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The Journal of Social Studies Research

The Journal of Social Studies Research 37 (2013) 239–240

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journal homepage: www.elsevier.com/locate/jssr

Book review

Child-sized history: Fictions of the past in U.S. classrooms, Schwebel, S.L. (2011). Nashville, TN: Vanderbilt UniversityPress, 978-0-8265-1793-7

Teaching history in K-12 education system has become increasingly difficult with more state mandates and standardizedtests simplifying complex historical events into one-word responses while marginalizing historical thinking. And whileCommon Core standards do encourage higher order thinking and, perhaps, deeper learning, the fact that history is notexplicitly part of the standards may further relegate study of the past to the margins of curricular focus. Social studiesteachers face the additional hurdle of engaging students who typically find the subject bland and irrelevant to their lives. Tomake matters worse textbooks’ dry interpretation of history perpetuates the idea that history is boring, one-dimensional,and lacks the compelling narrative that both teachers and students crave. It is then no surprise the use of historical novelshas become popular with many teachers especially in the middle school years where interdisciplinary teaching and learningis most accessible (David, 1998; National Middle School Association, 2002 as cited in Schwebel, 2011, p. 23). In Child-sizedHistory: Fictions of the Past in U.S. Classrooms, author Sara Schwebel makes a compelling argument about using historicalnovels in middle school history classes. Though Schwebel is enthusiastic about the possibilities of engaging young studentsin history through historical novels, she also cautions teachers to become more critical in choosing and using historicalnovels in their curricula.

As the author argues in the introduction, a historical novel “stimulates young people's interest in history by enablingthem to imagine themselves in, and as part of, the past. The process of acting out historical behaviors also triggers a degreeof critical thinking” (2011, p. 3). Yet, many of the now classic children's historic novels that generations of young studentread, such as Sounder, Island of the Blue Dolphins, Indian in the Cupboard, My Brother Sam is Dead, and The Witch of BlackbirdPond continue to maintain prominence in district reading lists without critical analysis of the novels' traditional canon andat times misrepresentation of history. Educators use the historical novel to supplement the textbook and engage students,but by using these novels teachers unknowingly perpetuate a myopic and overly celebratory American narrative, whichmarginalizes persons of color. Schwebel compiled evidence from popular historical novels, historical documents, andauthors' notes to build her criticism on the way these books are chosen and adopted in social studies classes. She goesfurther by providing pedagogical responses for social studies teachers to consider.

The author structures the book into five well-organized chapters. In the first chapter Schwebel discusses the manyeducational shifts, such as “whole language to phonics, desegregation to multiculturalism and student access to studentaccountability,” while maintaining that, “historical fiction has held its place in the curriculum” (2011, p. 33). The followingthree chapters explore recurring themes in middle school social studies curricula of the legacy of slavery, Native Americans,and war. She evaluates books like Stone Fox, Johnny Tremain, and The Witch of Blackbird Pond and argues that although thebooks individually tell different stories, collectively these historical novels provide much deeper insight into Americanheritage and the grand narrative that has drawn the attention of publishers, educators and curriculum developers fordecades. For instance, in the second chapter the author focuses on Stone Fox written by John Reybold and published in 1980.The novel tells the story of a Willy, a young boy, who enters himself and his dog, Searchlight, in the local dogsledding race.He hopes to win the cash prize in order to save his family's potato farm from increasing debt. Every year the legendary StoneFox, a Native American, wins the race; furthering his goal to buy back the stolen land from the white men. Near the end ofthe heralding race Searchlight collapses. Stone Fox, just feet away from the finish line, stops, picks up Searchlight, and walkswith the teary-eyed Willy to the finish line. Schwebel argues that such a scene transforms Stone Fox into a “noble savage,but it also renders him complicit in the disempowerment of his people” (2011, p. 62). She continues that in a time whenFederal courts are acknowledging Native Americans as the rightful owners to property once confiscated by white settlers,Stone Fox perpetuates the white man as the rightful owner of these lands and presents Native Americans as accepting of thisreality. Such complexity, Schwebel argues, belongs in social studies curricula, and thoughtful use of historical fiction holdsthe potential to highlight the humanity and nuance of the past.

Throughout the book, Schwebel analyzes nineteen children's historical novels, modeling what teachers, librarians,administrators, and curriculum developers should do when considering historical novels in the classroom. In her finalchapter she describes how historical novels can and should be used in the classroom. Many of the historic novels reviewed

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Book review / The Journal of Social Studies Research 37 (2013) 239–240240

by the author maintain a “mythical portrayal” of Native Americans, colorblindness, and celebrating the traditional Americannarrative, which is problematic (2011, p. 131). The author argues that only when teaching history changes from merelypresentation of facts to a critical stance in which students explicitly engage in historical thinking could historical novels beused in a manner that includes analysis and significant learning. In order to do so teachers should support adolescentreaders in processing differing points-of-view. Schwebel provides the reader diverse perspectives on how historical novelscan increase students' historical thinking, reading and writing skills. Historical novels' presence in middle school classroomshas not been able to flourish as the author imagines due to little or no attention to its potential in policies, such as theCommon Core. Schwebel makes suggestions to policymakers, researchers, educators, and historians on how to bridge thegaps in the use of historical novels in the classroom with improved instructional practices, policy, and research. Finally, inthe afterword Schwebel supplies teachers and administrators tables that break down multiple pedagogical possibilities ofusing historical novels in the classroom. Though these tables are rich with information and well organized, I wish thatadditional chapters were dedicated to this important element in developing sound curriculum around historical novels.Hopefully, Schwebel will continue her research and write an additional book that solely focuses on the practicum.

In the afterword, the author also describes her own experience as a child required by her eighth grade teacher to readSummer of My German Soldier and write a book report on it. She remembered hating everything about the book andassignment, because as one of only two Jewish children in her school the book frustrated and alienated her as it “preachedtolerance- of Nazis” (p. 159). Her story is one that we can all relate to whether it was an historical novel or classic literature.As Schwebel explained that though many books are required or suggested readings by the district, teachers andadministrators should not treat such novels as a right of passage, but rather as a platform for critical conversations aboutthe traditional canon that has been passed down from one generation to the next with little thought.

Paula Cristina Azevedo n

George Mason University, United StatesE-mail address: pazevedo@gmu.edu

Available online 15 June 2013

n Tel.: +1 510 552 3452.