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• W20589625 abstract "With all the teaching methods that come and go, one method can be counted on to benefit students consistently-reading. Incorporating historical fiction novels into the social studies classroom is both relatively easy and worthwhile. South Carolina's standard course of study for the seventh grade focuses on modern world history, from approximately 1600 to the present. (1) To provide students with practice in reading as well as interest them in the narrative of history, I have incorporated historical fiction in my lessons through read-aloud sessions and classroom novel sets that are used for homework. Eye Opening I begin class by reading aloud for approximately ten minutes. I choose novels that provide an alternative perspective on history and those that focus on cultural aspects of major events in history. For example, in Behind the Bedroom Wall, a Holocaust sanctuary story is told from the viewpoint of a young German girl. Korinna is devoted to Hitler and her Nazi youth group, Jungmadel, until she finds that her parents are hiding a Jewish woman and her young daughter behind her bedroom wall. Not only must she keep this secret from her friends, but she must also decide whether to turn her parents in as enemies of the state. Through getting to know the young Jewish girl in hiding, Korinna comes to see that her Jungmadel leaders have been lying to their young followers, and her dedication to the Fuhrer wanes. Most American students have grown up being able to take freedom for granted, especially the freedom of religious expression. Discrimination of this sort is almost incomprehensible to them. Through Korinna's eye-opening experience, students begin to understand how the Jews became the outcasts and scapegoats of Nazi society, how a Holocaust can happen. A Series to Build Upon After reading aloud the first book in a series, I often assign students to read one or more books in the same series as homework to be done over several weeks. For example, in The Breadwinner by Deborah Ellis, a ten-year-old girl who lives in Taliban controlled Afghanistan is faced with a momentous decision. After the Taliban arrest her father, Parvana is faced with the dilemma of whether to cut her hair and dress as a boy so she can work in the streets of Kabul. Parvana quickly realizes that she must if her family is to survive. This book provides a girl's view of how restricted life is under the Taliban--from the requirement that women wear the burqa (cloth that fully covers the face) to public executions that serve to display the power of these supposedly religious men. [ILLUSTRATION OMITTED] After the students and I have read this book aloud, I assign each class to read Parvana's Journey and Mud City, the second and third books, respectively, in the series. The students' response to this trilogy has been impressive. Many students who seem to be reluctant learners have become engrossed in this series. They discuss the books with each other in the hallways. I have seen grades improve and self-esteem increase, and I attribute these successes to the use of emotionally and intellectually engaging material for this age group. Most important, my middle school students are reading and enjoying it! Lives in History Other cultural aspects of history are addressed in these novels. For example, the ancient custom of foot binding in China is discussed in Ties that Bind, Ties that Break; a sixteen-year-old German soldier (who is fluent in Russian, the language of his mother's family) survives by switching uniforms with a dead Russian soldier when he is trapped behind enemy lines in Soldier X; a thirteen-year-old girl in modern India is forced into an arranged marriage in Homeless Bird, and a young Chinese girl is an outcast in her own family because her mother died after giving birth to her in Chinese Cinderella. Students are able to identify with main characters who are pre-teens and teenagers. …" @default.
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• W20589625 date "2008-05-01" @default.
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• W20589625 title "A Novel Idea: Historical Fiction and Social Studies" @default.
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