Historical Details vs. Modern Beliefs in Historical Fiction for Children

Writers of historical fiction must deal with times in which modern values and understandings are absent. 

How "true" to the period should historical fiction be in dealing with cultural mores and gender issues? 

How faithful should an author be to the attitudes and language of the times? 

Should publishers of historical fiction include a note about the author's research and a list of sources? 

Books such as Christopher and James Collier's War Comes to Willie Freeman, Pam Conrad's Prairie Songs, William Armstrong's Sounder, are among those that have been the object of criticism for their use of language and portrayal of minority groups. 

Do authors need to provide a balanced point-of-view when writing fiction based in historical issues and events? 

What can teachers do if historical details conflict with modern beliefs? 

How will (or do) you deal with these issues in your classroom?

Traditional Literature: Is it Too Much for Kids?

Traditional literature is a favorite of mine! I believe it is foundational to all the other stories we read. Over the years, traditional literature has been cleaned up for children. Think Disney.

Some people argue that children can handle the violence, and in fact according to research by Ann Trousdale*, knowing that the big bad wolf is dead, can prevent nightmares.

I Am Traditional Literature on Storybird

In one version of the Grimm Brother's "Cinderella," the stepsisters cut off pieces of their feet in order to make the shoe fit. The Prince realizes that he has been tricked when he sees their blood dripping on the ground. 

CC image by Evergleamy

Many modern retellings of folktales have deleted such depictions of violence and other details that are not considered appropriate for children. Read a traditional folktale, especially those translated from the Brothers Grimm. Compare them to Disney's retellings of folktales such as Cinderella and Snow White.

Are there other topics or details that you feel might not be suitable for children?

In an article from Children's Literature in Education, Ann Trousdale* argued adults should not remove the violence from folktales. Read more about Trousdale's argument in this psychology student's blog post.

Give reasons for and against Trousdale's advice.

Are there other details in traditional literature that should be "cleaned up" for children? What about offensive stories like "The Jew Among Thorns" and "The White Bride and the Black Bride" -- In your opinion, are these themes more off-limits than violence?

Address a rationale to parents explaining your choices of the traditional literature you plan to use in your classroom.

*Ann Trousdale. "Who's Afraid of the Big Bad Wolf? Children's Literature in Education" V20 #2 June 1989. pp 69-79.

Talk Point from Charlotte Huck's Children's Literature by Barbara Z. Kiefer, 2010, tenth edition. 

An Open Letter to My Children's Lit Students

I am excited to devour children's literature with you over the next eight weeks. It is a subject that we will never be able to fully explore. The list of books written for children is staggering. Not only are there the classics, but new titles are printed every single day. (We'll talk later about how to get these into the hands of children!)

Donalyn Miller, The Book Whisperer, builds up her "book muscle" by reading at least one book each day during the summer. (In this post she shares some great strategies for helping you remain current about great children's books.)

If we were to join Donalyn and the Book a Day Challenge community, we would read about 56 books during our eight weeks together.

However, I'm only assigning 40 children's books! What a breeze, huh?

Of course, I hope you will choose to read even more than 40 books, for only when you dig in and read voluminously will you yourself become a more

Skilled, Passionate, Habitual, and Critical Reader

as Nancie Atwell persuades in The Reading Zone.

I am sorry that we will not be together face-to-face more often, but we will have a chance to practice our 21st century learning skills. We can communicate as often as you wish -- Skyping, GoodReads, ANGEL, Twitter, email or here on this blog.

Children's literature is central to the development of children's literacy. I don't believe there is a more important subject to study. I can't wait to get started!

Denise

Image by mrsdkrebs

Children's Literature and Essential Questions

By Denise Krebs, Children's Literature Blogger

One Saturday afternoon I was trying to organize for my coming week at school--plan lessons, print needed handouts, grade papers. You know...the never-ending tasks of teacherhood.

As I often do, though, I became lost in my Google Reader. (I'm finding my RSS reader bewitches me; hours can go by while I catch up on the blogs I follow, seeing what others are learning and reflecting upon.) On the afternoon in question, I enjoyed most-of-all Tracy Watanabe's post about essential questions.

In the comments on Tracy's post, I mentioned I was not a faithful user of essential questions. I've known about them since Understanding by Design and the Intel Teach to the Future program I was involved in more than ten years ago. However, I have not always remembered to use them in my teaching. Tracy's post reminded me of their importance. Then, again in the comments section, she responded back to me with an example of how she used an essential question with the book Ramona Quimby, Age 8.

