Talk:Horrible Histories (book series)

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Wiki Education Foundation-supported course assignment[edit]

This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Sewinginthepast.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 23:52, 16 January 2022 (UTC)[reply]

2009 interview[edit]

If anyone wants to use it... --candle•wicke 15:10, 1 September 2009 (UTC)[reply]

Some useable sources[edit]

Potentially useful pre-cleanup information[edit]

If you have read the previous section, you will know that half way through 2011 this article was given a massive cleanup by Spanglej (who did an incredible job by the way!). It was a passing thought at the time that due to the amount of content that was cut, it was very possible that some of it should have been kept in the article. Even if this is not true, I figured I might as well put the sections as they were pre-cleanup in here for easy access if anyone needs anything.--Coin945 (talk) 18:52, 17 November 2012 (UTC)[reply]

Potentially useful information

Development

Terry Deary's background is "very much in theatre". He studied at a drama college and worked as an actor-teacher at the TIE company in Wales. He then became a theatre director and began to write plays for children. Many of his TIE plays were eventually rewritten and adapted into the Horrible Histories book series.[1]

The fifth book in the series was Blitzed Brits. This book was published in 1995, and by chance the date of publication coincided with the 50th anniversary of VE day, which is cited at being responsible for the book reaching no. 1 on the bestseller list. A couple of years later, Deary decided that the book only gave the British viewpoint during World War II, and recognised that this was a bias way of writing such a book. Therefore, Deary wrote Woeful Second World War, because he thought he owed it to his fans to give them an accurate and unbiased account of the war, by writing about it from the European viewpoint as a whole. As the British viewpoint had already been extensively described in the previous book, and as "publishers don't like you covering the same information in new books", this new book focused on the roles of France, Poland, Germany and Russia during the war. The book was published in September 1999, which coincided with the 60th anniversary of the outbreak of World War II [1]

Deary eventually returned to the stage. Mad Millennium was commissioned by director Phillip Clark, who was a fellow TIE participant 25 years before. He said "your [Horrible Histories] books are very successful. Can we turn them into a large-scale theatre production?” Deary was happy to return to writing plays.[1]

Philosophy

Terry Deary gave the following testimony to The Guardian in 2003: "Everything I leant [at school] after 11 was a waste of time...it was boring, badly taoguth and not related to the real world...schools are nothing but a Victorian idea to get people off the street..who decided that that putting 30 kids with only their age in common in a classroom with one teacher was the best way of educating?" This outlook on the education system served as the inspiration for the Horrible Histories series, as a possible alternative.[2] Deary has also said in an interview, "If I had it my way, I wouldn't have schools at all. They don't educate, they just keep kids off the streets. But my books educate, because they prepare kids for life."[3]

Deary has said, "It's outrageous - why don't we start telling children the truth about history? I hope my books do just that."[3]

According to Consuming history: historians and heritage in contemporary popular culture by Jerome De Groot, Horrible Histories books are designed to engage and enthuse the reader about a subject while appearing subversive. QAccording to him, the books are primarily entertainment with educative purpose.[4]

Groot also suggests that Horrible Histories has a sceptical view on the accuracy and validity of history. In an introduction to one of the books in series, it states [4]

Deary has many research methods when he is writing his books. He uses researchers for all Horrible Histories books, and sometimes uses researchers in specialised fields, such as a military historian for The Woeful Second War. Deary always "read[s] the most up-to-date books on the period [he's] writing about", although he also uses the internet more and more as time goes by. He also "completely absorb[s] [him]self into a period so [he]'ll know the whole historical context as well as all the events of that time". In cases when he "end[s] up with far more information than [he] need[s]", he tends to exclude all the "boring facts" such as dates because according to Deary himself, "dates don't matter. Human experience matters". [1]

Deary does not want his books to come over as preachy, saying "I'm an adult, I know this and I'm going to tell you". Instead, in his opinion the author's voice is an ignorant person exclaiming "you'll never believe what I found out when I read this book". He thinks that this series is essentially about discovering the wonders of human nature, and questioning whether we could possibly behave how those before us behaved. [1]

