Critical Analysis Book Report & Lesson Plan

Anna V. Ralph

TE 865: Teaching and Learning K-12 Social Studies

Michigan State University

Summer 2021
 Book Report

Summary of Text

Woods Runner, written by Gary Paulsen, is a young adult historical fiction novel set

during the Revolutionary War in 1776. The novel follows a young boy, thirteen-year old Samuel

Smith, who is intimately connected to the woods around him, using survival techniques and

tactics to live a quiet, yet exciting life. Samuel and his parents, colonists living on the frontier,

have chosen to live a quieter life, away from the hustle and bustle of the upcoming colonial

cities. Being on the frontier, they are rather secluded from what is happening regarding the

Revolutionary war. During a normal afternoon, as Samuel is out hunting for food, news arrives

to his village that there is a war beginning in the east. The following day, Samuel heads back out

into the woods, but upon arrival back home he walks into a gruesome sight of his raided and

burned down village. He quickly realizes that he is walking in on the brutal killings of many

friends, but comes to the realization that his parents were taken hostage by the British soldiers

and Iroquois allies. Samuel sets out to save his family, but runs into heartache and the harsh

realities of war become real along his tedious journey. He has an altercation with the Iroquois’

who took his parents, but is nursed back to health by Patriots nearby. As he continues on he

meets another family living on the frontier, only to see them brutally killed by the Hessians.

Annie Clark, the now orphan, joins Samuel and quickly becomes his family. With determination

and the willingness to never give up, along with the help of Patriots, Samuel is able to save his

parents from captivity in New York City and ultimately find refuge in the city of Philadelphia.
Knowing that he belongs in the woods, Samuel leaves at the age of sixteen to join the fight with

the Patriots as the war continues.

Rationale

Paulsen writes this novel, filled with tension, excitement, grief, and a passionate coming-

of-age story, while also interweaving non-fiction elements that bridge the gap between fiction

and reality. Young readers are immersed into a journey that captures their attention, but also

highlights the harsh realities of the American Revolutionary War. This compelling story presents

historical aspects that textbooks may not touch on, such as the Native American’s role in the war,

frontier life, and the stories of war prisoners. Most importantly, it immerses the reader into the

realities of the war and what it took to survive. I believe that Woods Runner is a crucial addition

to a fifth-grade social studies class, as it connects facts with fiction, allowing readers to bridge

the gap between statistics of the war and what living through the war may have entailed for

colonists. This novel gives insight into what everyday colonists may have experienced during the

war, which is something many textbooks do not delve into. Many textbooks focus on war

strategies, militia forces, and the motives of the British and Americans, but often leave out the

hardships colonists in booming cities or the frontier experienced.

Additionally, this novel allows students to critically analyze whose story is being told

through this writing, in comparison to the History Alive! Textbook and other picture books used

within the classroom. Presenting students with opportunities to critique and carefully analyze

author's motives and the perspectives and stories being told through differing accounts allows

them to understand where and when historical accounts are left up to the author and what they

are choosing to tell about history.

Plan of Action for Integration

This novel touches on standard U3.2, The American Revolution and its Consequences.

More specifically, it highlights the supporting standard U3.2.1, describing the advantages and

disadvantages each side had during the American revolution with respect to military leadership,

geography, types of resources, and motivations, and U3.2.3, investigate the role of women,

enslaved and freed Africans, Indigenous People, and France in helping shape the outcome of

war. Paulsen ends each chapter with a non-fiction blurb relating the information touched on in

the chapter. Many of these non-fiction pieces focus on the motives for each side of the war, the

military power and supplies provided to them, and the involvement of the Native Americans,

Hessians, and civilians during the war. These non-fiction sections allow students to discuss what

they notice in the novel, paired with what they have read or discussed in class from their

textbook or supplemental articles.

As mentioned above, the organization of the text is laid out beautifully for young readers,

as it has fiction and nonfiction elements interwoven throughout its entirety. While reading

Woods Runner many ideas flooded my mind regarding how it could be used in a social studies

classroom, such as comparing and contrasting each side of the war, further discussing civilians’

role during the war, and discussing how geography and resources can further motivate or benefit

the Patriots and Redcoats. In regard to ELA standards there are many strategies and standards

that could be hit while teaching with this novel, such as theme, character growth and change, and

perspective.

One of the biggest lessons that can be applied through the teaching of this book is looking

at literature through a critical lens. Unfortunately, literature can lead to discrepancies or poorly
painted pictures of groups of people, or historical events as a whole, but what it does offer is a

more personal look into what a historical event may have felt like through raw emotion and

detail. It is important to use literature, and other corresponding texts, to allow students an

opportunity to engage with history through many differing perspectives, while discussing whose

voices are represented/valued or misrepresented/missing in each source. Having these

discussions supports students in understanding that not all sources are historically accurate, nor

do they advantage all groups, rather the author chooses which part of history to share.

I plan to incorporate the students' History Alive! Textbook, written by The Teachers

Curriculum Institute, along with the picture book The People Shall Continue, written by Simon J.

Ortiz. Through the introduction of many sources, both fictional and informational, students will

be able to critically engage and analyze the author's intent for writing the source, the values,

perspectives, or voices, represented or misrepresented, and how they differ from one another.

