A presente pesquisa visa investigar as relações entre história e literatura a partir do romance histórico A ferro e fogo, de Josué Guimarães, e a obra A colonização alemã e o Rio Grande do Sul, de Jean Roche. Para isso, analisa a forma como a narrativa do historiador serve de fonte de pesquisa para o romancista. Em arquivos localizados no Acervo Literário Josué Guimarães, investiga as anotações feitas pelo escritor da ficção em um exemplar da obra do historiador para interpretar o processo de criação literária e a ressignificação dos eventos históricos. Assim, busca apontar as ressonâncias da historicidade no romance. / The present research aims to investigate the relations between History and Literature in the historical novel A ferro e fogo, by Josué Guimarães and the work A colonização alemã e o Rio Grande do Sul, by Jean Roche. For this, it analyzes the manner the historical narrative is used as a research source to the novelist. In the archives located at Acervo Literário Josué Guimarães, it investigates the notes left by the fiction author in one copy of the historian work to understand the literary creation process and the reinterpretation of historical events. In that way, it aspires to point out the historicity resonances in the romance.

The present thesis deals with four proses by Oldřich Daněk which use a historical setting (Král utíká z boje, Král bez přilby, Vražda v Olomouci, Nedávno...). In addition to detailing some constant features, which are typical for the author, the thesis aims primarily at showing how Daněk exploits conventions of various literary genres, specifically the historical novel, literary apocrypha and detective story. Key words: Oldřich Daněk, Historical Fiction, Literary Apocrypha, Detective Fiction

THE LINES WE CROSSED is a historical novel set in Umbria, Italy from 1943-1944. One October morning, Emilia Testadura awakes to find the Nazis have arrived in her village. Major Christoph Strauss presses Emilia into service as housekeeper for the soldiers who now occupy an abandoned palazzo in the village. As the stakes and complications rise in the war throughout winter and spring, so they do for Emilia. Brutal reinforcements arrive and conditions become very dangerous. Emilia realizes she is falling in love with Major Strauss. She learns secrets that change her view of her deceased father and herself. That knowledge leads her to take action which reveals Major Strauss’s true colors before he is sent south to engage the Allies. Once the Allies take Emilia’s village from the Nazis, Emilia makes a final discovery and a decision that leads her south, too, towards a future she had never imagined.

This paper is a study of a series of books known as the Winston Adventure Books, published by the John C. Winston Company. Each of these books, recommended by the publishers for children ten years of age or older, is based on little-known incidents in the life of an unsung hero who helped shape history. The editors of the series have planned these books to deal with events and personalities not adequately described in history. The various books in the series cover civilization from 1300 to World War II in 1942. This series is of sufficient importance to justify a study to determine the content and quality of the individual volumes in the series and their acceptance by professional librarians and reviewers. The characteristics of the series as a whole will be analyzed. Such a paper may prove to be useful to those interested in the study of children's and young people's literature and a valuable bibliographic source for a librarian interested in identifying books appropriate for slow or reluctant readers in high schools and in becoming familiar with books potentially valuable for supplementary reading in the social studies. / Typescript. / "January, 1960." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sara Krentzman Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 101-108).