Deary does not consider himself "an academic...a teacher...[or] even an adult". Instead, he views himself as kid who wants to share facts with other kids. He thinks that the writer of a non-fiction series such as Horrible Histories has to "entertain first and inform second". Deary does not respect authors who follow each extreme. He believes that "readers are more important than writers and their needs have to come first". He believes that if you engage the reader, and if they are entertained by the substance, they will retain more knowledge from the work. [1]

Deary uses many generic conventions of literature to make his books more accessible to his readers. He will deliberately write his books in a prose style so they follow natural speech cadences, and are therefore more natural to speak. He also uses alliteration and assonance quite frequently. Deary considered poetry to be "just another weapon in the writer's armoury" rather than a specialised form of prose that may only be used in specific circumstances, and is "very comfortable with [using] it" in his non-fiction works. Deary thinks that the impersonal language used in textbooks alienates the reader, and feels that this is a huge drawback in engaging the reader in the work. He therefore uses the second person to talk directly to the reader, the grammatical person he would use if he were talking to the reader in real life. He views Horrible Histories as one of the few non-fiction or fiction series which utilise this "underused style of writing".[1]


Deary uses the medium of a newspaper to make serious material more accessible to the reader so they approach the piece in "a more relaxed frame of mind than they would a school text", for example in an article about the Massacre at Lidice. Newspapers can also be used to illustrate "mysterious and quite lighthearted" stories, such as those which might appear in a "Sun newspaper". In these circumstances, this medium is used as its subject matter is reminiscent of the other, more recognisable medium. Newspapers extracts, along with letters and diaries are used to tell stories from the perspectives of individual people, to engage the reader into the story. he "[tries] to get away from the objective, and to get [his] readers to view history subjectively".[1]

When writing about events and historical periods that are still in living memory, such as the Second World War, a degree of "sensitivity [needs to be] involved". While the story about an executioner that requires ten hacks to chop someone's head off in Even More Terrible Tudors is comical as contemporary society is so far removed from the event, relatively recent events are controversial to write about as readers may personally know people who died in the war, or may not want to discuss the Holocaust with their children. However, Deary believes that it is important for children to know about these events, and that they cannot be deemed taboo and never spoken of.[1]

The majority of the demographic of Horrible Histories readers are "reluctant readers", who like Deary's series as they can "pick one up, read a small section, and then put it down again". Deary attributes this to the use of short chapters, the fact that one may read the book in a non-linear order, and the varying uses of media in each book, such as quizzes and comic strips.[1] Nikki Gamble writes in her book ICT and literacy that two Year 5 twins appreciated the book's non-linear structure as "you don't have to read [the books] from beginning to end..one of us can, um, read the first chapter and the other one can be reading the last bit...it doesn't really matter about the order, does it?"


The information in the books is presented in an informal way, and the tone of the books is conversational. [4]


Controversy and Criticism

The book ‘‘Bloody Scotland drew the ire of the tiny Scottish Separatist Group, who claimed it promoted a "UK centric, anti-Scottish viewpoint of Scottish history", using comments like "Cook the haggis until it looks like a hedgehog after the fifteenth lorry has run over it". They reported the book to the Commission for Racial Equality, who rejected their claim.[5]

The National Trust was unhappy with Cruel Kings and Mean Queens because it made jokes about Prince Charles's ears (the prince is the trust's patron) and Queen Elizabeth II.[5][6]

The book "Slimy Stuarts" has been accused of Anti-Catholic views.

According to Terry Deary's homepage, "Several of the books have been banned in some places."[7]

In the Horrible Histories series, there are two books titled The Horrible History of the World and The Wicked History of the World; however, they are the same book, only with different headings. To confuse things further, compact and mini editions were planned for release at the end of 2007. The same incident occurred with The Horribly Huge Quiz Book and Massive Millennium Quiz Book, and The Mad Millennium and Mad Millennium Play. Also, there were two different covers for Horrible Christmas, as well as new paperback, compact and mini editions.

