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Children's Historical Fiction As a Background to National Curriculum History, Key Stage 2 for 7 - 11 Year Olds

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Children's Historical Fiction As a Background to National Curriculum History, Key Stage 2 for 7 - 11 Year Olds CHILDREN'S HISTORICAL FICTION AS A BACKGROUND TO NATIONAL CURRICULUM HISTORY, KEY STAGE 2 FOR 7 - 11 YEAR OLDS by ROSALIND ELLWOOD, B.A., P.G.C.E. A Master's Dissertation, submitted in partial fulfilment of the requirements for the award of the Master of Arts degree of the Loughborough University of Technology September 1991 Supervisor: Dr. Margaret Evans Department of Library and Information Studies @ R. Ellwood, 1991 PREFACE I would like to thank Dr. Margaret Evans for supervising me in this dissertation. I am very grateful to the following people for sending me their advice and comments on the subject of using historical fiction in the primary school: Tim Lomas history inspector for Lincolnshire Jo Lawrie in-service lecturer in the Wiltshire Education Department. Rod Champion general inspector/adviser with brief for history in Cumbria. Barry Holley history adviser for Cleveland. Judy Dunning curriculum adviser for humanities in Leicestershire. Sallie Purkiss - senior lecturer at Homerton College, Cambridge. Joan Blyth author and lecturer, President of the Primary History Association 1990 - 1991. Hazel Moffat Her Majesty's Inspector. My thanks to the head mistress of Harlaxton Primary School for arranging for me to attend a "national curriculum subject specific day for history, key stages 1 and 2". Thanks also to Isobel Nicholson and her class of primary school children for their book reviews of some historical novels, to my patient typist and her assistant and above all to my mother for reading and re-reading chapters and never complaining of boredom! CONTENTS Chapter 1 Introduction. 1 1.1 Aims. 1 1.2 Criteria for selection of novels and short stories. 1 Chapter 2 Children's historical fiction and history teaching. 3 2.1 Definition of historical novels. 3 2.2 History of children's historical fiction. 3 2.3 Review of the literature on the use of historical fiction in history education. 5 Chapter 3 Children's historical fiction and the national curriculum history. 19 3.1 The views of inspectors on the use of historical fiction in teaching history to primary school children. 19 3.2 The national curriculum history - key stage 2. 21 3.3 The role of the historical novel or short story in history topic work for primary school children. 27 3.4 Historical fiction - Invaders and Settlers - Romans, Anglo-Saxons and Vikings in Britain. 29 3.5 Historical fiction - Tudor and Stuart times. 36 3.6 Historical fiction - Victorian Britain. 47 3.7 Historical fiction - Britain since 1930. 53 3.8 Bibliography of recommended novels and short stories. 61 Chapter 4 The importance of relevance. 65 4.1 The plot. 65 4.2 The theme and characters. 67 4.3 The dialogue. 72 Chapter 5 Fact and fiction. 76 5.1 The views of psychologists. 76 5.2 Bias in historical novels. 78 5.3 Research by historical novelists. 79 Chapter 6 Conclusion. 85 Bibliography of primary and secondary sources. 88 Abstract Rosalind Ellwood Children's historical fiction as a background to national curriculum history, key stage 2 for 7 - 11 year olds Children's historical fiction is not considered suitable by all historians for use in the history classroom. The emphasis on learning from evidence, using primary source material, has meant that some historians treat it with suspicion. This dissertation aims to show that historical fiction does have a role to play in history teaching, providing that it is good literature and historically accurate. It can arouse children's curiosity in the past, bring history to life and help to develop empathy. The dissertation includes a selection of novels and short stories concerning the first four core study units of key stage 2 of the national curriculum history document: CSU1 Invaders and settlers: Romans, Anglo-Saxons and Vikings in Britain. CSU2 Tudor and Stuart times. CSU3 Victorian Britain. CSU4 Britain since 1930. The books are reviewed and ideas included for their use in the primary classroom. The importance of selecting historical fiction which will appeal to children is discussed. The stories must have a fast-moving plot and not be overburdened with factual material. They must have characters with whom children can identify and a theme to which they can relate. The dialogue should be in a language which children can understand. The national curriculum history document requires children to be able to distinguish between fact and fiction. The role of historical fiction in this is analysed. Discussion and the use of primary source materials can help children to identify the true and the imaginary in the stories. Above all historical fiction can develop in children a love of history. Chapter 1 INTRODUCTION 1.1 Aims This dissertation aims to