Analyzing Literature
Students will read one of Stratton-Porter’s novels,
poems, essays, or nature books and participate in
class discussions of its historical context. Following
the reading assignment, students will evaluate the
book’s historical perspective and consider the time
period in which is was written.
Time Required
Multiple class periods; time outside of class may
be need to complete the reading assignment
Materials Required
Copies of (or excerpts from) one of StrattonPorter novels, poems, essays, or nature books:
• Novels
° The Song of the Cardinal (1903)
° Freckles (1904)
° At the Foot of the Rainbow (1907)
° A Girl of the Limberlost (1909)
° The Harvester (1911)
° Laddie (1913)
° Michael O’Halloran (1915)
° Friends in Feathers (1917)
° A Daughter of the Land (1918)
° Her Father’s Daughter (1921)
° The White Flag (1923)
° The Keeper of the Bees (1925)
° The Magic Garden (1927)
• Nature Books
° What I have Done with Birds (1907)
° Birds of the Bible (1909)
° Music of the Wild (1910)
° After the Flood (1912)
° Moths of the Limberlost (1912)
° Birds of the Limberlost (1914)
° Homing with the Birds (1919)
° Wings (1923)
° Tales You Won’t Believe (1925)
• Poetry and Esssays
° Morning Face (1916)
° The Fire Bird (1922)
° Jesus of the Emerald (1923)
° Let Us Highly Resolve (1927)
• To locate Stratton-Porter works:
° Check the resources of a local library
° Contact the Gene Stratton Porter Historic
Site in Rome City, Indiana, at http://
www.genestratton-porter.com/
(accessed November 15, 2010).
° Contact the Gene Stratton-Porter and Her
Limberlost Swamp in Geneva, Indiana, at
http://www.genestrattonporter.net/
(accessed November 15, 2010).
Procedure
• Have students read one of Stratton-Porter’s
works selected by the instructor.
• Have students consider how environmental
protection and conservation were revolutionary concepts for her time.
• Stress the point that Stratton-Porter’s
environmental awareness was unique for
the time period (late nineteenth and early
twentieth centuries).
• Caution the students to avoid judgment
based on their own personal views, bias, and
present-day values as they complete the reading assignment.
• Finally, discuss major differences between
conservation efforts in Stratton-Porter’s lifetime and the conservation efforts of today:
° Compare how many national parks existed
during her lifetime and the present day.
° Consider how many jobs were available to
conservationists during her lifetime.
° Compare concerns of the limber and oil
industries during Statton-Porter’s lifetime
and today.
° Discuss issues related to public landfills.
Where did the trash go when StrattonPorter was alive?
Enrichment Activities
Invite a naturalist or nature photographer to class
to discuss their work observing and photographing animals in their natural habitats.
Invite a representative from a local environmental
group to come to class and discuss current
environmental issues.
Students will read one of Stratton-Porter’s novels,
poems, essays, or nature books and participate in
class discussions of its historical context. Following
the reading assignment, students will evaluate the
book’s historical perspective and consider the time
period in which is was written.
Time Required
Multiple class periods; time outside of class may
be need to complete the reading assignment
Materials Required
Copies of (or excerpts from) one of StrattonPorter novels, poems, essays, or nature books:
• Novels
° The Song of the Cardinal (1903)
° Freckles (1904)
° At the Foot of the Rainbow (1907)
° A Girl of the Limberlost (1909)
° The Harvester (1911)
° Laddie (1913)
° Michael O’Halloran (1915)
° Friends in Feathers (1917)
° A Daughter of the Land (1918)
° Her Father’s Daughter (1921)
° The White Flag (1923)
° The Keeper of the Bees (1925)
° The Magic Garden (1927)
• Nature Books
° What I have Done with Birds (1907)
° Birds of the Bible (1909)
° Music of the Wild (1910)
° After the Flood (1912)
° Moths of the Limberlost (1912)
° Birds of the Limberlost (1914)
° Homing with the Birds (1919)
° Wings (1923)
° Tales You Won’t Believe (1925)
• Poetry and Esssays
° Morning Face (1916)
° The Fire Bird (1922)
° Jesus of the Emerald (1923)
° Let Us Highly Resolve (1927)
• To locate Stratton-Porter works:
° Check the resources of a local library
° Contact the Gene Stratton Porter Historic
Site in Rome City, Indiana, at http://
www.genestratton-porter.com/
(accessed November 15, 2010).
° Contact the Gene Stratton-Porter and Her
Limberlost Swamp in Geneva, Indiana, at
http://www.genestrattonporter.net/
(accessed November 15, 2010).
Procedure
• Have students read one of Stratton-Porter’s
works selected by the instructor.
• Have students consider how environmental
protection and conservation were revolutionary concepts for her time.
• Stress the point that Stratton-Porter’s
environmental awareness was unique for
the time period (late nineteenth and early
twentieth centuries).
• Caution the students to avoid judgment
based on their own personal views, bias, and
present-day values as they complete the reading assignment.
• Finally, discuss major differences between
conservation efforts in Stratton-Porter’s lifetime and the conservation efforts of today:
° Compare how many national parks existed
during her lifetime and the present day.
° Consider how many jobs were available to
conservationists during her lifetime.
° Compare concerns of the limber and oil
industries during Statton-Porter’s lifetime
and today.
° Discuss issues related to public landfills.
Where did the trash go when StrattonPorter was alive?
Enrichment Activities
Invite a naturalist or nature photographer to class
to discuss their work observing and photographing animals in their natural habitats.
Invite a representative from a local environmental
group to come to class and discuss current
environmental issues.
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