Whose History? Engaging History Students through Historical Fiction

Front matter

Whose History?

Welcome to the electronic edition of Whose History? Engaging History Students through Historical Fiction.

The book opens with the bookmark panel and you will see the contents page. Click on this anytime to return to the contents. You can also add your own bookmarks. Each chapter heading in the contents table is clickable and will take you direct to the chapter. Return using the contents link in the bookmarks.

Part I — The Challenges of Compulsory History in the Australian

School Curriculum 1 Compulsory History: the Issues Confronting Teachers 2 Student Engagement through Historical Narratives

3 Pedagogical Dimensions of Historical Novels and Historical

Literacy Part II — Understanding the Genre of Historical Novels 4 Defining the Historical Novel

5 The Increase of History as a Subject for Novels: Memory and the

Context of Interpretation “The plot against the plot’: Page-turners for Students Counterfactual Histories and the Nature of History

Alternate Histories in the Classroom

So oo N AW

‘Caught in time’s cruel machinery’: Time-slip Novels in the

History Lesson Part III — Deconstructing the Historical Novel

10 Whose History? Historical Fiction and the Discipline of History in the Classroom: Varying Views of the Past

11 Understanding the Past through Historical Fiction

12 Unpacking Historical Novels for their Historicity: Historical Facts and Historical Agency

13 Key Themes in Australian History and their Reflection in Historical Novels

Conclusion

References

List of Abbreviations and Acronyms

ABC ABS ACARA ACT AHA CIB CSIRO ERA FECCA HTAA K-10 HSIE NAPLAN NISH NSW NT POW SA SACE

Australian Broadcasting Commission

Australian Bureau of Statistics

Australian Curriculum and Reporting Authority Australian Capital Territory

Australian History Association

Criminal Investigation Bureau

Commonwealth Scientific and Industrial Research Organisation Excellence in Research for Australia

Federation of Ethnic Communities’ Councils of Australia History Teachers’ Association of Australia

Kindergarten to Year 10

Human Society and its Environment

National Assessment Plan — Literacy and Numeracy National Inquiry into School History

New South Wales

Northern Territory

Prisoner of War

South Australia

South Australian Certificate of Education

SOSE UK USA WA

Study of Society and Environment United Kingdom United States of America

Western Australia

Acknowledgements

This study comprised a part of a PhD by publication submission at the University of Adelaide. My special thanks are due to my supervisor, Dr Margaret Secombe, and my co-supervisor, Emeritus Professor John Ramsland from the University of Newcastle, both of whom provided wise and gentle guidance, reflecting an understanding of my work on a fourth PhD. Both academics continue to offer a highly consistent, knowledgeable and professional level of advice for the researching and writing of a PhD thesis. Professor Tom O’Donoghue, Winthrop Professor, Graduate School of Education at the

University of Western Australia, has also provided much encouragement.

My thanks are due also to a team of librarians in a vast number of libraries around Australia, but particularly to the staff at the Barr Smith Library of the University of Adelaide.

I would like to thank the many people who, in an informal manner at such gatherings as the History Teachers’ Association, both at State and national conferences provided me with insights into many of the issues confronting

History teachers in Australian schools.

I would also especially like to thank Professor Tania Aspland from the School of Education, the University of Adelaide, who with great erudition has provided marvellous academic leadership and professional support in the

School of Education, where I have worked since 2011.

Dr Patrick Allington, Commissioning Editor for the University of Adelaide Press, particularly has been very helpful in preparing the work for publication.

Whose History? xi

Finally, my deep appreciation and thanks go to my wife, Julie, who has shared the trials and tribulations of six postgraduate theses, including a fourth PhD, with me and who, as usual, has been most supportive during the writing of this thesis.

xii Grant Rodwell

Introduction

I once was taking a unit of work on Napoleon in Moscow with my university History Curriculum and Methodology students. What sources could we use? A group of students wanted Tolstoy’s War and Peace (1869/2010), an iconic historical novel. What about Adam Zamoyski’s 1812: Napoleon’ Fatal March on Moscow (2005), one of the best nonfiction sources on the topic? The class group then debated the relative merits of historical novels versus nonfiction as teaching/learning sources in schools and colleges — a huge and multi-layered topic.

