| The purpose of this research was to investigate the effectiveness of a multidisciplinary middle school curriculum implemented through literature-based instruction. The primary question of this study was how does the reading of adolescent historical fiction influence student views and attitudes concerning characters and events in U.S. History? The sample for this study was non-random and purposeful and included five groups (classes) of eighth grade students that totaled approximately 125 students, one of four eighth grade teams in the school.;Data were collected over one school year and were in the form of reading interest inventories, essays, student written reflections, student projects, audiotaped student interviews, surveys, and questionnaires. Findings revealed that historical fiction influenced students' views and attitudes concerning characters and events in U.S. History in three primary ways: (1) students were able to relate to historical characters and events on a more personal and human level; (2) students learned about the daily lifestyles and living conditions of people who lived in the past; and (3) students gained access to multiple perspectives of historical events from historical fiction, and learned more information about characters and events than they did from their textbooks alone. The findings cannot be generalized, however, they might be useful in informing middle level practitioners who are attempting to move into areas of curriculum integration. |
