Chapter 10 – Historical Fiction

Multiple Choice

1. Which of the following is not a major value of historical fiction for children?

a. Children can gain an understanding of their heritage.

b. Children can begin to visualize the sweep of history.

c. Children can develop empathy for other viewpoints.

d. Children can be introduced to contemporary role models.

2. An emphasis should be placed on human relations when selecting notable historical fiction so that children will realize that a. In all times, people have depended upon one another. b. When human relations deteriorate, tragedy usually results. c. Their present and future are linked to the actions of people in the past. d. All of the above. a. The characters’ actions express realistic values and beliefs of the time period. b. The setting is authentic in every detail. c. The characters’ experiences reflect what is known about the time period. d. The plot is full of adventure and is fast-paced.

3. Which of the following is not a criterion for evaluating historical fiction for children?

4. Credible plots in historical fiction most often emerge from a. Person-against-self conflicts. b. Authentically developed time periods. c. Elements of fantasy. d. Technological advancements and scientific discoveries. a. Characters must reflect contemporary actions and values. b. Characters’ actions, beliefs, and values must be realistic for the time period. c. Characters must have modern-day significance. d. Main characters must be famous people. a. The story may not meet reader’s expectations of the famous person. b. With a little research, readers can discover that the story is not true. c. The story may describe the famous person inaccurately. d. The story may defame the famous person. a. Theme b. Plot c. Characterization d. Setting a. Young children cannot read many descriptive words. b. Young children do not understand figurative language. c. Young children generally have little prior knowledge of historical periods. d. Young children are not usually interested in the past. a. Loyalty and honor are essential b. Battles between good and evil are constant c. Goodness is rewarded d. Religious allegory is essential in books. a. The theme should reflect basic human needs. b. The theme should be found only in that historical time period. c. The theme should be worthwhile for children living in the twentieth century. d. The theme should be relevant for people living in the historical time period. a. An implied reference to another event. b. A gross exaggeration of the facts. c. A misleading image of the facts. d. A fictional event to be read for religious interpretation. a. Ancient times through the middle ages b. The American Revolution c. The Western Frontier d. The early twentieth century

5. Which of the following is the most important concern in developing characters in historical fiction?

6. What is probably the worst problem with making a famous person rather than a fictional person the pivotal character in a fictional story?

7. Which of the following literary elements is most essential in providing historical fiction with authenticity?

8. What is a major problem authors of historical fiction encounter when describing settings for very young children?

9. Which of the following is one of the most common themes in historical fiction?

10. Which of the following statements is not correct when evaluating theme in historical fiction?

11. Which of the following best describes an allusion in historical fiction?

12. In which of the following periods of historical fiction is the theme “hate, not people, is the greatest enemy” most common?

13. Person-against-society is the most common conflict in historical fiction written about a. Pioneer America. b. Salem witch hunts. c. Medieval Europe. d. Vikings. a. Prejudiced persecution is a destructive social phenomenon. b. People seek freedom from persecution. c. Moral obligations motivate people to defend others. d. Persecution is sometimes necessary for the good of the whole. a. Persecution is a destructive social phenomenon. b. Everyday people are heroes. c. Freedom is worth fight for. d. Strong beliefs require strong commitments. a. In these stories young characters often show extraordinary courage and prove they can be equal to adults. b. In these stories, frontier settings are vividly described. c. Many of these stories depict strong family bonds. d. These stories are often based on person-against-nature conflicts. a. World War II b. The Salem witch hunts c. The American Revolution d. Early expansion of the United States and Canada a. They do not know how to accurately describe the experience of slavery. b. To accurately describe the experience, they may use terms that are considered offensive today. c. There is little documentation about the experience of slavery. d. They have trouble authentically recreating the speech patterns of the era. a. People have strong dreams of owning land. b. War creates tragedy. c. Monetary wealth does not create a rich life. d. Moral obligations must be met. a. The Holocaust b. The internment of Japanese Americans c. The love of land d. The role of personal conscience a. The Salem witch hunts are perceived as wrong. b. Americans are proud of the American Revolution. c. The Western Frontier fulfilled the dreams of many people. d. Americans take great pride in the outcome of the Civil War. a. The American Revolution and the Civil War b. Early expansion of the United States and Canada and the Western Frontier c. The Civil War and the World War II d. The Salem witch hunts and the early twentieth century a. The American Revolution b. World War II c. The Western Frontier d. The S alem witch hunts a. Historical fiction helps children realize that history is about people rather than a series of events. b. Historical fiction is often more factual than textbooks. c. Historical fiction covers more time periods than most textbooks. d. Historical fiction provides a more accurate portrayal of time periods than textbooks can. a. Guide children toward individual reading selections b. Read historical fiction aloud to students c. Encourage dramatic presentations of short scenes from favorite books d. All of the above

14. Which of the following is not a theme developed in historical fiction about the Salem witch hunts?

15. Which of the following is not a theme of children’s books set during the time of the American Revolution?

16. What is the strongest reason that stories about early pioneers are particularly popular with children?

17. In which of the following periods of historical fiction is the theme of love of the land and freedom that land ownership implies most common?

18. What is the most sensitive issue faced by authors who write about slavery?

19. Which of the following themes would best characterize historical fiction of the early twentieth century?

20. Which of the following is not a topic of children’s novels set during World War II?

21. Considering the common theses found in historical fiction, which of the following is least true about contemporary interpretations of historical time periods?

22. In which of the following periods of historical fiction are the themes most alike?

23. In which of the following periods of historical fiction was freedom from persecution not a major theme?

24. Why might historical fiction be preferable to history textbooks in teaching history?

25. How can you help bring history to life for children?

Essay Questions

1. How will you evaluate historical fiction? Identify the criteria for evaluation and use a specific book as an example.

2. Choose an example of historical fiction that you believe would make an excellent movie. Describe specific characteristics about the setting, plot, characters, and theme that would lend themselves to film interpretation. Describe characteristics of the novel that would greatly challenge the film makers.

3. Name at least three themes from different time periods. Compare and contrast one book from each time period and explain how each develops the theme.

4. Explain how you would use his torical fiction in an elementary classroom. Identify a grade level, name several appropriate books and themes, and come up with several instructional activities to use with the books to develop the theme.

5. Describe the values of historical fiction. Why would teachers use these books with children? Why should children read them on their own?