Motivation, however, to write this book came from other sources. First, there was the continued demonstrated concern for the decline in students undertaking History courses in Australian schools. Curiously juxtaposed to this has been the clear evidence of the popularity of history as the subject matter for books, either in their fictional or nonfictional forms, and in feature films, television films and television mini-series as dramas. Then there has been the Commonwealth legislation mandating the teaching of History from the first year of schooling to Year 12, and the demonstrated fact that mandating the teaching of the subject does nothing to increase students’ interest in the subject and consequently to pursue its study in university. Last, my motivation to write this book stemmed from my deeply held passion for the historical novel in its various genres, and a well-founded belief that the genre can stimulate students’ interests in studying the subject at school.

This book aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses, the vast majority of which simply provide for a single unit in order to prepare student teachers for the classroom. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.

At the time of the writing of this book, historical fiction is enjoying boom times in the Australian book industry. The genre’s massive retail sales, however, is not reflected in the use of historical fiction in Australian schools. This is possibly because so little History was taught in Australian schools prior to the advent of the Australian Curriculum and Reporting Authority’s (ACARA) History, with only Victoria and New South Wales having a mandatory secondary school History curriculum. It has the potential to engage students in discussion of historical events and broader themes.

ACARA is definite about how it sees the possibility of the use of historical fiction in the Australian History Curriculum: ‘Historical narrative is used so that students experience the “story” in History, and this can be extended to investigations of cause and consequence, historical significance and contestability (National Curriculum Board, 2009, p. 6).

Somebody once quipped that any work of Australian historical fiction is a ‘burning fuse’, travelling over decades through Australian culture and society. In some manner, every newly published Australian historical novel is connected to what it has preceded. Each work belongs to a proud history. The writing of Australian historical fiction dates back well into the nineteenth century, and most authors are aware of this. Generally, authors of Australian fiction also pride themselves on their research of the historical terrain they are including in their art. These points inform the structure and organisation of this book. Through examples, readers are encouraged to see how a work of historical fiction has evolved. Thus, under various themes, this book examines the traditions in Australian historical fiction, and how Australian historical novels can engage student teachers in Australian universities and teachers generally in Australian schools, to use historical fiction in their History lessons.

This book is organised into four parts. Part One deals with the challenges of compulsory History in the Australian school curriculum. How can Australian teachers of History from the early years of schooling through to senior grades in schools and colleges? An analysis of overseas experience shows mandated History in the Australian curriculum is both a huge challenge and a wonderful opportunity for teachers. While mandating History in schools does not bring with it increased student engagement in the subject, the use of historical fiction as a teaching/learning strategy is a proven means to engage students. I conclude this part of the book with an examination of the pedagogical dimensions of historical novels in the development of historical literacy.

There is no definite, single genre which we might call the historical novel. Part Two examines issues with understanding the genre of the historical novel. First I define the historical novel. Then I attempt to understand the increase in history as a subject for novels. But in line with broader socio-cultural changes, the nature of the historical novel has undergone many changes over the decades. Recent years have witnessed an increase in the importance of plot in the genre. Other important developments have come with the rising popularity of the sub-genres of counterfactual novels, alternate novels and time-shift novels, all of which provide wonderful opportunity for the teachers of History in Australian schools.

How close can readers, and teachers of History, expect historical novels to be to historical ‘truth? Part Three of this book assesses the historical novel, particularly in respect to the many questions teachers of History may pose concerning their use in the History curriculum. This part of the book attempts to answer questions concerning how close teachers of History may rightfully expect a historical novel to explain to students what happened in the past, in a manner that is beyond the scope of History textbooks.

Australian authors have long written in the genre of historical novels. Part Four looks at the way in which they are represented in some key themes in Australian history, all of which have a prominent place in the ACARA national curriculum: national character and our convict heritage; European inland exploration and pastoralism; Indigenous Australian/European relations;

patriotism, nationalism and society; and militarism and war.

PART I

THE CHALLENGES OF COMPULSORY HISTORY IN THE AUSTRALIAN SCHOOL CURRICULUM

1 Compulsory History: the Issues Confronting Teachers

The Australian Curriculum Assessment and Reporting Authority (ACARA), through a rolling program, has been mandating the teaching of History in Australian schools. However, this comes at a time when students’ interest in studying History in schools is at a low ebb. While I will pursue these topics later in this chapter, here I address the issues associated with having Australian

History students engage with historical novels.

