The Elusive Historical Past: Narrative, Historical Fiction, and Elementary Students’ Remembering of Paul Revere

• In Event: Diverse Approaches for Developing Historical Literacy With K-12 Students

Abstract

This paper reports on preliminary research into the increasing use of historical fiction in elementary history-social studies in California and the potential adverse effects on students’ knowledge and understanding of history. Employing the theoretical framework of mediated action (Wertsch, 2002) I analyzed 93 5th grade students’ written responses to the prompt, “What did Paul Revere Do?” This analysis demonstrated students’ utilization of narrative and historical fiction in their remembering of Paul Revere, and subsequent interviews with teachers revealed an increasing reliance on historical fiction in history instruction within the context of high-stakes state and federal testing. I conclude with a discussion of the potential negative effects of this on the development of students’ knowledge and understanding of a historical past.

Author

• John S. Wills, University of California - Riverside