Seventh-grade students at Watson Mountain Middle School recently participated in a library-based extension following their World War I unit. The activity aimed to connect classroom lessons with narrative nonfiction and historical fiction, focusing on lesser-known aspects of the war such as the role of knitting and the use of dazzle ships designed to confuse enemy submarines.
Teacher Librarian Melissa Larson and Social Science and Global Studies Teacher Douglas Bauer have collaborated for several years to integrate history content with literature and hands-on activities. Their approach is intended to help students move beyond memorizing facts, encouraging deeper understanding, empathy, and perspective.
This year’s program included a new element: Luke, a sophomore from Independence High School, volunteered to share his knowledge of knitting with the seventh graders. His involvement provided a peer-led aspect to the activity, demonstrating how interests can cross grade levels and schools.
Students read books including “Cher Ami,” “Knit Your Bit,” “Dazzle Ships,” and “Grace Banker: Hello Girls Answer the Call.” These titles offered different perspectives on World War I, helping students connect historical events with personal stories and broader social impacts.
The use of children’s and youth literature is seen as an important part of enrichment at all grade levels. Such books are considered accessible ways to present complex historical ideas that invite reflection and discussion. By combining core instruction with age-appropriate narrative texts, educators aim to help students build background knowledge, make emotional connections with content, and think critically about history.
Books like “Knit Your Bit” also prompt discussions about interests, identity, and inclusion by encouraging participation in activities like knitting without stereotypes. Even if students do not continue these activities long-term, trying them supports curiosity and openness to learning.
Knitting was also highlighted for its social-emotional benefits. Hands-on tasks can help students focus, provide outlets for fidgeting, and foster sustained engagement during reflective learning experiences.
“Working closely with the library has significantly increased student engagement in my class,” said Mr. Bauer. “Students are more invested in the content, and thinking more deeply and considering history from multiple perspectives. The collaboration helps them connect facts to human experiences in a way that truly sticks. I have found it also allows students to build empathy for the people who lived through the time periods we study.”
Mrs. Larson added, “Pairing literature with hands-on, creative experiences helps students make personal connections to history while supporting curiosity, focus and a deeper appreciation for how stories bring learning to life. The school library serves as a natural bridge between curriculum and curiosity, offering space, resources and experiences that support both academic growth and well-being as students deepen understanding, explore interests and connect learning across disciplines.”
The team plans future end-of-unit experiences pairing historical study with literature and inquiry-based activities. Upcoming topics include the Roaring 20s, Great Depression, World War II (with emphasis on Navajo Code Talkers), Cold War, and Civil Rights Movement.
