Articles > Creating Your Own Literature-Based History Units

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 3^rd through 6^th 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 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.  Both books are available through www.rchistory.com. 

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 3^rd 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.

If you are creating your own study of a time period, and you are looking for ideas on writing projects, you will want to check out Something to Write About by Marge Fenelon (Available through www.rchistory.com).

Overwhelmed and Don’t Know Where to Begin?

Consider following a ready-made literature-based syllabus, such as RC History’s Connecting With History: A Guide to Salvation History.  Volume One, covering Old Testament and Ancient History is currently available. 

For a literature guide to the American Revolution contact Elizabeth Yank.

For an example of our family's literature-based study of the Middle Ages see our Middle Ages Unit.

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Last modified: 05/21/08