We Are Americans--21st Century
​Reading and Writing Workshop

Workshop Title: "Exploring Events Leading to and Including WWII Through Fiction and Primary Sources"
​
​Historical Thinking Guide

James and Christine Map

​Era: WWII Causes

The Kindle Version is linked above and the PDF version is linked here:​  James and Christine 
​Historical Events List

Workshop Objective:
By the end of these reading and writing workshop sessions, students will 1) Analyze the historical context within a historical fiction text, identifying key events, figures, and social issues of the time period, 2) Understand how authors incorporate real historical events and settings into fictional narratives, and distinguish between historical fact and creative interpretation, 3) Evaluate the impact of historical setting on character development, plot, and themes within the story, 4) Compare and contrast historical fiction with other genres, focusing on the blending of history and fiction, 5) Develop critical thinking skills by making connections between the historical events portrayed and their relevance and 6) Demonstrate improved comprehension, interpretation, and analytical writing skills through discussions, essays, and creative projects related to historical fiction texts.

General Instructions:
Begin by reading the novella as a class.  As students read, they should complete the Historical Thinking Guide.  However, it can be shortened by modifying to focus on specific events.  For example, the workshop might begin with a whole class reading of the entire novella, and then the workshop might consist of a single session or more. The goal is to engage participants in an exploration of history through historical fiction titled James and Christine, primary sources, and writing exercises that foster a deeper understanding of migration, cultural exchange, conflict, and resilience.

​​Session 1: The Growth of the Kansas City Stockyards
Focus Chapters/Passages: Chapters describing the protagonist’s family involvement in the Kansas City stockyards.

1. Whole-Class Reading
   • Read excerpts that highlight the economic and social impact of the stockyards.
2. Group Discussion
   • Guiding questions:
     • How did the stockyards contribute to the local and national economy?
     • What were the working conditions like for laborers?
3. Independent Writing Activity
   • Write a diary entry from the perspective of a stockyard worker detailing their daily experiences.
4. Primary Source Exploration
   • Source: Library of Congress photographs of the Kansas City stockyards.
   • Link: Kansas City Stockyards
   • Activity: Analyze the images and discuss how they compare to the novel’s descriptions.

Session 2: Women’s Suffrage and the 19th Amendment
Focus Chapters/Passages: Sections depicting activism and the passage of the 19th Amendment.

1. Whole-Class Reading
   • Read passages illustrating the protagonist’s engagement with the suffrage movement.
2. Group Discussion
   • Guiding questions:
     • What challenges did women face in securing voting rights?
     • How does the novel depict resistance to suffrage?
3. Independent Writing Activity
   • Compose a persuasive speech advocating for women's voting rights.
4. Primary Source Exploration
   • Source: "The History of Woman Suffrage."
   • Link: Woman Suffrage
   • Activity: Compare historical arguments to those presented in the novel.

Session 3: The Stock Market Crash of 1929
Focus Chapters/Passages: Chapters detailing the financial and personal consequences of the crash.

1. Whole-Class Reading
   • Read scenes showing the immediate impact on the protagonist’s family.
2. Group Discussion
   • Guiding questions:
     • What led to the crash, and how did it affect different social classes?
     • How do the characters respond to financial hardship?
3. Independent Writing Activity
   • Write a letter from the protagonist’s perspective explaining the crash’s effects.
4. Primary Source Exploration
   • Source: "The Great Crash 1929" by John Kenneth Galbraith.
   • Link: Stock Market Crash
   • Activity: Analyze the causes and impact of the crash using historical texts.

Session 4: The Dust Bowl (1930s)
Focus Chapters/Passages: Sections describing the environmental and economic challenges of the Dust Bowl.

