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The class will read any international folk tale, for example the traditional Korean Folk Tale, “Real Brotherly Love”. Ask, "What is the message of this folktale?" Some possible answers might include, the bonds of family will get us through the hard times, or that happiness is sharing with our loved ones."Even though this was written long ago, do you still think it is an important lesson today? Even though this is originates in a distant country, do you think its lessons are relevant to your life?"

will explain that the themes of a book are often “universal,” that is, they apply to all humans across distance and time. We can read a story about something that happens on the other side of the world, like we did with our Korean folktale, but the theme of this story will still apply to our own lives. Similarly, we can read a story that took place long ago and learn something about ourselves and our current world. This is important in Historical Fiction because the author has a reason for telling us the story of what happened long ago—he or she wants us to learn from the past and make connections to the present.

I am going to make a connection between a theme in Riding Freedom and the present day and age. I am going to focus on Strength and Resilience in the novel and the present world. (Resilience is the ability of a body to regain its shape. It is the ability to bounce back after facing trauma or hardship.) First, I am going to identify one or more examples from the novel where the characters demonstrate strength or resilience. I will list on the board or chart paper one example of this in the novel—Vern’s resilience against slavery. He hid away with one shirt to keep him warm and made it all the way to the New England from Virginia. He demonstrated that if you are strong enough to confront great obstacles, you can win your freedom. I will also list Charlotte’s resilience against gender norms (See Lesson 3 Independent Practice). She escapes Mr. Millshark and Mrs. Boyle’s cruelty and their unfair expectations for girls. Finally, I will note that even when Charlotte lost sight in her left eye, she still was strong enough to teach herself how to drive a stage coach with just one eye. She taught herself to compensate for the blindness in her left eye by using her other senses. She was resilient against physical deformation, demonstrating amazing strength of spirit. 

Next, I am going to formulate one possible theme or message as it relates to Strength and Resilience. "In the face of great challenges, such as racism, sexism or physical trauma, being strong and continuing to push ourselves will help us overcome our limitations." 

Finally, I am going to think about the current world and try to make a connection. I know that in the current world, there are those who face physical disabilities, but are still able to do incredible things. For example, at the Special Olympics people who are missing limbs or have differently shaped bodies can still run miles, play basketball, or dive and swim. These people demonstrate resilience against what people think they ought to be able to do because of the ways their bodies are different. A different connection to the world is that girls in Afghanistan are not allowed to go to school after age 8. This means that they cannot be educated to get jobs in the future. Many women and men in Afghanistan have been fighting to change that law and educate girls and women. Like Charlotte, these fighters demonstrate strength and resilience in the face of unfair limitations imposed by society. I can also make a connection to my own life. I know that, like Charlotte, if I lose a loved one, family member or friend, I can be strong and survive by holding fast to my dreams and the memories of my loved ones.

Ask: "How did I relate the theme from a work of Historical Fiction to the present?" I started by identifying one or more examples that help me illustrate one possible message or theme from the story. Then, I connected this message to something in my current world (either in my own life or a bigger issue).

will examine the theme, “Belonging” First, we will identify one or more examples from the novel where Charlotte grapples with belonging. We will observe that since Charlotte’s parents died, she has always been searching for a sense of belonging. She doesn’t have a traditional family, and she is the only girl at the orphanage. We will observe that horses comfort her and make her feel as though she belongs. Since they protected her the night her parents were killed, she always had a special bond with them. For example, she says that the stables are the only place at the orphanage where she felt at home. When she escapes from the orphanage and has nowhere to sleep, she stays in Ebeneezer’s stables, near the horses. Also, we will note Charlotte’s friendship with Hayward. When Hayward is treated like an outsider at the orphanage, Charlotte steps up to defend him. Despite his big ears and his “homely” look, Charlotte reached out to him and stood up for him. Hayward gives Charlotte a sense of belonging.

Additionally, when Hayward is adopted, she knows that she must leave the place. At the end of the novel, Hayward fulfills his promise and comes to Charlotte’s ranch where they live together happily for many months. When he had to return home temporarily, Charlotte “couldn’t bear to lose him again.” Charlotte finally feels like she belongs in California, but also recognizes the importance of surrounding herself with her loved one. Ebeneezer also brings Charlotte a sense of belonging. He provides her with a home and job after she escapes the orphanage, knowing that “Charley was really a girl.” When Ebeneezer comes looking for Charlotte, he allows her to hide out. Charlotte treats him like a father or mentor. Like Hayward, Ebeneezer comes to stay with Charlotte after she settles in California. 

We will conclude that even though Charlotte lost her parents and horses, Hayward and Ebeneezer gave her a sense of belonging and support. They accepted her for who she was (a girl breaking stereotypes) and supported her on her journey to freedom. Also, they came back into her life as promised. From that conclusion, we can formulate some possible “Belonging” themes: 1) Good friends make you feel that, despite the ways you are different from people, you still belong. 2)  You should surround yourself with those that matter most and who love you for who you are.

Finally, we will make a personal connection to the “Belonging” theme. One possible theme might be that even without family or a permanent home, we must search for the people, places and things (like animals) that make us feel comfortable being ourselves. When we move to a new place, for example, we will want to seek out friends who will support us, even in the ways that we are different or special. Also, we might conclude that in times of trauma or loss, we should turn to our friends for comfort and to remind us that we belong. Finally, when our friends and families are dealing with loss, we must reach out to them and make them feel like they belong.

will examine the author’s message about “Freedom” in the novel by completing the Real World Connections: Freedom Worksheet. (See page 16 in the Student Packet.)

will come together to discuss Freedom in the novel. Ask. "In what ways is Charlotte not free? How does she win her freedom? Is Charlotte ever free if she has to vote in disguise?" We will come together to share our Real World Connections. "Are we free now? In what ways must we still strive for freedom?" We will wrap up the unit discussing how stories set in the past can teach us lessons for our own worlds.