Tracy wrote:

"I remember the first time I used an essential question, it was when I was a 3rd grade teacher, and we were starting Ramona Quimby, Age 8 (I love Beverly Cleary books!) My EQ was something like, "What does a 'sticking-together' family look like?" -- There was one discussion about cause-effect based on something Ramona Q did in the book, and the kids decided that she had a choice in how she responded... and her response would affect the whole family... so when things came up in their own lives, they shouldn't take it out on their own family... This conversation was 10 years ago, but I remember it so well because I was amazed at what those little 8 year olds were realizing about being proactive in their choices, all from a literature discussion. Furthermore, I don't think our conversation would have gone that direction without that EQ."

So the next day, as we discussed our book Among the Hidden, my students were asked an essential question I found here.  How much control should government have? We had such a fascinating conversation with that question that I had them write our essential question inside the front cover of their book copy.

As the book continued to progress we saw more signs of the unbridled control of government in this futuristic totalitarian society. The people were required to only have two children. They weren't allowed to grow food hydroponically, even though there was a purported food shortage. We continue to ask questions about why "they" (the government) could do those things and how they could get away with it.

I asked my students to help me write this blog post by sharing some of their thinking to the essential question of Among the Hidden. Here are some of their responses.

The government should have some control of our lives, but no more than two kids is really too much that they are asking for.

The government shouldn't tell us what we can and can't buy, unless it's illegal drugs. The government shouldn't tell us how many kids that we can have. The government shouldn't shut down food companies because it is unhealthy. They should have a little control. If they do things we don't like we can protest.

Government should protect us from harming ourselves and others. The government shouldn't tap our phones and barge in and take control.

I think that the government should watch us, but not control our everyday lives.

Absent Anna chatted from grandma's.

The purpose of government is to make safe rules, but if they go over and beyond that fact, then we have a right to protest for what we believe is right. The government should not make pathetic rules like they did in this book.

We need to trust our government. Otherwise, we could do whatever we wanted and there would be a lot of killers in the world.

We should be able to do anything that isn't harmful or dangerous. The government should just try to keep things fair and safe.

I don't think the government should have as much power as they do now.

The purpose of government is so nobody gets out of control.

If the government gets too powerful we can protest, strike, boycott, and vote people out of office.

We are not quite finished with the book, but before we finish, my students will see that the government asserts ultimate evil authority when it kills some young protestors.

With this one piece of children's literature, we have been invited into engaging and important conversations. We are discussing world issues like the differences between elected and non-elected governments, our Bill of Rights, liberal vs. conservative governing, protests in Libya, Egypt and Syria, as well as important personal liberty issues.

Had Tracy not challenged me when she shared her use of an essential question with Ramona Quimby, I don't believe we would have had so many great discussions focusing on the theme of Among the Hidden. So, will you join Tracy and me in this conversation?

What is an essential question you've used with a children's book?
Will you share it on this Google spreadsheet? 

Or on a comment below. 

Thank you! 

Growing Lifelong Readers

By Kathryn Trask, Children's Literature Blogger

I have always loved reading. When I was growing up in a small town in New Zealand, in the 1950’s there weren’t that many books available. I was always on the prowl for a book I hadn’t read. At that point in time, we only had a small family lending library that you could only get to by car. Occasionally the family down the road gave me a ride there.

Now, as a teacher, there are endless possibilities for reading material for my students. As a lover of reading, it has always been my mission to connect my students with all the exciting books available for them. One common thread running through my classroom in my thirty-five years of teaching plus, is the desire to have my students love books and reading. Although in saying that, the local Resource Teacher of Literacy, when she heard I was taking a 10-week paid sabbatical in 2012 commented, “Well there’s no need to ask! You will be doing something with ICT.” And she is right; I am going to be exploring digital literacy. I see it as an extension to my love of reading.

Ever since I taught my first class back in the early 1970’s, I have read to my class daily. Occasionally some of the books had to be abandoned, but most were relished by the class. At the beginning of this year I chose to read to them Because of Mr. Terupt by Rob Buyea.

My first decision with this book was whether to get it on my Kindle or buy the hardback. Finally, the hardback won, because I know that if a book is successful, many children in the class are going to want to read it for themselves after I have read it to them. With this book, that was certainly the case, and at present is passing from hand to hand.

