consider ways in which history, literature, and pedagogy interface
examine the attitudes, content knowledge, and perceptions related to historical fiction of preservice teachers in a children’s literature course.
explore responses from preservice teachers that reveal the potential of using literature to strengthen students' understanding of history and to explore research-based pedagogical strategies that bring history to life in elementary and middle school classrooms.
"Without historical accuracy, my books would be fantasy. With only historical accuracy, they would be textbooks. For historical fiction, there must be a story, accurate in detail but brought to life through imagination and creativity.”
Pretty good. I have always been interested in history, so I watch a lot of history channel, took extra history classes in undergrad and taught history with drama.
I would say I’m decent in history. I took AP European history in HS. And Euro history in college. I like euro history. As US history goes, I don’t know as much.
Not high. I was never good in history in school. I hated memorizing dates and I could care less about what happened in Europe 1066! As I matured I still don't love it, but have a better appreciation of it.
I wouldn’t call myself a history buff, but I wouldn’t say that I do not know anything. I guess it depends on the subject or period of time. I am interested in learning about historical places and interesting people.
How comfortable/confident do you feel about your knowledge of history?
Fairly comfortable. Although I know there is much more I have to learn.
I am not confident at all.
Free powerpoint template: www.brainybetty.com
Literature study groups and contextualizing historical fiction
LITERATURE STUDY GROUPS: This group will be formed as described in Ralph Peterson & Barbara Eeds’ Grand Conversations ; that is, groups of 4-5 students will read a historical fiction novel together.
These lit circles will set their agendas, share predictions, responses, questions, & will culminate in a celebration with a party favor .
Contextualizing HF lit group As a means of making the time period come alive for LSG, here are some miniprojects to bring for sharing. Each member of the group will clearly take on one of the following roles: at least 3 jackdaw items, travel brochures, relevant decade posters, collection of at least 4 websites, at least 4 museum resources via websites, timelines, ppt biographies or tributes, games, student activities, or graphic organizers. As we proceed w/ this experiment, the combination of these will provide your presentation.
What have you learned from reading this historical fiction piece? Did you learn something about history? Historical fiction? Collaborative reading?
All the above… I haven’t done any collaborative reading on a book of my selection in quite a while and it was fun to discuss a book that we all read and enjoyed. It renewed my interest in historical fiction (which I'm interested in trying my hand at) and gave a little more insight into sea travel.
I learned how people acted or rather how they were EXPECTED to act.
I also learned that historical fiction is not too bad.
Please comment on the authenticity of factual information provided children in the historical fiction pieces you read. Anything stand out to you?
These pieces really brought the time periods alive. Out of the Dust was written in a way that you could actually taste the mud in your mouth. I never realized how truly awful it was for people during the Dust Bowl.
After researching the time period, I found that the books
were very factual and true.
Details of clothes, transportation, and etiquette.