Limitations

While there are many beneficial reasons for teaching this novel, there are always

drawbacks or deficits that can be found. As mentioned above, literature can often paint a picture

of certain groups of people in a positive or negative way, depending on the author's intent or

purpose for writing the source. In terms of social studies content, I wish there was more

background information included about the Iroquois’ involvement in the war, or the historical

background of the Indigenous Peoples’ experiences during colonization, including the arrival of

Europeans and the Proclamation of 1763. With the killing of Samuel’s parents, I fear students

would immediately see them as the enemy, nor truly understand why that happened or the other

involvements the Indigenous people had. Vickery and Duncan (2020) discuss the field of social
studies and the “white gaze” that floods curriculum and conversation, ultimately skewing and

dehumanizing the histories of Black, Indigenous, and BIPOC lives. Without a proper look at the

complete history of Indigenous culture, motives, and efforts in the war students are left with a

one-sided look at the history, which does far more harm for students' understanding. It would be

crucial to discuss this chapter of the book, with a greater look into the motives of the Iroquois,

why they may have felt pressured or angry, and why Paulsen decided to portray the Indigenous

people in the way he did. For these reasons, I will guide my students through a deep dive and

critical analysis of this source, among other sources containing the same historical content. It is

imperative for students to be exposed to many perspectives, which ultimately lead them to the

understanding that sources vary and are not always accurate.

From an ELA perspective, I do not think Paulsen took the time to dive deep enough into

the character development of many of the supporting characters, who could have had a greater

impact and role in the novel.

Anticipated Outcomes & Final Thoughts

With all of that being said, I believe that this novel would be an important addition to a

fifth-grade social studies classroom. Young readers will be captivated by the detailed realities

and element of suspense, while also being left wanting more. I foresee this novel introducing

many wonderings for students, which ultimately would bring rich discussion into the classroom.

More importantly, I anticipate a greater understanding for the importance of critically analyzing

a source, rather than solely relying on the author's intent and believing everything they portray.

Ultimately, my goal for students in social studies class continues to be providing opportunities to

critically engage with the past, make informed decisions and understandings, and become critical
thinkers through discussion, exploration, and analysis. Although no source can be perfect, it is

important for my students to be exposed to many sources in order to build those crucial critical

thinking skills.

References

Vickery, A., & Duncan, K. (2020). Lifting the veil: On decentering whiteness in social studies

curriculum, teaching, and research. Retrieved from https://eds-b-ebscohost-

com.proxy1.cl.msu.edu/eds/ebookviewer/ebook?sid=ceb3dc74-bb73-44c4-894c-

926936d71f22%40sessionmgr103&ppid=pp_iii&vid=0&format=EB
 Lesson Plan

Lesson Big Ideas:

 Critically analyzing multiple texts centered around a similar topic pushes students’ thinking, leading
to new discoveries and understandings.
 It is important to engage in multiple representations to understand different perspectives.

Standards:

1. CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point of view

with reasons and information.
2. CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
3. 5 – U3.2.3 Investigate the role of women, enslaved and freed Africans, Indigenous Peoples, and
France in helping shape the outcome of the war.

Goals & Objectives:

 Students will critically analyze texts in order to determine the purpose and representation of groups of
people or historical events among differing texts.
 Students will investigate Indigenous Peoples involvement during the Revolutionary war in order to
understand their role in shaping the outcome of the war.

Essential Questions:
 Upon reviewing the texts, how do you feel about the portrayal of Native Americans, specifically the
Iroquois, in the book Woods Runner? Why do you think Gary Paulsen chose to present Native
Americans in the way he did?
 How does critically analyzing multiple perspectives on a topic or group of people change your
understanding and lead to new discoveries? Why is it important to engage in multiple perspectives?

Opening Activity: Students will reflect on their background knowledge regarding Native American history,
including their arrival in North America all the way up to Colonization and the American Revolution using this
Google Doc.

Outline of Lesson:
- Students have read Woods Runner, History Alive! Textbook, and The People Shall Continue. Today’s
lesson requires students to review these texts, synthesize information regarding the perspectives,
voices, and stories portrayed, and discuss with classmates to complete the Critical Analysis Across
Texts assignment (attached on the next page).
- Students will be paired with two other students to complete the critical analysis assignment.
- Once students complete the assignment they will use new understandings and knowledge from the
group activity to answer the essential question.
- Students will have the choice (differentiation) to answer the question on Padlet, Flipgrid, or through
an Informational Poster (all linked here).

Closing Activity: Students will participate in a class discussion regarding the portrayal of Native Americans in
Woods Runner and the importance of reviewing multiple perspectives using these talk moves.
Critical Analysis Group Assignment:

How does this lesson address the Five Elements of Powerful Social Studies?
Five Elements of Powerful Social Studies
Meaningful Integrative Value- Challenging Active
Based
- allows students - includes - encourages - allows students - incorporates
to critically multiple texts to students to the opportunity ways to engage
analyze texts engage differing question the to engage in students in new
perspectives on ideas and
and what they stories and critical
the Native pushes their
offer, including Americans roles voices that are discussions as thinking through
the perspectives during the missing or well as form a minds-on,
they portray, the revolution.  misrepresented their own critical
“agenda”, and - integrates among differing understandings approach.
what groups of literacy by texts. or wonderings - differentiates
people have an presenting about the for all learners
students with the by allowing them
advantage or content.
opportunity to to create an
disadvantage. state their informational
opinion backed poster, or
with evidence. answer on
Padlet or
Flipgrid.