Scholarly Articles
Authentication Projects for Historical Fiction
http://onlinelibrary.wiley.com.ezproxy.library.wwu.edu/doi/10.1002/TRTR.1132/pdf
The article “Authentication Projects for Historical Fiction” by Erin McTigue, Elaine Thorton, and Patricia Wiese stresses the importance of making sure all book, but especially historical fiction books are authentic. The authors argue that one of the key skills in reading historical fiction is being able to think critically. The skill of critical thinking is important because it means that student’s will be able recognize the authors bias, and historical facts that don’t make sense. One of the strongest aspects of this article is that it provides the reader with both the benefits and the cautions of using historical fiction. If a teacher chooses to use historical fiction in the classroom the article has many good tips on how to use historical fiction novels affectively. After the article demonstrates the importance of historical fiction the authors go on to explain the best way to teach one’s students to authenticate their books, and a mini-lesson plan in included that can be used in a K-6 classroom. The article also included references and more ways to explore the idea of authenticating historical fiction.
Using Historical Fiction in the History Classroom
http://www.yale.edu/ynhti/curriculum/units/1981/cthistory/81.ch.10.x.html#b
“Using Historical Fiction in the History Classroom” is an article written by Sara K. Herz. The article covers many topics including guidelines for using historical fiction, and classroom application of historical fiction. The article begins by explaining the characteristics a historical fiction demonstrates, and how it differs from other genres. The article also describes the benefits of using historical fiction in the classroom. The author ties her points together by talking about how to easily apply historical fiction into ones classroom. The strongest aspect of this article is it provides teachers (and students) with guideline for determining the value of a given historical fiction book.
Making Connections with Historical Fiction
http://web.ebscohost.com.ezproxy.library.wwu.edu/ehost/detail?sid=e36ed313-449f-4f67-b4ad-807d5a49a493%40sessionmgr11&vid=3&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=f5h&AN=9608301084
The article “Making Connections with Historical Fiction” by Kathy Nawrot, focuses on how to use historical fiction as a teaching tool. Nawrot provides the reader with ways to use historical fiction in both social studies and literature. The article also helps the reader understand why reading historical fiction can cause problems, the main problem being that the facts in the book are inaccurate. In addition, Nawrot writes about what time of skills students will develop through reading historical fiction such as the skill of critical thinking and organizing historical events. Nawrot ends her article by saying that while historical fiction is neither the most interesting way nor the most effective way to teach history it is the most efficient way to teach the material.
The Return of Historical Fiction
http://web.ebscohost.com.ezproxy.library.wwu.edu/ehost/pdfviewer/pdfviewer?sid=38b92c3b-faac-49c0-87b8-997e01ea842d%40sessionmgr14&vid=2&hid=24
The article “The Return of Historical Fiction” written by Mary Taylor Rycik, and Brenda Rosler talks about how in recent years many literature awards such as the Newberry Award, Caldecott Medal, Coretta Scott King Award and many others are being given to historical fiction novels. The authors argue that these awards are an indicator that historical fiction as a genre is improving, which means that teachers who have refrained from placing it in their classroom should start now. In addition, the historical fiction novels with these awards are some of the strongest examples of a worthwhile historical fiction book. This article articulates the benefit of using excellent historical fiction novels in the classroom. The authors also provide teaches with ideas on how to use historical fiction novels and technology together, and how the combination of the two will create a better lesson.
Understanding History through the Visual Images of Historical Fiction
http://www.ncte.org.ezproxy.library.wwu.edu/library/NCTEFiles/Resources/Journals/LA/0896-jul2012/LA0896Understanding.pdf
Written by Suzette Youngs the article “Understanding History through Visual Images in Historical Fiction” focuses on the value of picture books that are historical fiction. The author argues that when used correctly historical fiction picture books can be used by students of all ages. According to Youngs, the upper elementary children are skipping over the rich illustrations included within historical fiction picture books, which makes the book ineffective in teaching about history. The illustrations in a picture book are meant to make the book more powerful, and the illustrations in a historical fiction book are important to look at. Youngs argues that the illustrations in a historical fiction book help students think about the historical event beyond the literal elements of the words, and the pictures encourage students to look at the event from varying perspectives. Youngs advocates for the use of historical fiction picture books in the classroom, but students must first be taught how to effectively use these books.