The internationally acclaimed Australian children’s novelist, Jackie French, titled her presentation to the 2010 History Teachers’ Association of Australia (HTAA) Conference in Sydney “Turning History into Stories and Stories into History — Subtitle: What We can learn from Queen Victoria’s Underpants’. She advertised her paper as:

From the World War I trenches of A Rose for the Anzac Boys to the social revolution begun by Queen Victoria’s public approval of underpants, or how our view of 1770s exploration can be changed by the tale of Captain Cook’s goat, this session looks at the true stories behind the novels, and the difference between writing history books and creating historical fiction, and the role both can play in education. (French, 2010)

The inclusion of French’s paper in the national conference of the HTAA signifies that Australian teachers of History are recognising the value of the historical novel as a pedagogical strategy in the History classroom. For me, this is all about engaging students in History and cultivating their imagination generally, and in particular their historical imagination.

Engaging with historical novels

It is common now for historical novelists, particularly those writing for children, adolescents and young adults, to link with teachers. One example is Valerie Tripp, a US author best known for her American Girl historical characters Felicity, Kit, Josefina, Molly and Samantha. Writing on the Teaching History.org blog, she asks: ‘how do we capture the children’s interest? How do we pique their curiosity? How do we engage their imaginations?’ For Tripp, historical fiction attempts all these things, and that is the principal reason why she writes it, why she thinks ‘it is good to use in the classroom’. For her, ‘good historical fiction’:

e ‘exercises a child’s imagination through a vicarious experience’

e ‘leads children to use themselves and their own lives as comparisons to the characters that lived long ago’

e leads students ‘to reflect on their own experience’

e leads students ‘to ask their families questions’

e ‘awakens awareness’

e ‘perks up perception’

e ‘sparks conversations

e leads students ‘to ask “ what’s my voice?”

e leads students to ask “What’s my view?’

e leads students to ask ‘Which side should I be on?’; and

e leads students to ask ‘Is there a right side?’

For Tripp, ‘what we're trying to do through historical fiction is to help our students realize they are what history is. What they do matters. ... What we're trying to do is to sort of tickle a moral intelligence, a mindfulness, a sense of responsibility, into being’ (Tripp, 2011).

Academic historians, too, are increasingly paying attention to the relationship of historical fiction to their discipline. At the 2011 Australian Historical Association conference held in Launceston, a plenary conversation session was devoted to the topic of ‘Is Fiction History?’ Chaired by Professor

Graeme Davison from Monash University, and in conversation with Professor Ann Curthoys from the University of Sydney, it featured Rohan Wilson, winner of The Australian! Vogel’s Literary Award for his novel The Roving Party (2011) (Australian History Association, n.d.). Through their professional associations, historians have long debated the relationship between their work and that of the historical novelist. One particularly insightful discussion was published by the American Historical Research Association in their 1998 AHR Forum: Histories and Historical Fictions (Atwood, 1998; Hunt, 1998; Spence, 1998; Demos, 1998).

But how do these discussions and arguments in historical fiction relate back to the teaching of History in schools? Most enthusiasts of the use of historical fiction as a pedagogical strategy in the History curriculum will say it is all about generating imagination in students. Maxine Greene (1995, p. 36) writes of the importance of imagination in ‘the lives of teachers as it is in the lives of students’, partly because an imaginative teacher with a passion for her/his subject matter will excite and motivate students in the same way. For me, teachers have a special role in connecting their students with creative literature, but they must themselves be first connected to creative literature. Herein is the unique place historical novels and their related genres have in awakening in children a passion for history.

Changes in the History curriculum in Australia: issues of teacher quality

The teaching of History from grades K-10 in Australian schools underwent a massive change when in 2008 the federal government instructed ACARA to develop and implement a national curriculum in History. On 24 February 2010, Julia Gillard, then Deputy Prime Minister and Minister for Education, addressed the National Press Club in Canberra on this topic.