A major controversy of the series is that many of the "facts” which are proclaimed to be true and interesting are in fact not true, and merely exciting myths and legends. Some of these falsities are listed in the song "It’s Not True" in the CBBC series Horrible Histories. While the books claim that Shakespeare made up all the evil things he accused Richard III of doing; in fact his bad reputation was already established by then. Shakespeare merely based his work on the writings of Tudor historians. The books also present Caligula as being very insane. For instance, they say that he actually tried to make his horse a Senator, when in reality he only threatened to do so as an insult to the Senate. The actual sources generally portray Caligula as having an "Ax Crazy, Complete Monster" madness, routinely having people killed on a whim. This side to Caligula is also explored int he books and the live-action TV series, however it may not be accurate either, and might just be character assasination from his enemies.[8]

Deary's books have been criticised by people who feel they do not provide 'real' information. The book Promoting Reading for Pleasure in the Primary School defends Horrible Histories by saying that the series provides an extensive level of detail for the subject material, and uses authentic sources.[9]

While the books have been complimented on their non-linear structure, this technique has raised the concern that "contemporary school-age readers are encultured more and more into applying short concentration spans to tasks" The solution to this problem, acording to ICT and literacy is for "teachers...to [be] incresingly resourcesful in developing pupils' skills of reading narratives".[10]

Impact of the series

The book Consuming history: historians and heritage in contemporary popular culture by Jerome De Groot explains that the majority of the series is based on historical periods, and are mostly about the history of Great Britain. According to the book, this suggests that "the series' wider popularity is due to their tone and style rather than their content".[11]

The series has been described as a "popular iconoclasm, a challenge to standard narratives, and a pedagogical desire to present information in complex and dynamic ways". The books themselves have been referred to as "history books designed for use in the home [and yet] still focus on imparting the facts of historical knowledge".

In the chapter Bitesize Learning of the book ICT and literacy: information and communications technology, media, reading and writing, the author Nicki Gamble writes: "Which brings me back to Horrible Histories: 'Dark Knights and Dingy Castles'. At the end of the chapter, the reader is asked, 'If you were a freezing, starving peasant and you had your glaive at the end of a rich, fat man in a can, what would you do?' That is what history should be about. People. How did they behave? Why did they behave like that? And what would you have done if you were in their shoes."[12]

While discussing the graphic violence in games such as Counterstrike, Grand Theft Auto and Half Life, the author Judy Arnall points out that these video games are "nowhere near as violent as what children see in many societies and cultures." She cites reading Horrible Histories The Wicked History of the World as an example of why kids shouldn't be exposed to violence like they were hundreds of years ago, and still do in many parts of the world: "I couldn't believe what they used to do to children and what children were exposed to."[13]

Horrible Histories was cited as a non-fiction series which has successfully used a formula to entice young children into reading: "The information here is densely packed, at a suitable level for Key Stages 2 and 3, historically accurate and complete with cautions about history being interpretive, but the success lies in the humorous and varied way that the subjects are presented"[14]

In Words, words, words: teaching vocabulary in grades 4-12, Janet Allen cites Horrible Histories as a series full of illustrated books that are presented as narratives and goes on to say that "Terry Deary's The Rotten Romans and The Measly Middle Ages are delightful combinations or cartoons, graphs and charts, narration, letters and wanted posters that convey a vast amount of information about those periods".[15]

In its guide to planning, preparing and using a book box, or a similar technique to engage kids of diverse texts, Julian Stern's Developing as a teacher of history cites Horrible Histories as one example of popular books that are outside the realm of school textbooks that would work well.[16]

Horrible Histories inspired autistic year 6 student Ben to "study history...[and] write books about history. If I could make a funny sort of history people would buy it because its funny>" He cites the similarities between his books and the series, describing them as "horrible and interesting".[17]

