This discussion forum has two parts, and you’re welcome to answer them either in one post or in two separate posts. Also, you’re not required to reply to each other in this forum, but you’re still welcome to.Note: Answer the questions in your own words. Please do not copy from any sources.I. Evaluating Historical Fiction: In the introduction by Galda & Cullinan, they provide a list of criteria for evaluating a historical novel (summarized in Figure 8.1 and discussed on pp. 3 and following). (*By the way, if you have trouble reading the file because of the varying page orientations, you can fix that in the Canvas preview window by clicking the little circle icon in the tool bar at the top of the preview window.) Choose your favorite primary text from the extracts I posted this week (from The Door in the Wall, Meet Josefina, Little House in the Big Woods, Little House on the Prairie, and The Birchbark House), and tell us why it’s your favorite. Then discuss how well it meets the criteria: historical accuracy, setting, language, characterization, plot and theme, and illustrations (if applicable).(Obviously, you may not be able to fully judge all of these because some of the extracts are pretty short.)* A note about the historical accuracy criterion: I agree with Galda and Cullinan that while relevant issues of the time should be visible in the text, the story shouldn’t give the impression that the author condones racism, sexism, bigotry, or abuse. But on the other hand, the author needs to avoid anachronism (so, a female role model in the 19th century can show strength and independence but it would be historically inaccurate to show her telling girls that they should go to college and start careers before thinking about marriage.)II. Thinking about representation: No novel can represent all groups or all points of view, and no one thinks they should. But we have an expectation that the stories we share with children will treat all people as human beings worthy of respect. The most frequent failing is when an author overgeneralizes and characterizes a whole group with negative or animalistic characteristics, instead of suggesting that they are people with their own concerns and perspectives. A related mistake is when members of minority groups are included as individuals but still are only characterized with stereotypes. The basic question that most librarians and teachers will ask is, “how would a child from that group feel if I read this aloud to them?”A different, more subtle problem is when a book is written from a dominant perspective that doesn’t even realize that there could be other perspectives. So, for example, the “Little House” books are based on the assumption that white immigrants deserve to “settle” the North American continent – to assert private ownership of and profit from the land and natural resources. This was the dominant assumption until the mid-20th century, to the point that the inhabitants of the land (first Native Americans, and later Hispanic settlers in the Southwest) were portrayed as intruders who needed to be expelled (from their own homes). Current historical fiction is written based on its own assumptions. However, modern authors try to avoid making such big mistakes by localizing their stories and trying to accurately represent all the groups who might come into the story.From the readings about the “Little House” books, what is the point that you think is most important to consider? Please quote or summarize the point, and tell us why you chose it. You can also add comments and questions.