Justine Ferrari in The Australian reported that all states and territories would be forced to follow a set curriculum in English, History, Science and

Maths: ‘Announcing its release ... she [Gillard] said the curriculum set out the essential content for each year of learning as well as the achievement standards students should be expected to perform. “It will be a comprehensive new curriculum, providing a platform for the highest quality teaching” (Ferrari, 2010). Full national implementation was scheduled for the start of 2011. However, due to circumstances in the various States and territories, full implementation did not occur until the beginning of 2012. Soon after Gillard’s speech to the National Press Club, Dan Harrison in Melbourne’s The Age alerted readers: ‘History teachers are warning that the national History curriculum could be a failure if the subject is placed in the hands of bored or ill-trained teachers’ (Harrison, 2010).

Apparently, children are very poorly engaged with the study of History in Australian schools. Clark’s 2008 national survey of senior History students’ attitudes to the way in which the subject was being taught to them, showed most senior school History students in the 35 schools from a variety of socioeconomic settings across Australia showed most students despised Australian history. Australian newspapers continue to highlight the demise of interest in Australian history in our schools and universities, with the result that courses implode at an alarming rate. For example, Christopher Bantick wrote in The Age that ‘after being bored witless, students have no interest in the past by the time they arrive at university (2012). The same week as this article was published, Andrew Trounson wrote in The Australian that:

historians like to joke that to attract students you have to put ‘sex’ or ‘death’ into the course title. But languishing enrolments in Australian history may require more than the tales of courtesans adrift on convict ship. (2012)

Clearly, in the light of History becoming compulsory for Australian children from 2012, a drastically fresh approach to the development of engaging teaching/learning strategies will be needed.

Of course, falling subject enrolments have many complex causes, but students’ perceived views on the quality of teaching, as Clark (2008) has demonstrated, must remain one of these causes. How has this manifested itself in enrolments in History in Australian schools and colleges? Sheradyn Holderhead (2012), writing in The Advertiser (Adelaide), recorded the alarming decline in some Humanities subjects and an accompanying increase in Mathematics and Sciences. This was confirmed by the SACE Board of SA (2012), which reported declines in South Australian schools offering Australian History from 18 in 2008 down to eight in 2011, while schools offering Modern History in South Australia fell from 108 in 2008 to 87 in 2011. These were alarming statistics, indeed, for SACE History teachers.

Gillard’s announcement and Harrison’s warning came as no surprise to the HTAA. In its February 2010 Newsletter the HTAA ‘expressed concern about the capacity of current pre-service training programs to prepare History teachers capable of successfully implementing [the] new national courses’. The HTAA reminded its members that this concern was ‘shared by Professor Stuart Macintyre, an imminent historian’, and that Professor Barry McGaw, Chair of ACARA, had expressed the same concern (HTAA, 2010, February). In its March Newsletter, the HTAA reiterated its concerns, adding:

The proposal for new national history courses relies on the assumption that teachers will have a sophisticated grasp of significant knowledge, historical understandings and historical skills. It could also be argued that history is a ‘passion thing’ and that this passion is built on confident expertise. Indeed, particularly with history, ifa teacher is not a passionate expert there is the danger that any teaching of a mandatory subject will be counter-productive. If we are developing ambitious national history courses, there must be a focus on teacher qualifications. Since the start of the process in 2008, HTAA has been voicing concern about the urgent need to address the issue of teacher pre-service training. (HTAA, 2010, March)

The challenge for teachers

How can these concerns about the quality of teaching be best addressed?

There is little empirical research to show the level of preparedness in Australia’s teacher education institutions for the teaching of the new History curriculum, particularly in primary schools. As early as 2000, in his report on the National Enquiry into School History (NISH), Taylor expressed concerns about the preparedness of many graduate teachers to teach History. He noted ‘there was widespread concern about the quality of many recently trained graduate teachers who were applauded for their enthusiasm but who were a source of anxiety because of an apparently deficient knowledge-base in historical studies. For Taylor, ‘this anxiety applied both to primary and secondary trainees’ (Taylor, 2000, p. vii).

‘The record of teachers’ knowledge base in the teaching of History shows a similarly mixed picture. In their study of four beginning social studies teachers, Wilson and Wineburg (1988) found the varied disciplinary backgrounds of each of the teachers influenced their perspective on the teaching of American history. Each of the teachers differed concerning factual knowledge, the place of interpretation, chronology and continuity, reflecting each teacher’s particular disciplinary background. Their teaching reflected what they knew (or did not know) about History. Wilson and Wineburg concluded that as social studies teachers teach a variety of disciplines they need knowledge of the structures of the social science disciplines in addition to their own. In Australia, the NISH report, The Future of the Past, indicates similar issues with subject knowledge.