Margaret Mallett in her guide Choosing and Using Fiction and Non-Fiction 3-11 explains that the days of "unvaried vocabulary, unwelcome stereotyping, [and] unexciting text" for non-fiction are over, and also explains that in modern times as opposed to the past, that teacher now do remember the name of more than a few non-fiction authors. Horrible Histories is cited as one example, such as Marc Brown's illustrations of some of the series uses a "popular culture approach like cartoons"[18] Horrible Histories is also cited as being a series which utilises varying text types, such as the use of 'recipes' and quizzes in Terrible Tudors,[19] as well as being a print book series which is a rather effective trigger for debates in English lessons.[20]

In The Oxford encyclopedia of children's literature, Terry Deary's "best selling series" is described as one which is full of "recreational information books to amuse and entertain [which] are more common [today]...and fall into the category of narrative nonfiction and often treat their subjects with humour"[21]

The book Creating Writers: A Creative Writing Manual for Schools cites Horrible Histories, as well as fellow Horrible series Horrible Science as a non-fiction series that has the ability to tell stories as well as any fiction series. It explains that "in any book [of the Horrible Histories series] you will find tales of human experience, endeavours and achievements". This is used to explain that "fiction and nonfiction actually have a great deal in common and the boundaries between the two are often blurred". [1]

The book Consuming history: historians and heritage in contemporary popular culture by Jerome De Groot cites Horrible Histories as a series which demonstrates the "flexibility and dynamism of the 'historical' form" in children's books, another possible market for those types of books. It explains that the books "play on children's fascination with goriness, selling themselves as 'history with the nasty bits left in'", and that they are "mischievous, irreverent and iconoclastic, appealing to a child audience's desire for silly jokes, presenting history as something tactile and simple". The book comments favourably on the use of illustrations and on the use of different media such as "lists, paragraphs, letter, images, maps" to convey information. Interactivity is attributed to the reprintable recipes and "what would you do" multiple choice sections. Groot compares Horrible Histories’ use of illustration in education to Glen Thompson's For Beginners comic books of the mid '80s. [4]

The series has received criticism due to its "deliberate attempt to provide alternate readings" which serves as a challenge to traditional forms of knowledge. Teachers are undermined in sections such as 'Test Your Teacher', which says "Your teachers will tell you all about the legions and what they wore and how they lived. But they don't know everything." It follows that Horrible Histories suggests that formal education provides an abridged version of history, one which leaves out "all the gory bits". [4]

Horrible Histories addresses the needs of the students, which allows then to engage with the material very easily. Students are given an actually sense of the period of history, rather than merely rote-learning facts and figures. In the case of events still in living memory, this empathy can sometimes serves as equivocation, by avoiding the truth and making general statements about the feelings towards the event. When referring to the Holocaust, Deary writes "[Hitler's blaming of the Jews for all of Germany's problems was] rubbish of course, but sadly most people at that time believed his big lie and millions died". In this circumstance, the book appears to be dismissive towards the issue, never referring to the Holocaust directly. [4]

A series of interviews conducted with Year 7 students from a secondary school in Cambridge revealed that for pleasure they read Horrible Histories books alongside other works such as Roal Dahl's novels and Famous Five. This was contradictory to the school's Ofsted report which noted that "pupils to not ususally read for pleasureor elect to tackle challenging texts". The conclusion was that "if [the school does] not find out about, or pay attentin to, the whole picture of young poeple's reading, then [the school's] conclusions about their readsing experiences, capabilities and the curriculum we provide for them are going to be simplistic and lacking in precision. [22]

Whe writing his book Napoleon the novelist, author Andrew Martin contrasts his work to the Horrible Histories series, which "leave all the boring bits out". He is anxious because in playing down the spectacular aspects of Napoleon's career, he has by default "put the boring bits back in and left all the interesting bits out". [23]

In the book Promoting Reading for Pleasure in the Primary School by M. J. and Michael Lockwood, Horrible Histories has been cited as the series which pioneered the use of humour and a comic-strip format to engage children's interest. This technique has been widely imitation across to many other curriculum subjects such as geography, science and maths. According to the book, Deary's rational for writing the books was to get children interested in reading non-fiction by using the "verbal; and visual devices of a genre they already did read from pleasure and from choice, the comic book". It continues to say that "Deary has achieved his aim of getting children to realize that non-fiction reading need not be dull and boring".[9]