The use of American historical fiction in an eighth grade social studies or language arts class has not been fully explored, so its literary and social science value is questionable. In order to establish its worth and methods for its use, research into desirable 1iterary goals for adolescents, implications and purposes of historical fiction in general and for youth in particular, a bibliography of novels, and an evaluative survey of specific novels written for youth needed to be done. The research indicates that some critics believe that most junior novels have little to offer youth and that they are poorly written. A minority find that they are useful as an example of a literary genre and as a model for the exploration of adolescent problems, frustrations, and decision making alternatives. Opinions on the value of historical fiction also vary. Some writers conclude that it is largely romantic and a reflection of contemporary times in historical dress, while others have indicated that it conveys an emotional and spiritual feeling for an era through its presentation of historical figures and events and student involvement. Many writers on the subject are ambitious when they consider what junior novels and junior historical novels should accomplish. They list a variety of personal, literary, and conceptual goals. They itemize suitable aims for students such as character building, personal problem solving, an understanding of the mechanics of plot and characterization, an understanding of historical events, and the motivations of figures involved in them, a "feeling" for an era, knowledge of our democratic heritage, even an understanding of what history means. This survey and analysis of specific novels chosen from different American historical eras explores the pertinence of these opinions and goals to novels and briefly verifies the historical accuracy. Part Three handles the problem of methods of use and adaptation in the classroom by specifying alternatives for teachers' consideration. The survey determines that junior American historical fiction is useful to study as a literary genre, though imperfect. If it is used, students must be aware of the imperfections; principally shallow character development or inadequate and overly romantic plots. As a model of personal relevance to youth, historical fiction is not outstanding even though nearly half of the novels contain obvious efforts to build character and several have a theme about growing up. The historical value in these novels varies; most are largely romantic with contemporary main characters who cannot control their situations but can control their destinies. Some provide historical data that gives the reader an insight into specific events, historical figures, or the emotional feelings prevalent during an era. The themes in half the novels stress the issues of the times in which they are set. The surveyed novels include examples of political, social, psychological, economic, religious, cultural, and great man interpretations of history. Social and psychological interpretations predominate, and a majority imply that societies rather than people make history. This survey concludes that junior American historical fiction is relevant for classroom use. Teacher familiarity with the novels and his continuing exploration of divergent applications for use by individual students or classes can make them successful, informative, and enhance student interest in history.

This dissertation provides a detailed exploration of my creative process in the development and writing of my original young adult historical novel. Using excerpts from my narrative, I explore elements of craft, giving particular attention to the mining of ideas, the three-act structure, character development, chapter arcs and plot points. These features are discussed in relation to the ways in which they engage the adolescent and enrich the reading experience. Magical realism is investigated with regard to how it is incorporated into my narrative. This writing also includes an overview of how historical fiction is relevant for the modern reader. I outline my classroom strategies for encouraging students to appreciate young adult literature and generate their own creative writing in this genre.

E.L. Doctorow implements ideas of intertextuality and metafiction in his 2007 novel, The March, which is most notably apparent through its resemblance to the 1939 film, Gone with the Wind. Using Michel de Certeau's theory of spatial stories and Linda Hutcheon's of historiographic metafiction, this thesis discusses the layering of Doctorow's The March from the film seen in the character of Pearl from the novel and Scarlett from the film and Selznick's version of the burning of Atlanta and Doctorow's burning of Columbia.

Often teachers are faced with the challenge of teaching more content with less time and resources. The use of trade books within the content areas allows teachers to integrate multiple skills in one lesson. The Magic Tree House series has been popular with students and teachers on the elementary level. Using books such as these would be a good way for teachers to use their allotted time to teach all of the content that they are accountable for. This thesis will explore the historical accuracy and educational connections within the Magic Tree House series by Mary Pope Osborne. The purpose of my thesis research is to determine, through the methodology of content analysis, if the facts provided within the Magic Tree House series are accurate enough to use as supplements within the classroom as well as what Next Generation Sunshine State Standards might be linked to particular books.

Niagara is a work of magical realism, incorporating elements of historical and experimental fiction. The novel is inhabited by the problematic moguls and politicians who shaped American settlement, the burgeoning subculture of freight train hoppers that post their travels on the internet, and an author turned ghost who can no longer remember his past work.

Lingampally is a multigenerational family story that follows a single mother, Amulya Goli, as she navigates raising Vasanth, her self-assured, reckless son, in the Christian faith in a small village in Hyderabad, India. Absent a father figure, Vasanth struggles to know himself and embrace his manhood. In a tumultuous series of events, Amulya's past indiscretions return demanding justice, and she must sacrifice all that she loves to ensure her family's future. She secures the funds that allow Vasanth, his wife Boomika, and their sons Nikki and Hari to emigrate to Plymouth, England in the winter of 2001 to start a new life. There, in the midst of racial injustice and loneliness, the Golis must draw together as a family more than ever before.