Some teacher-educators are making efforts to address the problem of teacher preparation in History. For example, Sim (2001) reports on a twoyear action-research study she undertook with her pre-service History teachers ‘to integrate pedagogical factors with the learning of particular discipline knowledge’ (Sim, 2001, p. 1). Drawing on transformative learning theory, Sim had positive results with student teachers who were encouraged to think as professional historians and had to ‘clarify and justify’ their purpose and approach to teaching History (Sim, 2001, p. 8). Commenting on pre-service teacher education of History/SOSE (Study of Society and Environment) teachers, Triolo argues against ‘the indiscriminate placement of all “newlytrained graduates teachers” in a category of concern’ (Sim, 2001, p. 6). She argues that pre-service teachers who take a History Curriculum Methods course at university or have strong History academic prerequisites will have a good knowledge base. This learning, she asserts, extends to the broader SOSE curriculum: ‘History Method students are more likely than not to have specialised in the teaching and learning of History and the use of historical resources [and] ... developing understandings of the wider curriculum perspective/focuses, values and issues of the SOSE learning area’ (Sim, 2001,

She qualifies these comments, however, by referring to the NISH finding that secondary teachers across Australia are grouped into SOSE Method courses with little or no discipline-based methods in the teaching of History, while ‘Pre-service training of primary teachers would appear to cater even less for “History in SOSE” (Sim, 2001, p. 9). Middle school SOSE teachers are drawn from both primary and secondary school, so it is possible that in terms of the teaching of History in SOSE that the grasp of the disciplinary base of History is likely to vary considerably.

In his long-standing and widely used SOSE/HSIE (Human Society and its Environment) undergraduate textbook, Marsh (2008) contends that History is poorly received by students in schools. He suggests that ‘perhaps, one of the reasons is that teachers prefer to use only a limited number of teaching techniques — ones that they have experienced or with which they are most comfortable — and these may not be very challenging or exciting for students’ (Marsh, 2008, p. 70). Marsh then cites research done by Yeager (2000, cited in Marsh, 2008, p. 70) to suggest that ‘teachers may believe that they are varying their teaching, but their students see it as stultifying routine.

Student response to compulsory History

How are teacher educators to engage pre-service teachers in History curricular? Lack of training is not the only threat to the successful teaching of History. The introduction of the National Curriculum for History has made History a compulsory subject for all students until the end of Year 10. The very idea that History is a compulsory subject is a threat, as this carries a certain stigma for students. If a student ‘has to’ study a subject, they can sometimes lose motivation and become disengaged with the topic. This leads to students who are not passionate about history, and passion for history is certainly something a History teacher should strive to awaken in students. This is a challenge in itself for teachers, and one that the compulsory nature of the National Curriculum only heightens. As Taraporewalla (2011, p. 2) points out, ‘with all Australian students soon to be obliged to study History, and the subject set to become one of the fundamental academic domains, the History classroom now will be filled with a much more diverse group of learners, representing greater variation in learning styles and motivation’. As most teachers will attest, this in itself provides many new challenges.

Legislating for the mandatory status of History does not necessarily ensure its acceptance by students. A key factor directly related to the motivation of students is ‘student perceptions and beliefs concerning the value of academic tasks and domains’ (Taraporewalla, 2011, p. 1). To optimise student engagement and in order to be motivated and to achieve in the History classroom, students need to identify that there is some intrinsic value beyond the mandated teaching of the subject. In the United Kingdom (UK), where History became a compulsory subject in 1991 for students under the age of fourteen years, Ferguson (2011), for example, found that the value and purpose of History had not been transmitted to the students (see further discussion below, this chapter). Student perception regarding the value of History will directly relate to achievement in the subject, and by transmitting the value of History to the students, the teacher will uncover learners who are engaged and motivated.