1. Whole-Class Reading
   • Read excerpts illustrating the impact on farmers and families.
2. Group Discussion
   • Guiding questions:
     • How does the novel depict the ecological and social impact of the Dust Bowl?
     • What survival strategies did people use?
3. Independent Writing Activity
   • Write a newspaper article describing a fictionalized dust storm.
4. Primary Source Exploration
   • Source: "Voices from the Dust Bowl," Library of Congress.
   • Link: Dust Bowl
   • Activity: Analyze real survivor accounts and compare them to the novel.

​
Session 5: The Attack on Pearl Harbor (1941)
Focus Chapters/Passages: Chapters discussing the protagonist’s reaction to the attack and the United States’ entry into World War II.

1. Whole-Class Reading
   • Read passages illustrating the national and personal impact of the Pearl Harbor attack.
2. Group Discussion
   • Guiding questions:
     • How does the attack change the protagonist’s life and future plans?
     • What emotions does the author convey regarding the national response to war?
3. Independent Writing Activity
   • Write a personal letter from the perspective of an American citizen on December 8, 1941, reacting to the attack.
4. Primary Source Exploration
   • Source: FDR’s "Day of Infamy" Speech.
   • Link: Day of Infamy Speech
   • Activity:
     • Read and analyze Roosevelt’s speech for tone, persuasive techniques, and historical significance.
     • Compare its themes to the novel’s depiction of the war’s outbreak 

Session 6: War Manufacturing and Rosie the Riveter
Focus Chapters/Passages: Chapters depicting wartime production and women entering the workforce.

1. Whole-Class Reading
   • Read about the protagonist’s experiences working in or observing the war manufacturing industry.
2. Group Discussion
   • Guiding questions:
     • How did the war effort transform the American workforce?
     • What was the cultural significance of Rosie the Riveter?
3. Independent Writing Activity
   • Write a monologue from the perspective of a woman working in a wartime factory.
4. Primary Source Exploration
   • Source: "Rosie the Riveter: Real Women Workers in WWII" – National Archives.
   • Link: Rosie the Riveter
   • Activity: Analyze wartime propaganda posters and compare them with real stories of women workers

Session 7: World War II and Its Impact
Focus Chapters/Passages: Sections detailing the protagonist’s experiences during the war.

1. Whole-Class Reading
   • Read about the protagonist’s enlistment and experiences during the war.
2. Group Discussion
   • Guiding questions:
     • How does the novel depict the impact of war on soldiers and civilians?
     • What challenges do characters face during military service?
3. Independent Writing Activity
   • Write a letter home from a soldier’s perspective.
4. Primary Source Exploration
   • Source: "WWII Letters from Soldiers."
   • Link: WWII Letters
   • Activity: Compare real letters with those in the novel.

Session 8: D-Day Invasion of Normandy (1944)
Focus Chapters/Passages: Chapters depicting preparations for the invasion and its impact on soldiers and civilians.

1. Whole-Class Reading
   • Read about the protagonist’s involvement or experiences connected to D-Day.
2. Group Discussion
   • Guiding questions:
     • How does the author convey the scale and significance of D-Day?
     • What emotions and challenges do characters face during this period?
3. Independent Writing Activity
   • Write a journal entry from the perspective of a soldier landing on the beaches of Normandy.
4. Primary Source Exploration
   • Source: "D-Day Footage and Eyewitness Accounts," National Archives.
   • Link: D-Day Archives
   • Activity:
     • Examine firsthand accounts and discuss how they compare to the novel’s portrayal.

Session 9: The Role of the Tuskegee Airmen in WWII
Focus Chapters/Passages: Chapters highlighting the protagonist’s interactions with or knowledge of the Tuskegee Airmen’s contributions.

1. Whole-Class Reading
   • Read passages showcasing the achievements and challenges faced by the Tuskegee Airmen.
2. Group Discussion
   • Guiding questions:
     • What barriers did the Tuskegee Airmen overcome to serve in WWII?
     • How does their story impact the broader themes of the novel?
3. Independent Writing Activity
   • Write a speech as a Tuskegee Airman addressing the importance of their role in the war effort.
4. Primary Source Exploration
   • Source: "The Tuskegee Airmen," National Museum of the U.S. Air Force.
   • Link: Tuskegee Airmen
   • Activity:
     • Compare primary source materials with the novel’s depiction.
     • Discuss how historical fiction can bring real events to life.