While the series' direct address to its child audience gives the children the parts of history that "adults don't want you to read", and makes the series a popular choice for independent reading, it makes the books ineffective as read-aloud books due to their personalized style of writing and the visual aspects of the books. However, some teachers have reported as using these books in a read-aloud manner.[9]

In the resource section for non-fiction in the book Teen life in Europe by Shirley R. Steinberg, Horrible Histories is cited as having "come of the best history books for younger teenagers".[24]

In the book Archaeology is a brand!, Cornelius Holtorf talks about how after reading a section from The Savage Stone Age entitled "awful archaeologists", he likened the story about the "(fictitious) Austrian archaeologist Garhardt Katzwho in 1957 commented suicide because the advent of radiocarbon dating had proved his radiocarbon theories wrong" to Mitchell 1977, coming to the conclusion that "this dating method threatens people's confidence in themselves".[25]

The book Current archaeology says "without question the success story of recent years has been Terry Deary's Horrible Histories series".[26]

The book Reading Stephen King describes Horrible Histories as a nonfiction series that retains an "interest in horror and the macabre". The book addes that by writing about "history with the nasty bits left in", the books cover "topics [that] teachers usually avoid"

According to the book Writing in context(s) by Triantafillia Kostuli, the series "makes heavy use of visual and verbal textual interplay".[27]

The book The northern conquest: Vikings in Britain and Ireland explains that the view towards the Vikings as being "brutal barbarians" who "burn down villages and towns" and "slaughter whoever got in their way" is the "traditional picture that people of [the author's] generation were brought up with in [their] history books at...school". It continues to say that "today, schoolchildren are presented with a more balanced, if considerably less dramatic, picture of the Vikings...based upon new archaeological evidence from Scandinavia and the British Isles". The book concedes that the Horrible Histories title Vicious Vikings, while having "the nasty bits left in", admits that "not all Vikings were vicious...the ones who were, weren't vicious all the time..the Vikings were no more vicious than the rest of world at that time"[28]

In the book Help Your Talented Child: An Essential Guide for Parents by Barry Teare, one piece of advice given is to "obtain copies of the Horrible Histories series" because according to the book, "they play to the particular sense of humour posessed by many able children".[29]

The book Words, words, words: teaching vocabulary in grades 4-12 says that the "highly successful...series[']" titles "The Rotten Romans and The Measly Middle Ages are delightful combinations of cartoons, graphs and charts, narration, letters and wanted posters that convey a vast amount of information about those periods".[30]

Critical response

The book series has been generally well received.

