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Articles > Creating
your own Literature-Based History Units
by Elizabeth Yank
Begin with an Overview
If you are creating your own unit study, it is best to begin
with an overview of the time period being studied in order
to receive the maximum benefit. An interesting textbook or
similar history book can provide this information. A
Catholic textbook is preferable, because otherwise important
Catholic figures in history as well as information about the
Church’s growth will be omitted. Simply read the section
being studied and choose additional books according to the
appropriate age level, reading ability, and maturity of the
child. With this extensive list of books, you can narrow the
topic to your specific area of interest.
A good textbook will provide the facts of the time period
and hopefully also offer a time line. Depending on the
author’s point of view on the importance of the time period
being studied, the book could offer either a brief overview
of just a few pages to a detailed account of the significant
battles as well as extensive biographies of key figures.
Additional books chosen should give a feel for the hearts
and minds of the people of the time. For example, when
reading most textbooks, a person could get the false
impression that there was unanimous support for the American
Revolution. At the same time, people, as in all wars, were
deeply affected by the war. Families were ostracized and
punished for taking one side over the other. Catholics, in
particular, were in a quandary. The people in positions of
power who were fighting for liberty openly professed their
hatred of Catholicism, and did not allow Catholics to
practice their faith, as well as persecuted them.
Because textbooks have limited space, they are not able to
elaborate on the lives of individuals. They merely mention
their efforts in the war or the time period being studied.
Furthermore, it is interesting to note how a Catholic may
have had an important role in history, but is often
forgotten about in most textbooks.
How Much Time Do I Spend on this Time Period?
Unless you are following a program and are only looking for
supplemental reading, or are just looking for a good book to
read, the amount of time you spend on a time period is
totally up to you. How much time you will want to spend on
this subject will determine the number of books read and the
length of the books read. You may wish to cover the lives of
many people, and therefore, choose many biographies on a
variety of important figures. On the other hand, you may
wish to study just one or two people in great depth. For the
older child, he may wish to take one person and read several
biographies and contrast and compare them. When choosing
books, keep in mind that the shorter the book, the less
detailed the information. Sometimes, however, even a picture
book will introduce the reader to information not found in
other books.
On the other hand, if you are just choosing books to create
a feel for the time, a few good books, that are not very
long or elaborately detailed, are all that is necessary. For
example, the picture book, Redcoats and Petticoats, might
create a greater depth of feeling for the time and people,
than a lengthier novel. On the other hand, even though a
child is younger, kindergarten through third grade, it’s
always a good practice to stretch his imagination by reading
aloud to him. The Reb and the Redcoats, for example, is a
fun and informative book for this age. Although it was
written for an older audience, it will inspire them to want
to learn more about this time period.
Age Categories.
Although a book may be listed under one age group, it may be
of interest to another age group, depending on whether the
parent reads it aloud or the child reads it. For example,
Meet George Washington would be of interest to the younger
audience if you read a chapter a day, but for the 3rd
through 6th grader, it would be an appropriate book for the
child to read to himself. Also, a good picture book can
capture the imagination of any age.
Is One Book as Good as Another?
Absolutely not! Although most picture books are fairly
innocuous, the parent still has to be wary of political
correctness, particularly in more recent books. As the
reading level gets more advanced, the reader is more likely
to encounter problems within the text. For example, I found
the following passage especially disturbing because the
author is adding her own opinion, which seeks to undermine
the authority of the parent. Furthermore, what is
particularly dangerous and damaging in this situation is
that it is a children’s book and most parents do not
pre-read their children’s books.
This passage concerns Tom Paine, a very controversial
figure, who was instrumental in arousing the people to
action during the American Revolution through his pamphlet
Common Sense. His father was a Quaker and his mother was an
Anglican. His aunt actually instructed him in the Anglican
faith. Authors vary widely on their interpretation of his
motives.
He was about eight years old when his aunt read to him a
sermon on the doctrine of the atonement, explaining how God
sent His only son into the world to die for the sins of all
mankind. When the reading was over, Tom went outside, and
with such intensity that he always associated the moment
with the step into that yard, he rejected the whole
conception. If an earthly father, unable to get revenge for
wrongs that were done to him, were to kill his innocent son,
then surely, young Tom reasoned, he would deserve to be
hanged. It was an insult to God to think of Him acting in
this fashion.
Many people have found the doctrine of the atonement a
stumbling block, but seldom at eight years old and in
opposition to their elders. It is true that Joseph Pain and
the Quaker community had possibly criticized his mother’s
church in the hearing of young Tom, who preferred the
Quakers and was fond of his father. But however his decision
was reached, there was a moral courage in it which was
characteristic of Paine in later life. For the present he
called himself a Quaker, and yet he was not entirely
convinced by the Quakers either. Long afterwards, he
reflected on how dull the world would be if God Himself had
been a Quaker and had given us Creation without bright
singing birds. And before he was out of his teens, he had
broken any formal connection with the sect.
Tom Pain, Revolutionary, by Olivia Coolidge
She also mentions in the introduction; “It is tempting to
compare Tom Paine to another famous figure who devoted his
life to social revolution brought about by political means.
Karl Marx, unlike Paine, was a great constructive thinker
whose ideas have influenced our whole century.” “Great
constructive thinker!” His ideas have brought about great
destruction, literally and figuratively, not to mention the
ruin of people’s lives and souls.
