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Below are some reading passages that we have hand picked to supplement this book. Be sure to read the passage summaries and our suggestions for instructional use.

8th Grade Informational Text 1240L
Keeping Up With the Joneses
CommonLit Staff 2014
Passage Summary: The phrase “keeping up with the Joneses” describes the habit of trying to compete with your peers’ social status, wealth, and possessions. This article explores our systems of status and class, and why there exists this pressure of social competition.
When and How to Pair: Have students read this text after finishing chapter 3, “Cutler’s Tavern,” in order to provide them with context on social class and its influence on individuals. When Lyddie first sees the woman in the silk dress, she believes she is elegant. However, by the end of the chapter, she discovers she’s a factory girl. Ask students to try and pinpoint what it is about the factory girl that is most alluring to Lyddie; her status, her possessions, or the money she claims to make? Is Lyddie’s drive an attempt to “keep up with the Joneses”?
9th Grade Autobiography 930L
The Narrative of the Life of Frederick Douglass: Excerpts from Chapters 1 & 7
Frederick Douglass 1845
Passage Summary: In this excerpt, national African-American hero and champion for the Freedmen of America tells audiences how he learned to read. 
When and How to Pair: Introduce this excerpt to the students after they have read chapter 6, “Ezekial,” in order to give them further insight into the life of a slave. In what ways is Douglass’ experience both different and similar to Lyddie’s? How does Lyddie’s life at Cutler’s Tavern compare to her life before freedom? Keep in mind that Ezekial hopes she finds freedom as well, despite their differences.
8th Grade Speech 960L
Malala Yousafzai's Nobel Peace Prize Lecture
Malala Yousafzai 2014
Passage Summary: In “Malala Yousafzai’s Nobel Acceptance Speech,” Yousafzai accepts the Nobel Peace Prize and speaks about the importance of education.
When and How to Pair: Have students read this text after chapter 12, “I Will Not Be a Slave”, to connect Yousafzai’s struggle for education with Lyddie and Betsy’s desire to learn. Ask students to compare Yousafzai to a character in Lyddie — what does Malala have in common with these characters? Compare Malala’s experience to Diana’s attempts to educate the girls on unions and workers rights. At the end of the chapter, Lyddie decides to keep her head down and keep working. What would Malala think of Lyddie’s choices?
8th Grade Poem 1050L
Halsted Street Car
Carl Sandburg 1916
Passage Summary: Carl Sandburg's poem "Halsted Street Car" (1916) is a critique of working conditions in Chicago. In it, Sandburg paints a powerful picture of the weary faces of the working class.
When and How to Pair: Introduce the poem “Halsted Street Car” after reading chapter 17 “The Doffer,” to gain perspective on industrial workers like Lyddie and her peers. Consider how the speaker in the poem describes the workers on the streetcar specifically as “tired” and “empty.” If Lyddie were on the streetcar, would she resemble the workers described? Would her sister, Rachel, also resemble these workers? Compare Lyddie’s concerns about Rachel’s health to the speaker’s view of these tired and empty faces.
8th Grade Informational Text 1090L
Fear Prompts Teens to Act Impulsively
Laura Sanders 2013
Passage Summary: This article from Science News for Students explores the psychology and physiology behind why rebellious behavior peaks during the teen years.
When and How to Pair: Introduce this text after Chapter 20, “B is for Brigid,” to facilitate a discussion on Lyddie’s outlook — particularly in regard to Mr. Marsden. Is Lyddie impulsive and fear-driven, as this article suggests teens tend to be? Consider the article’s argument that teen brains get “rewired” alongside Lyddie’s previous experience with Mr. Marsden.
8th Grade Poem
Invictus
William Ernest Henley 1875
Passage Summary: William Ernest Henley (1849-1903) was an English poet, critic, and editor. His best known poem is “Invictus,” published in 1875, which he wrote just following the amputation of his foot due to tuberculosis.
When and How to Pair: Have students read this poem after they have completed the novel. Students can use the poem to help analyze the characterization of Lyddie and her emotional state at the end of the book. Ask students to consider whether Lyddie is finally “master of [her] fate.” What characters throughout “Lyddie” are masters of their fates? Consider, in particular, Ezekial Freeman, Betsy, and Diana.