Articles:

ANovelIdea:historicalfictionandsocialstudies
JanieM.McManus
May/June2008
SocialEducation
McManus,J.M.(2008).Anovelidea:historicalfictionandsocialstudies.Social
Education,72(4),SS8.
- Teacherexplainsherexperienceswithusinghistoricalfictioninhermiddle
schoolclassroomsandthebenefitsshehasobserved.Arguesthathistorical
fictionboostsstudentinterest,andencouragespersonalconnectionsandgood
readinghabits.

WhereAretheFacts?JasonsGoldGivesMeaningtotheYukonGoldRush
StephanieWastaandCarolynLott
Jan/Feb2006
TheSocialStudies
Wasta,S.,&Lott,C.(2006).WhereAretheFacts?Jason'sGoldGivesMeaningtothe
YukonGoldRush.TheSocialStudies,97(1).
- Thispractitioner-basedcasestudyfollowedaneighthgradehistoryclassrooms
unitontheYukonGoldRushbasedonWillHobbsshistoricalfictionnovel,
JasonsGold.Thearticlesauthors,StephanieWastaandCarolynLott,taught
thetwo-tothree-weekunitandcompileddatathroughstudentsdailyjournal
reflections.Theauthorsdiscussthevaluehistoricalfictionposesinsocial
studiesinstructionandhowteachinghistoricalfictioncanhelpstudentsmaster
criticalhistoricalliteracyskills,mostnotablycorroborationandclosereading.
Theauthorsincludefoursamplelessons-completewithlessonobjectives,
NCSSstandards,andstudentresponses-thatpresentvariouswaysinwhich
teachersmaydesigninstructionaroundahistoricalfictionnovel.

RecreatingthePast:HistoricalFictionintheSocialStudiesCurriculum
EvelynB.FreemanandLindaLevstik
Mar1988
TheElementarySchoolJournal
Freeman,E.B.,&Levstick,L.(1988).RecreatingthePast:HistoricalFictioninthe
SocialStudiesCurriculum.TheElementarySchoolJournal,88(4),329-337.
- Examinesthebenefitsofhistoricalfictionintheclassroomaswellaspotential
problems.Emphasizestheteachersroleinproperintegrationandgivessome
 tipsforusinghistoricalfiction.Primarilyfocusedontheelementaryclassroom,
butstillprovidessomeusefulinformation.

ConnectingtoHistoryThroughHistoricalFiction
CarolSliwka
2008
LanguageArtsJournalofMichigan
Sliwka,C.(2008).ConnectingtoHistoryThroughHistoricalFiction.LanguageArts
JournalofMichigan,23(2),11.
- Historicalfiction,andSliwkaevenmakesanargumentforpicturebooks,may
guidestudentsindevelopinganaccurateandmorewell-roundedimageor
interpretationofahistoricalera.Forteachers,Sliwkaprovidesseveralactivities
thatcanbeusedtosuccessfullyteachandincorporatehistoricalfictionintoa
lesson.Furthermore,theseactivitiespresentanopportunityfor
interdisciplinaryinstructionthatencouragesstudentsdevelopmentinreading
andwriting.Finally,Sliwkaprovidesanannotatedlistofhistoricalfictionnovels
andpicturebookssetduringtheCivilWar.

HistoricalNovels:EngagingStudentTeachersinK-10HistoryPre-ServiceUnits
GrantRodwell
Nov.2010
AustralianJournalofTeacherEducation
Rodwell,G.(2010).HistoricalNovels:EngagingStudentTeachersinK-10History
Pre-ServiceUnits.AustralianJournalofTeacherEducation,35(7),15-29.
- Thisarticlemakestheuniqueargumentthathistoricalfictionshouldbeusedin
pre-servicehistoryteachereducation.Mentionstherisingpopularityof
historicalfiction(inAustralia)andhowhistoricalfictionmayreignitestudent
interestinhistoryatalllevels.