According to Ofsted, the official body for inspecting schools in the UK, ‘History is successful in schools’ (Ferguson, 2011). But Niall Ferguson, who also appears in this book as the champion for counterfactual histories, took issue with the report. For him, ‘the inspectors are missing the ruination of the subject’ (Ferguson, 2011). Ferguson is Professor of History at Harvard University and William Ziegler Professor at Harvard Business School. He is also a Senior Research Fellow of Jesus College, Oxford. Readers, of course, should recognise Ferguson’s position, in the above instance, as an author of an opinion piece, and his is a contested point of view. The Ofsted report, as Ferguson puts it, stated that based on evidence from inspections conducted between 2007 and 2010 in 83 primary schools and the same number of secondary schools, the report begins on a reassuringly positive note. “There was much that was good and outstanding’ in the History lessons the inspectors observed. ‘Most pupils enjoyed well-planned lessons that extended their knowledge, challenged their thinking and enhanced their understanding.’ (Ferguson, 2011, including quote of Ofsted report)

Ferguson interrogated the data, went into schools and concluded the teaching of History in UK schools was never in such a pitiful state. Moreover, he ‘laments the fact that history has never been more popular outside schools as it is today, yet never more unpopular inside schools’ (Ferguson, 2011). As Chapter 2 shows, if the sale of historical fiction is any index, history enjoys the same popular support in Australian society-at-large. In schools, apparently, students widely avoid it.

Australian teachers of History, and the academics training student teachers in faculties and schools of education, are faced with enormous challenges as they attempt to ameliorate the drastic decline in students undertaking History in post-secondary years.

Simply mandating History in schools and colleges does little to achieve student interest in the subject. How can we best engage students in the subject, encouraging them to think like professional historians?

Through their readings of historical fiction, students can develop an appreciation of the powerful and engaging medium of historical narrative, and one that is in tune with its rising popularity in our society and culture. This book will argue that while historical fiction has a wonderful readership amongst the general public, History teachers in schools and colleges need to develop the confidence and understanding to engage their students with this genre and that students will then respond with fresh and lively understandings in history.

2 Student Engagement through Historical Narratives

As the teaching of History in Australia undergoes substantial changes through the implementation of the national History curriculum, undergraduate student teachers and teachers in classrooms are being required to re-think their teaching/learning strategies for the teaching of History. With the developments in SOSE/HSIE since the 1970s, curricula researchers have found that during the last few decades the teaching of History has drifted almost into oblivion in many Australian schools. More recently, with the implementation of the National History curriculum undergraduate teachers and teachers in classrooms have been asked to re-engage with the subject (Rodwell, 2010). In this chapter, I argue historical narrative offers many effective possibilities for this re-engagement process.

Developments in the use of the historical novel in History classrooms

In this book’s Introduction I looked at several authors of historical fiction who were passionate about the use of their genre in the classroom. Some teachers are also passionate about the use of the genre in their teaching. For example, Moran (2005) writes about why she decided to use historical fiction in her classroom. It relates to the curiosity and discourse that the reading of historical fiction generates amongst students:

For many of my tenth graders, it was historical novels that had them coming to me even after the school day had ended. They wanted to ask if Henry VIII had really sent Anne Boleyn to the chopping block after failing to give him a son; if three hundred Greeks had really slayed eighteen thousand Persian warriors before being killed themselves, as depicted in Steven Pressfield’s Gates in Fire. I wondered: if their reading at home sparked such enthusiasm, why not extend it to the curriculum as well? (2005, n.p.)

Internationally, some educators and researchers have long argued for the use of historical fiction in the teaching of History (Freeman, 1988; Macdonald, 2008). Norton has argued:

Through historical fiction, children can begin to visualize the sweep of history. As characters in historical fiction from many different time periods face and overcome their problems, children may discover universal truths, identify feelings and behaviors that encourage them to consider alternative ways to handle their own problems, empathize with viewpoints that are different from their own, and realize that history consists of many people who have learned to work together. (1999, p. 523)

In the United Kingdom, Dave Martin, at one time an Adviser for History for Dorset County Council, has long championed the use of historical novels in the History Curriculum. For example, his website (http://davemartin46. wordpress.com/) offers teachers at all levels a variety of advice on the how they might use historical fiction in the classroom. Hicks and Martin have argued for an interdisciplinary use of historical fiction in classrooms: History teachers working with English teachers on studies using historical novels, and vice versa