20th cen (first half) - In need of happy endings, childhood is very special and important, all children come from white, heterosexual, two-parent, “nuclear” households

20th cen (second half) - Have struggles of their own, complex problems, have varied, diverse backgrounds and family/social lives, include teenagers

Latrobe and Drury - inquiry learning/guided inquiry learning

ways for students to be better motivated to learn by creating an environment that offers more opportunities for critical thinking and interpretation.

Latrobe and Drury - constructivism

“an educational theory that learners construct their own understanding of the world shifted the way that learners and readers interpret the world around them”

Constructed vs constructive child

Constructed child - sees childhood as something shaped by adult perceptions, ideologies, and cultural norms

Constructive child - This perspective sees children as active agents in shaping their own experiences, identities, and the world around them