HistoricalEmpathyintheSocialStudiesClassroom:AReviewoftheLiterature
SarahBrooks
2009
TheJournalofSocialStudiesResearch
Brooks,S.(2009).HistoricalEmpathyintheSocialStudiesClassroom:AReviewofthe
Literature.JournalofSocialStudiesResearch,33(2),213
- Thisarticlecomparedthecompetingliteraturesurroundingtheconceptof
empathyinthehistoryclassroom,andanalyzedtheaffordancesanddrawbacks
ofpastresearchstudiesonidentifyingbestpracticesforthepromotionof
empathyinthesocialstudiesclassroom(Brooks,2009,p.224).WhileBrooks
 admitsthatmoreresearchmustbedonetounderstandtheprecisenatureof
historicalempathyandthelongitudinaleffectsofitsteaching,shearguesthat
presentliteratureandresearchprovesthereisvalueinteachinghistorical
empathyandstudentshavethecapacitytolearnsuchaskill.

UsingHistoricalEmpathytoExciteStudentsAbouttheStudyofHistory:CanYou
EmpathizeWithNevilleChamberlain
StuartFoster
1999
TheSocialStudies
Foster,S.(1999).UsingHistoricalEmpathytoExciteStudentsAbouttheStudyof
History:CanYouEmpathizeWithNevilleChamberlain?TheSocialStudies,90(1),18-24.
- Thispractitioner-basedarticlepresentsamodelforinstructiononhistorical
empathybaseduponaseriesoflessonsthataskhighschoolerstoevaluate
BritishPrimeMinisterNevilleChamberlaininhisnegotiationswithAdolfHitler
in1938.Fosteralsotakesthetimetoexplainwhathistoricalempathyisand
whatitisnot.Fosterisafrequentlycitedexpertinthefield.

AligningLiteracyPracticesinSecondaryHistoryClassesWithResearchonLearning
JefferyD.Nokes
2008
MiddleGradesResearchJournal
Nokes,J.D.(2008).AligningLiteracyPracticesinSecondaryHistoryClassesWith
ResearchonLearning.MiddleGradesResearchJournal,3(3),29-55.
- Inthispractitioner-basedarticle,Nokesimploreshistoryteacherstoheedthe
adviceofliteracyadvocateswhoencouragecontentareateacherstoexpandthe
varietyandtypeofwrittenmaterialsthattheyuseintheclassroom,increase
theamountofstudentreading,andregularlyincludereadingstrategy
instruction.Hearguesthatinadditiontoexpositorytextsliketraditional
textbooks,studentsshouldreaddocumentsandhistoricalfiction.Inaddition,
hearguesforhistoricalfictionspotentialinteachingcontextualizationand
historicalempathy.

HistoricalFiction,TheCommonCore,andDisciplinaryHabitsofMind
SaraL.Schwebel
2014
SocialEducation
Schwebel,S.L.(2014).HistoricalFiction,theCommonCore,andDisciplinaryHabitsof
Mind.SocialEducation,78(1),20-24.
 - Examineshowhistoricalfictionsuseintheclassroomisbothsupportedand
hinderedbyCommonCore.UsesthenovelTheEvolutionofCalpurniaTateto
highlightrolehistoricalcanplayinhelpingstudentslearnspecificdisciplinary
literacy.

MinglingFactwithFiction:StrategiesforIntegratingLiteratureintoHistoryand
SocialStudiesClassrooms
DianaB.Turk,EmilyKlein,andShariDickstein
May2007
TheHistoryTeacher
Turk,D.B.,Klein,E.,&Dickstein,S.(2007).Mingling'Fact'with'Fiction':Strategiesfor
IntegratingLiteratureintoHistoryandSocialStudiesClassrooms.TheHistoryTeacher,
40(3),397-406.
- Givesashortargumentforwhyliteratureshouldbeusedinsocialstudies
classrooms.Thenprovides5strategiesforusingliteratureinhistoryandsocial
studiesclassroomsandexploreshoweachofthesecouldbeusedusingthe
novelReservationBluesasanexample.