show that historical fiction does have a role in the teaching of history to primary school children. It sets out to select children's historical novels and short stories suitable for use with 7- 11 year-olds studying key stage 2 of the national curriculum history. The literature selected relates to the four periods of British history which comprise four of the core study units for key stage 2, ie Invaders and Settlers : Romans, Anglo-Saxons and Vikings in Britain. Tudor and Stuart times. Victorian Britain Britain since 1930. It does not include stories which relate to core study units 5 and 6 concerning: Ancient Greece Exploration and encounters 1450 - 1550 as it was decided to limit the research to stories relevant to British history, for reasons of practicality. 1.2 Criteria for selection of novels and short stories The criteria for selection have been based in part on the reputation of the authors as historical novelists, (writing good literature which is historically accurate), on the appeal of the stories to children of primary school age, and on their suitability for reading aloud to a class of children as a way of introducing or expanding on a history topic, or aspect of a history topic. Some of the books, though not strictly historical novels, have been included because of their ability to arouse children's interest in the past. The dissertation does not include examples of period novels, such as novels written during the Victorian era, or of historical events told in narrative form. A number of the stories chosen are in two particular series - Antelope Books and Long Ago Children Books. The former are described on the back cover as "ideal for children who have just 1 begun to enjoy reading a complete book on their own", but many of these are also suitable for reading out loud. The Long Ago Children Books are described as "stories for younger readers, about children of different periods in an authentic historical setting. All are written by well-known authors with a deep knowledge of their subject". Bearing in mind the crowded curriculum and the fact that most classes in primary schools are mixed ability and some have mixed age groups, these books were felt to be especially suitable for use in class, to illustrate an aspect of a history topic, and to encourage children to find out more about the period. Three of the novels published by Anglia Young Books have also been included. These claim to be "history through stories" and national curriculum linked. A range of stories for each of the four core study units has been selected, and it is envisaged that the teacher will read the book himself/herself and assess the suitability for reading to the particular class. The other books relating to the topic being studied could perhaps be made available for children to read to themselves. Extracts from these could be used with the children. No clear guidance has been included about which stories are suitable for which age group, as much depends on the ability and interests of the class. The national curriculum history document does not insist on the study units being followed chronologically, starting with the Invaders, then life in Tudor and Stuart times etc, as was originally suggested. There does not seem to be a great deal of historical fiction concerning the Invaders suitable for seven year­ olds. The selected literature is analysed to show in what ways the plots, themes, characters and dialogue are relevant to today's children. The problem of children's ability to distinguish between fact and fiction is discussed, as well as the teacher's role in this process. 2 Chapter 2 CffiLDREN'S ffiSTORICAL FICTION AND ffiSTORY TEACffiNG 2.1 Definition of historical novels Clive King, in his article entitled "The historical novel: an under­ used resource" explains that: A clear distinction has to be made between that fiction which merely uses history as a backdrop to a story which could be set at any time, and a genuine historical novel rooted in the period in which it is set. He believes that a good historical novel is not only accurate in its facts, but the characterisation must also fit in with the period and not be modernised. It should show how "historical change affects people, about the conditions in which people lived and about the way historical events impinged on private, individual experiences". (1) In order to distinguish the historical novel from the "costume novel", Jill Paton Walsh believes a simple test can be applied. "Can we imagine the plot and characters set in any other period?" If so it is not a true historical novel. (2) This dissertation includes the occasional 'time' novel, such as Penelope Lively's The ghost of Thomas Kernpe, which takes place in the present but has links with the sixteenth century and with Victorian times. The terms novels and short novels are used here in order to distinguish them from short stories, which refers to a collection of stories in one volume.
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