Session 10  The Battle of the Bulge (1944–1945)
Focus Chapters/Passages: Sections describing the protagonist’s knowledge of or direct experience in the Battle of the Bulge.

1. Whole-Class Reading
   • Read about the brutal conditions and significance of the battle.
2. Group Discussion
   • Guiding questions:
     • How does the author portray the hardships faced by soldiers?
     • What strategies were used to combat the harsh winter conditions?
3. Independent Writing Activity
   • Write a letter from a soldier in the Battle of the Bulge describing their experiences.
4. Primary Source Exploration
   • Source: "Battle of the Bulge Veteran Accounts," U.S. Army Center of Military History.
   • Link: Battle of the Bulge
   • Activity:
     • Read veteran interviews and compare them to the novel’s battle scenes.
     • Discuss the realities of war versus fictional depiction 

​Session 11: The Evacuation of Concentration Camps (1945)
Focus Chapters/Passages: Sections describing the protagonist’s knowledge of or direct experiences with the liberation of concentration camps.

1. Whole-Class Reading
   • Read about the discovery of concentration camps and the reactions of soldiers and civilians.
2. Group Discussion
   • Guiding questions:
     • How does the novel portray the horrors of the Holocaust?
     • What were the psychological effects on both survivors and liberators?
3. Independent Writing Activity
   • Write a diary entry from the perspective of a concentration camp survivor or a liberating soldier.
4. Primary Source Exploration
   • Source: "Liberation of Concentration Camps" – United States Holocaust Memorial Museum.
   • Link: Liberation of Concentration Camps
   • Activity: Analyze survivor testimonies and compare them to the novel’s portrayal.

Session 12: The Atomic Bombings of Hiroshima and Nagasaki (1945)
Focus Chapters/Passages: Sections discussing the protagonist’s reaction to the atomic bombings and their consequences.

1. Whole-Class Reading
   • Read passages reflecting on the immediate and long-term effects of the bombings.
2. Group Discussion
   • Guiding questions:
     • How does the novel portray the devastation in Hiroshima and Nagasaki?
     • What were the ethical considerations surrounding the use of atomic bombs?
3. Independent Writing Activity
   • Write a fictional news article covering the bombings from the perspective of a journalist in 1945.
4. Primary Source Exploration
   • Source: "Eyewitness Accounts from Hiroshima and Nagasaki" – Atomic Archive.
   • Link: Hiroshima and Nagasaki Accounts
   • Activity: Compare firsthand accounts with the novel’s depiction and discuss moral implications.

Session 13: The End of WWII and the Aftermath in Europe and Japan
Focus Chapters/Passages: Chapters describing the protagonist’s experiences in the post-war world.

1. Whole-Class Reading
   • Read passages illustrating the rebuilding efforts and shifting global dynamics after WWII.
2. Group Discussion
   • Guiding questions:
     • How does the novel depict post-war recovery efforts?
     • What challenges did both Europe and Japan face in reconstruction?
3. Independent Writing Activity
   • Write a letter from a displaced person in post-war Europe or Japan detailing their struggles and hopes.
4. Primary Source Exploration
   • Source: "Post-War Reconstruction in Europe and Japan," National Archives.
   • Link: Post-War Reconstruction
   • Activity: Examine how the Marshall Plan and other recovery efforts helped shape the post-war world.

Final Reflection: At the end of the workshop, students will:

• Write a reflective essay on how historical fiction enhances understanding of real historical events.
• Present a creative project, such as a reenactment, timeline, or multimedia presentation, showcasing what they’ve learned.

This workshop provides a balanced mix of reading, discussion, writing, and historical analysis, allowing participants to deeply engage with the novel and its historical context