Because of Mr. Terupt is a book about a classroom of children who have a very wonderful teacher who helps them negotiate the challenges in life. Then one day because of something one of the students does, the whole world swings on its axis for them. The book is told from a number of different viewpoints. The reader gains insight into seven of the students and sees often the same event through their eyes. Along with the students in the book, the reader waits to see what the outcome of the key turning point in the story will be.

My class loved this book; there were always groans when I finished each day. It is rather cleverly written, so that at the end of a chapter, the reader wants to get to the next. I assured my class this was not my fault! Rob Buyea was the man responsible.

At the end of the book, I decided to track down Rob Buyea. He lives on the east coast of America. Through a number of emails, we eventually arranged a time and date and set up a Skype session with him. He graciously agreed to Skype us in what was his mid-evening and was our midday, of the following day! We spent one wonderful hour discussing the book. We were delighted to hear that in 2012 there is a sequel to this book. He read us the first page. Definitely one I will put on pre-order!

When reading to my class I provide them with a variety of books. We have some excellent New Zealand authors, so I generally alternate between our own and overseas authors. This term we are listening to an audio production of Lion Boy by Zizou Corder.

This is the first in a trilogy. I hope that after listening to this one, they will want to read the next two for themselves. The three books are already sitting on the class library shelves.

I have always encouraged the students to read for pleasure and to read books of their own choice. I have been fortunate over the last few years to have avid boy readers. These boys have encouraged others to read by their recommendations. Some of these boys have been hooked into reading in this way.

One such set of books are The Five Ancestors series by Jeff Stone. Other series that are very popular are the Percy Jackson books and The 39 Clues series both by Rick Riordan.

Just recently I have started to use the Daily 5 way of structuring my literacy block. Those who have heard of this will know it comes from The Two Sisters, Gail Boushey and Joan Moser. This is a way of structuring the Literacy block so that it frees up the teacher to work with groups and individuals while the students engage in writing, vocabulary work, reading to self, reading to someone and listening. At present, a number of boys are choosing to listen to The Hobbit as part of this. It came as a request from them. As I always want to foster a love of books and reading, I made this happen for them.

Old Dog Learning New Tricks About Book Whispering

By Nancy Carroll, Children's Literature Blogger

The old saying goes "You can't teach an old dog, new tricks!" After 20 years of teaching one would think 'this old dog' has it all figured out...well, I'll be the first to admit that I have NOT--especially when it comes to motivating children in regards to reading on a daily basis--figured it out. So many wonderful stories are out there waiting for my fourth grade students to delve into, but I know there are not only kids in my class who struggle with reading, but those who dislike reading, while there are others who want to do nothing else BUT read (just not the books that are prescribed in class). Constantly, I am grappling on how to reach all of these learners and instill a love of reading. So this 'old dog' is always on the look out for 'new tricks' in an effort to aid her students.

Just recently I finished reading The Book Whisperer by Donalyn Miller, who believes all children can learn to love reading. In her book she gives suggestions and practical advice about getting students to read on their own. The book challenges you to change the way you approach reading in your classrooms. Basically, she suggests (based on great success with her own sixth grade students and through her research) to start the day with independent 'free-reading' and allow at least 30 minutes a day for independent 'free-reading' as well. Miller writes, "Daily reading is what transforms reading into a lifelong habit and builds reading ability." Student reading choice is a must (with guidelines for exploring different genres.) All too often, pleasure reading takes a back seat to the formal lessons being taught with basal reading and whole class novels. Doesn't it make sense to allow students to read books of their own choosing? Doesn't it make sense to teach strategies and have the students connect their learning to those books? I think it does!

Of course, I am not doing Donalyn's book justice, but it has fueled the spark within me....'This old dog' is determined to 'learn a new trick' by creating an independent reading program where her students will read independently for a sustained period of time using books of their own choosing. It is also a goal to guide my students in such ways that will promote encounters with books that they'll truly enjoy. 'This old dog' is hoping you, too, will be inspired by this approach to reading, which will put your students on the road to lifelong reading.

Children's Literature Sharing Blog

Children's literature is central to children's literacy. How do children become literate? Simply through story. Listening, telling, reading and writing stories.

This blog is a place to explore new (and old) in children's literature. Educators, librarians, writers, students and parents are all welcome to be part of the discussion. Guest bloggers will share the wonders of children's literature.

Image by mrsdkrebs and takomabibelot