CliosNewClothes:ReinvigoratingtheHistoryClassroomThough
GaryR.Olsen
1986
TheJournalofGeneralEducation
Olsen,G.R.(1986).Clio'sNewClothes,ReinvigoratingtheHistoryClassroomThrough
HistoricalFiction.TheJournalofGeneralEducation,38(1),3-17.
- Discussesthetraditionalistapproachtoteachinghistory.Arguesmosthistoryis
justaneducatedinterpretationofthepastandhistoricalfictioninthe
classroomcannotbeignored.Examineswhatmakesgoodhistoricalfictionand
concludeswiththebenefitsofhistoricalfiction.

HistoricalEmpathyandItsImplicationsforClassroomPracticesinSchools
KayaYilmaz
May2007
TheHistoryTeacher
Yilmaz,K.(2007).HistoricalEmpathyandItsImplicationsforClassroomPracticesin
School.TheHistoryTeacher,40(3),331-337.
- Exploresthedebatessurroundinghistoricalempathyandsummarizesthe
characteristicsfeaturesofhistoricalempathy,primarilybasingitoffofStuart
Fostersdefinition.Yilmazalsopresentsabulletedlistofskillsstudentsmust
employtodevelophistoricalempathy,suggestionsforstudentstryingtouse
 historicalempathy,andsuggestionsforhistoryteachersonhowtoteach
historicalempathybasedonFostersresearch.Finally,therearesomeideas
abouthowtoevaluateorassessstudentsunderstandingofhistoricalempathy.
Saysmoretimeshouldbespentoncomingtotermswiththeconceptual
implicationsofthetermandlesstimeontryingtonaildownaspecific
definitionofhistoricalempathy.

PairingBooksforLearning:TheUnionofInformationalandFiction
AllisonL.Baer
Feb.2012
TheHistoryTeacher
Baer,A.(2012).PairingBooksforLearning:TheUnionofInformationalandFiction.
TheHistoryTeacher,45(2),283-296.
- Arguesforthecombinationoffictionandinformationaltextsinhistory
classrooms.Givessuggestionsforchoosingqualityinformationaltextsandthen
providesanannotatedbibliographyofpairingsofinformationalandhistorical
fictiontextsbysubject.

TeachingStudentstobeHistorians:HistoricalLIteracythroughtheInterpretation
ofNon-Fiction,PrimarySources,andHistoricalFiction
AlexandriaLaFaye
2001
Yearbook--ClaremontReadingConference
LaFaye,A.TeachingStudentstoBeHistorians:HistoricalLiteracythroughthe
InterpretationofNon-Fiction,PrimarySources,andHistoricalFiction.Yearbook:
ClaremontReadingConference,56-63.
- Examinesbenefitsofcross-disciplinaryhistoricalinstructionthatincludes
primarysourcesandhistoricalfiction.Authoruseshernovel,StrawberryHill,
tohighlightsomeofthesebenefits.

ReadingLikeaHistorian:ADocument-BasedHistoryCurriculumInterventionin
UrbanHighSchools
AvishagReisman
2012
CognitionandInstruction
AvishagReisman(2012):ReadingLikeaHistorian:ADocument-BasedHistory
CurriculumInterventioninUrbanHighSchools,CognitionandInstruction,30:1,86-112.
- Inthisqualitativeresearchstudy,Reismanconductedasix-monthintervention
studyof236eleventhgradestudentsinfiveurbanSanFranciscoHighSchools
 aspartoftheReadingLikeaHistorianProjectinSanFrancisco.ReadingLikea
Historian(RLH)curriculumwasusedinthisstudyandconsistedof83lessonsin
Americanhistory.Eachlessonconsistedoffourparts:backgroundknowledge,
centralhistoricalquestion,historicaldocuments,anddiscussion.The
effectivenessoftheRLHcurriculumwasevaluatedbymeasuringstudents
historicalthinkingskills,readingcomprehensions,transferofhistorical
thinking,andfactualknowledgethroughaseriesoffourposttests.Theauthor
foundthatexplicitinstructionwithprimarysourcesmaynotbethemost
effectivewaytoteachcorroborationandcontextualization.

