Nina Brillantes

English 112B

December 10, 2008

Annotated Bibliography

Teaching the Great Depression

It's no secret that young adults today are facing difficult problems such as family turmoil, sexuality, love, friendship, and many other issues. What this historical novel can show is teenagers in other eras are facing the same problem. Young adults have had problems spanning time. The Great Depression is an extremely relevant topic with the recent economic woes and by learning about the past, young adults can learn about themselves as well. The historical novel is interesting that it can teach about the past, but can also make a reader look inside themselves. The author William Martin says of the historical novel, "The historian serves the truth of his subject. The novelist serves the truth of his tale. As a novelist, I have tools no historian should touch: I can manipulate time and space, extrapolate from the written record to invent dialogue and incident, create fictional characters to bring you close to the historical figures, and fall back on my imagination when the research runs out." (quote taken from http://web.utk.edu/~wrobinso/590_lec_hisfic.html). This describes the wonderful hallmarks of the historical novel.

The purpose of this annotated bibliography is two-fold. The first purposes is to distinguish good historical fiction while rooting out the bad, while the second purpose is to supplement the historical novel with other forms of media to enhance the novels. The centerpiece novels in this annotated bibliography are John Steinbeck's The Grapes of Wrath and Of Mice and Men. Both novels are canonical and taught in many schools. The other novels are examples of good historical fiction, which can serve as a supplement to a unit based on Steinbeck's works. These novels are meant to illustrate young adult problems against the backdrop of the Great Depression. The issues seen in these novels closely relate to the issues teens face today and the characters are relatable and young adults can identify with them, but also maybe realize they are better off today than they would've been during those difficult times.

The other forms of media are also meant to supplement the centerpiece work. There are a variety of media, from movies to documentaries, and even songs. These are meant to be added to a unit of study and invoke thoughts and discussions in relation to the canonical works. These can also help young adults who are not adept in reading and are more visual learners, to which a movie might be helpful.

These sources are meant to help aid in teaching a course with the centerpiece works while also demonstrating that history doesn't have to be inaccessible. Young adults can still relate to the young people of past times, the issues are remarkably similar, but with the added bonus of a little bit of history.

Crosby, Bing. Brother, Can You Spare a Dime. The Essential Bing Crosby (The Columbia Years). Sony BMG Music Entertainment, 1931.

Lyrics:

They used to tell me I was building a dream, and so I followed the mob,

When there was earth to plow, or guns to bear, I was always there right on the job.

They used to tell me I was building a dream, with peace and glory ahead,

Why should I be standing in line, just waiting for bread?

Once I built a railroad, I made it run, made it race against time.

Once I built a railroad; now it's done. Brother, can you spare a dime?

Once I built a tower, up to the sun, brick, and rivet, and lime;

Once I built a tower, now it's done. Brother, can you spare a dime?

Once in khaki suits, gee we looked swell,

Full of that Yankee Doodly Dum,

Half a million boots went slogging through Hell,

And I was the kid with the drum!

Say, don't you remember, they called me Al; it was Al all the time.

Why don't you remember, I'm your pal? Buddy, can you spare a dime?

Once in khaki suits, gee we looked swell,

Full of that Yankee Doodly Dum,

Half a million boots went slogging through Hell,

And I was the kid with the drum!

Say, don't you remember, they called me Al; it was Al all the time.

Say, don't you remember, I'm your pal? Buddy, can you spare a dime?

(Lyrics taken from www.lyrictimes.com)

This song really exemplifies Depression-era sentiment. You have a man singing about how he used to have a job, how he used to be contributing to society, but now he's resorted to begging on the streets. This song would be useful in supplementing a unit with a work like The Grapes of Wrath or Of Mice and Men. Playing this song before introducing the novels could give young adult students a sense of the tone of the Great Depression and make it easier to ease into the serious issues faced in the novels.

The Grapes of Wrath. Dir. John Ford. Perfs. Henry Fonda, Jane Darwell. Twentieth Century-Fox Film Corporation, 1940.

This is a movie based on John Steinbeck's The Grapes of Wrath. The movie follows the Joad family from the Dust Bowl to California, where they are seeking jobs and a place to live. California is not what it is made out to be and the Joads struggle to find their place in this new environment. Some students are visual learners and watching this movie can help to supplement the book. Steinbeck may be difficult to read for some and the movie can help to visualize themes and ideas present in the novel while also giving visual reference to the Great Depression era landscape. The book and the movie have differing endings so there should be some precaution taken when viewing the movie and it would be beneficial to discuss these changes with a class.

The Greatest Generation. Perfs. Tom Brokaw. Timeless Media Group, 2005.

This is a documentary on the Great Depression and the people who lived during this hard time and eventually became the people to fight in World War II. The documentary is based on Tom Brokaw's book of the same name. This documentary goes through the lives of ordinary men and women who lived during the Great Depression. While literature is an excellent way to get a feel for the times, actually hearing and seeing the people who lived through the era is important as well. Young adults can take an interest in history and watching a documentary on this time period can incite them to learn more and teachers can supplement that with novels about the time period. Young adults may even find certain people whose stories can relate to theirs.

Hunt, Irene. No Promises in the Wind. Chicago, IL: Follett Publishing, 1970.