What I find particularly disturbing is that Coolidge not
only presents the main character as rejecting God in a
positive way but adds further commentary that it was
commendable by adding the words “moral courage.”
Furthermore, I question if she understands the idea of
atonement, considering the way she presents it in the
character’s mind.
Choosing Good Titles
Designing Your Own Classical Curriculum by Laura Berquist
suggests many good historical titles. Let the Authors Speak
by Carolyn Hatcher (out of print) is also another fine
resource. Although the books Hatcher suggests are generally
more appropriate for the advanced reader, she does include a
few for the younger audience, but practically none for the
picture book age.
Another interesting resource that I found in the library was
the reference work, American Historical Fiction. Although
this extensive list of books is for adults, there may be
some titles of interest to the high school student. I would
strongly recommend pre-reading a section of any book chosen.
If you are interested in more hands-on-activities,
historical documents, coloring books, music, and other
interesting “stuff,” the RC History website offers many
resources.
Research in the Library Will Always Uncover More
When punching in United States History Revolution 1775 1783
under Subject, I found over 2,000 entries and that does not
include multiple copies of the same title. Even though I
have a huge selection available to me through a large
metropolitan library system, I certainly don’t need to read
that many books. Even a researcher will limit his topic. The
importance of a wide database is to help locate information
on a specific answer. If you want to read books about spies,
or causes, or Naval operations, then you go to that listing
under the major subject search. You can also limit your
topic to children’s or juvenile books.
Using a subject search, you may also be able to find
information about those elusive Catholic contributors to
history. When looking for a comprehensive list of books on a
person, a subject search is the most effective method, while
a title search is the least. At the same time, with a word
search, I had to wade through a lot of junk, and I found the
same titles under a subject search. For example, looking up
Barry, John under a word search, I had 131 entries of which
only three were really about him. Although there were no
listings for Charles Carroll under a title search, I found
several books of possible interest to the high school
student under a subject search.
Keep in mind that when you are looking up people under a
subject search, it is essential that you put the last name
first; otherwise, you will get the wrong information. For
example, using John Barry instead of Barry, John under
subject, I found information on the U.S.S John Barry instead
of John Barry, the naval hero.
A surprising find in the library was a video on Casimir
Pulaski. Many videos are available on various people or
events related to the history, but I prefer books. If
however, you can’t find much on a person, or if you don’t
have the time to study him or her, then a video might be
what you are looking for. Sometimes, however, if it is a
Hollywood movie, it is good to have a little background on
the character first to know whether the movie is true to
life. For example, Disney’s Davy Crockett movies seem to be
more fiction, than fact—although he is from another time
period, this is a good example
Another possibility would be to read the book first, and
then watch the movie version of it. For example, after
reading Johnny Tremain, the children might want to watch it
and discuss, which they preferred and why. Overall, I would
not become dependent on the TV, since you are trying to
encourage your children’s love of reading. Furthermore,
movies don’t develop the inner motives behind a character’s
actions.
What To Do Now That the Child Has Read the Book?
Charlotte Mason advises that narration is the best method
for assessing the child’s understanding of what he has read.
In other words, the child relates in his own words or
retells what he has just read. Even a very young child is
capable of doing this and an older child should be adept at
it. Interestingly, very young, impressionable children
demonstrate this fact when they watch TV. Very often after
watching a movie or a program, they will act out the scenes
they have just seen. They are merely narrating through
action what they have just witnessed.
Actually, this is a natural process. Whenever a child or
even an adult is excited about a story he has just read or a
movie he has just seen, he can’t wait to share with someone
else the engaging plot, the dramatic effects, or a memorable
character. It all seems to just bubble forth, flowing
naturally, because it was a good book, or an entertaining
movie.
Another method of assessing the child’s understanding of the
material he has read is discussion, although too many
unnecessary comments or preaching by the parent can destroy
the child’s love for learning. The parent’s role in the
discussion process should consist of asking simple questions
and prompting the child to remember. “And then what
happened? Why do you think he did that? Do you think what he
did was right?”
At some point the parent should begin to write down the
child’s thoughts into a book form. If the child desires, he
could illustrate it. Because the child’s language skills are
far superior to his writing skills, he is not capable of
printing or writing as fast as his thoughts at a young age
(kindergarten through 3rd grade). Likewise, he also does not
have the spelling skills mastered to match his vocabulary.
Once the child is able to write fluently and effortlessly,
then the child can begin to write paragraphs and papers on
the material being studied.
Do not overlook the importance of discussion at any age.
Sometimes a book may mention something that just doesn’t
seem quite right (A person may do something that is
wrong—Paul Revere drew an untruthful picture of the Boston
massacre and printed it in order to incite the passions of
the people, or a book may give the wrong information—Some
textbooks incorrectly state that Maryland was named after
Queen Mary of England, instead of the Blessed Mother,
although some historians will dispute this). At these times,
it is necessary to draw the child’s attention to the
inaccuracies.
At the same time, you may wish to make a positive comment on
the beauty of the illustrations or the noble character of
the person who did the right thing against all odds. For
example, George Washington wrote a formal letter to
Catholics thanking them for their assistance in the American
Revolution. He was probably condemned by the Puritans of the
time for even acknowledging that Catholics existed.
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