OntheReadingofHistoricalTexts:NotesontheBreachbetweenSchooland
Academy
SamuelS.Wineburg
1991
AmericanEducationalJournal
Wineburg,S.S.(1991).OntheReadingofHistoricalTexts:NotesontheBreachbetween
SchoolandAcademy.AmericanEducationalJournal,28(3),495-519.
- Discussestheuniqueskillofreadinghistoryandthefailureofschoolsocial
studiescurriculatoteachcontent-arealiteracy.Wineburgexamineshowa
groupofhighschoolsrespondtoaseriesofhistoricaltextsincomparisontoa
groupofhistorianstohighlighttheimportanceofteachingstudentstoreadlike
historians.

Books:

WhoseHistory?EngagingHistoryStudentsThroughHistoricalFiction
GrantRodwell
2013
UniversityofAdelaidePress
Rodwell,G.(2013).WhoseHistory?EngagingHistoryStudentsThroughHistoricalFiction.
UniversityofAdelaidePress.
- ThebookexpandsonRodwells2010articleandexploreshowhistoricalfiction
maybeusedasanengaginginstructionaltoolforstudentteachersin
pre-serviceteachereducationcourses.Inreading,Ichosetofocusonchapter
elevenentitledUnderstandingthePastThroughHistoricalFiction.The
primaryargumentRodwellmakesinthischapteristhatwhilehistoricalfiction
isnotasufficientsubstitutefortraditionaltextbooksandhasinherent
deficiencies,itdoespromoteamethodofinstructionthatmayleadtoamore
nuancedunderstandingofhistoryinstudents.

Dissertations/MastersThesis:

BridgingFactandStory:UsingHistoricalFictioninMiddleSchoolSocialStudies
DanielAllbery
2010
AssociationofLiteracyEducatorsandResearchers--BuildingLiteracyCommunities
Allbery,D.(2010).BridgingFactandStory:UsingHistoricalFictioninMiddleSchool
SocialStudies.BuildingLiteracyCommunities,63.
- Througharetrospectiveanalysisoforiginallessonplanswrittenduringthe
authorsundergraduatecourseworkandstudent-teachingexperience,Allbery
providesspecificsuggestionsforhowteachersmayincorporatehistorical
fictionintotheclasscurriculumaswellastwosamplelessonplansandalistof
historicalfictionnovelsappropriateformiddleschoolsocialstudiesorganized
bytopic.Exploresthebenefitsofhistoricalfiction,butarguesthathistorical
fictionspotentialisonlyrealizedwhenitiscombinedwithcriticalliteracyskills
includingverbaldialogue,questioning,andcorroborationwithmultiple
sources.

TeachingtheVoicesofHistoryThroughPrimarySourcesandHistoricalFiction:A
CaseStudyofTeacherandLibrarianRoles
BarbaraK.Stripling
2011
TheSchoolofInformationStudies-Dissertations:Paper66
Stripling,BarbaraK.(2011)."TeachingtheVoicesofHistoryThroughPrimarySources
andHistoricalFiction:ACaseStudyofTeacherandLibrarianRoles.TheSchoolof
InformationStudies-Dissertations.Paper66.
- Thisdissertationfollowedaqualitativeresearchcasestudyinanenglishand
historyhumanitiesblockinaNewYorksecondaryschool.Thetopicbeing
consideredwaswhetherornotteachingwithprimarysourcesandhistorical
novelsduringhistoricalinquiryenhancedstudentdevelopmentofcognitiveand
emotiveempathy.Inmyreading,IchosetofocusonStriplingsarguments
abouttheroleofhistoricalfictionandhistoricalempathyinthehistory
classroom.Thistopicwasincludedinpartsthreeandfouroftheliterature
review.Striplingconcludedthatprimarysourceshaveastrongimpactonthe
developmentofhistoricalempathyandhistoricalfictionisvaluableforsocial
context,butitsusemustbescaffoldedsothatitisnotacceptedblindlyas
historicalfact(Stripling,2011,p.219,221).