After conflicting with his father and a lack of food from the harshness of the Great Depression, fifteen-year-old Josh Grondowski sets out with his younger brother, Joey, and his friend, Howie, to try and make it on their own, forming a trio and trying to perform for money. After tragedy strikes with Howie's death, Josh and Joey are left to fend on their own, finding various odd jobs and trying to stay together and stay alive. This novel deals with the complex sibling relationship, demonstrating to young adults that young people of the past have the same problems as young adults do now. Josh and Joey's plight can also highlight the hardships of the Depression and how times have changed. This novel is also about finding your place in the world and achieving goals. Joey and Josh do eventually realize their dream of being performers and strive through various hardships, coming out stronger for it in the end, a positive message for young adults.

Ingold, Jeanette. Hitch. Orlando, FL: Harcourt, 2005.

Seventeen-year-old Moss Trawnley and his family are struck hard by the Great Depression. With an abusive and drunk for a father, who was supposed to be working, but is jobless and lazy, Moss realizes he has to be the sole provider for his family. He ends up in Montana working for the Civilian Conservation Corps, a program to work on conservation projects, where he finds qualities in himself he didn't know he had. This book deals with issues that face teens in today's world while staying true to the setting of the Depression era. Moss is faced with a parent who is absent and abusive, which many teenagers face today. He also learns about himself through a journey an important aspect to young adult literature. The setting only enhances the story and is representative of a well-written historical fiction novel.

It's a Wonderful Life. Dir. Frank Capra. Perfs. James Stewart, Donna Reed, Lionel Barrymore. RKO Radio Pictures, 1946.

George Bailey finds himself in financial trouble and contemplates suicide. While in the water, an angel saves him and decides to show George what life would be like without him in it. He finds a world completely changed and worse off than the one he was living in. With this information in mind, George decides to live. While this movie is a Christmas classic, it also takes place in a post Depression world, but still alludes and shows the effects of the Depression and the greed associated with it. There is a particular scene that would be of interest to viewers where George bails out a bank on the verge of closing because of the Depression. It might be helpful to students to watch and analyze the scene.

Laskas, Gretchen Moran. The Miner's Daughter. New York, NY: Simon & Schuster, 2007.

Willa is an average sixteen-year-old girl, whose father and brother work in the mines. When the mines close during the Great Depression, her family finds they have nothing left. Willa is forced to pose as a boy and take a job. She meets Miss Grace, a missionary who starts a library where Willa is able to foster her love of books. Eventually her family is given the opportunity to move to a better community, but Willa must choose between her boyfriend and her family and education. Teenage girls will especially be able to relate to the character of Willa in this novel and the setting is believable. The novel also deals with the themes of racism, poverty, and love, all issues that young adults are still dealing with today. The novel also gives a sense of the programs instituted during the Great Depression, which can serve as a mini-history lesson as well. (Information taken from KLIATT Review, January 2007 (Vol. 41, No. 1)

Spivey, Victoria. Detroit Moan. Victoria Spivey Vol. 4 1936-1937. Document Records , 1936.

Lyrics:

Detroit's a cold, cold place, and I ain't got a dime to my name
Detroit's a cold, hard place, and I ain't got a dime to my name
I would go the poorhouse, but Lord you know I'm ashamed

I been walkin' Hastings Street, nobody seems to treat me right
I've been walkin' Hastings Street, nobody seems to treat me right
I can make it in the daytime, but Lord these cold cold nights

Well I'm tired of eatin' chili, and I can't eat beans no more
Yes I'm tired of eatin' chili, and I can't eat beans no more
People'll hurt my feelings, Lord from door to door

I got to leave Detroit, if I have to flag number ninety-four
I'm gonna leave Detroit, if I have to flag number ninety-four
And if I ever get back home, I ain't never comin' to Detroit no more

(Lyrics taken from www.lyrictimes.com)

Like Bing Crosby's song, Victoria Spivey's Detroit Moan sets the tone of the Great Depression. She sings about the hardships she's facing in Detroit and how she's sick of eating the same thing that's given to her time and time again. Playing this for young adult students can help to further a unit of study and introduce students to music of the era. This can also help some learners for whom reading is difficult.

Steinbeck, John. The Grapes of Wrath. New York, NY: Penguin Group, 2006.

Tom Joad, a paroled convict, returns home to find his family displaced by the death of their crops in the Dust Bowl. After receiving promising flyers for work in California, the entire family decides to pack up their car and head for what they believe will be better opportunities. What they find in California is far from the ideal and they find themselves struggling not only to find work, but to survive as well. This novel is usually taught in high school and would be considered a canonical piece. The Grapes of Wrath is considered an important classical novel and depicts the hardships faced during the Great Depression, especially by those in the Dust Bowl. The novel is a wonderful piece of literature and deals with issues of survival through difficult times and the expression of hope.

Steinbeck, John. Of Mice and Men. New York, NY: Penguin Group, 1993.

George and Lennie are two migrant field workers during the Great Depression. Lennie is mentally challenged and George almost like his caretaker. They find themselves working on a ranch in California, dreaming of owning their own land someday. They come up with a plan to earn money to make this dream a reality. However, before their dreams can come true, Lennie accidentally kills the ranch owner's son's wife, leaving George with a difficult decision. This is another centerpiece novel that is generally taught in high schools. This novel deals with serious issues that anyone would face, especially young adults. One of the main themes of this novel is trying to find one's place. George and Lennie are migrant workers, traveling from place to place, trying to find that one place they can own. Many young adults are also searching for their place in the universe and while the circumstances may not be extreme, the characters are relatable in their search for a place.