Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks

This study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award winning and honor books from 1970 to present. Four sets of content-analyzed Historical Literary Triads, one historical fiction, one biography, and one informational tradebook, for three United States Historical Eras most frequently addressed by 48 states and the District of Columbia's fifth grade standards were analyzed.; Using a content analysis approach, data concerning the representation of fifth grade United States history state standards in select children's books were compiled. The literature was analyzed for the frequency with which the United States history standards were met and for its ability to support and/or reinforce the standards. Data concerning the presence of criteria designated for quality in children's literature were compiled. The degree of the presence of both quality and standards criteria was calculated both within an Era and among the three Historical Eras. The researcher then compared the comments and examples of individual genres with degrees of standards presented in the completed Historical Literary Triads used within a Historical Era. A discussion of content comparisons, reinforcements, and extensions presented or not presented by the Historical Literary Triads was discussed. These analyses assisted the researcher in determining the degree of quality and supportive content that was contained in the recommended and/or award winning books and the degree to which the Historical Literacy Triads created complemented United States history state standards.; The content analysis concluded that while each children's literature book had some merit in terms of literary quality and/or addressing United States history standards, the Historical Literary Triads was overwhelmingly more inclusive, assuring breadth and depth of the materials needed for fostering historical learning and historical inquiry.