A review by Tammy McQuoid at [31] states that "While the book is quite irreverent at times, it does have plenty of historical information in it." citing an example as "the fact that they say the Normans brought the feudal system to England and that Henry II of England said that he wished he could be rid of Thomas a Becket. And then some of Henry's knights took it upon themselves to kill Thomas a Becket, an archbishop." She however does compliment the series, stating "There's plenty more of good, factual history included...I think it's a good idea to mix up unit studies a bit with some educational fun and games." Carole Green of the BBC did a review on the Terrible Tudors play at the Grand Opera House, 2006.[32] She gave a very positive review stating "It was a wonderful evening, very funny and educational without realising it." The Guardian gave a review about the series as a whole,[33] cites comments from a variety of distinguished people including Angela Marks, the history co-ordinator and teacher at St Luke's Church of England Primary School who said that the books "...are very cleverly done...children feel that they shouldn't be reading them, that there is something slightly naughty about them. That immediately engages them." Julian Pooley, an archivist said "I wish there had been books like this around when I was at school, when history was all facts and no life. I made do with Ladybird guides." Joseph Allen McCullough of Suite101 offered a review on the city-themed book Oxford: Not only is this new little book a great read for anyone (child or adult) with a passing interest in history, it is also a necessary book for any tourist to the city of Dreaming Spires. Any tourist guide will likely tell you who got killed where in Oxford, but Deary's book will do the same thing and entertain you at the same time." (http://britishhistory.suite101.co m/article.cfm/horrible_histories_oxford_review) The Mail on Sunday said: "Terry Deary's hit series of children's history books revel in a combination of gruesome black humour and weird and wonderful moments from the past. This winning formula is transferred to TV for this amusingly instructive sketch show... for once, parents can't complain that their kids are watching rubbish." Sunday Express said: "History isn't all murder, mayhem and maggots, but those are the good bits - and Terry Deary's gloriously gruesome books certainly grabs kids' attention." Daily Telegraph said "Terry Deary is the most influential historian in Britain today." Dan Snow of the Independent said: "In the publishing world it's understood that you have to have the Horrible Histories series for a kid, then maybe illustrated history, before you might progress to a tome based on someone's PhD thesis." Carousel said: "A terrific romp through history, which, at the same time, makes one stop to laugh and think." Jenny Knott of The Times said: "Why weren’t history books like this when I was a child?" Katie Law of The Evening Standard said: "It's not hard to see why school children prefer Horrible Histories to the National Curriculum. Terry Deary's mischievous mix of humour, sadistic statistics and corny jokes, padded out by Martin Brown's wry comic cartoons, has proved irresistible bedtime reading for millions since the first, Terrible Tudors, was published 12 years ago." Books for Keeps said: "History as spot on as this is not so much an account as an enactment." Books Magazine said: "If you haven’t come across ‘Horrible Histories’ before you’ve missed a true publishing phenomenon - Terry Deary seems to have invented a whole new genre with his series of books looking at history in an entirely different way." The Sunday Herald said: "Kids love the Horrible Histories series because of Terry Deary's unstuffy approach and the amount of carnage featured." [34]

The website Fun Books, which had been selling the books of the series for a while, said of the two-books-in-one pack The Frightful First World War and The Woeful Second World War: "We've been selling this book at conferences and have had terrific feedback. Several young people have gotten hooked on history after reading this compilation and have special-ordered more Horrible Histories"[35]

A review by Daphne Hamilton-Nagorsen for the Manitoba Library Association said of the handbook title Trenches: "Overall, Trenches provides a brief but humorous and informative look at trench life and warfare during World War I". She also notes that "In addition, Trenches moves quickly from one topic to another. This will help keep more reluctant readers interested and also allows Terry Deary to cover a greater variety of information." She gave the book a rating of 2/4 stars. [36]

A review by Val Ken Lem for the Manitoba Library Association said of the title Measly Middle Ages: "Together, these tidbits provide a fair amount of information and succeed in conveying a sense of the challenges of life in the Middle Ages. However, the work is most valuable as a fun recreational read rather than a resource for research projects. The index is heavily weighted toward personal names and is far from complete, lacking such basic entries as women, children or childhood. A timeline curiously includes almost a page of entries dating from 410 to 1017, a period called the Early Middle Ages or Dark Ages; yet this period is not developed further in the book. The book does not include a bibliography or suggestions for further reading." He gave the book a rating of 2½/4 stars.[37] A review of The Horrible Histories Collection (the magazine version of the series) by tammy2dx at SmartGirl [38] said: "If you like history you should get this. I think this magazine is more suitable for people over 8 years as some of the contents are a bit horrible." She gave the magazine series a rating of four stars (incredible).

A review at The Free Library describes Deary's style as "unique: the books are chocablock with historical facts and anecdotes and pitched in such a way that all children love to get to the gory bits. You know where you are with a book from this series". It explains that the handbook Knights is "a thoroughly brilliant addition to the Horrible Histories series and will be devoured by gory girls and boys alike. The illustrations by Martin Brown are spot on, too." [39]

On the site In My Books, the 2005 book The Gorgeous Georgians and The Vile Victorians is described as having a "funny cover" and exaplins the reviewer's newly discovered "morbid side to [their] fascination with history" from reading the book. The review continues by describing how "the authors have absolutely no qualms about exposing the gruesome and the macabre truth of Georgians and Victorians lacking in personal hygiene, and the appalling conditions of the pitiful poor. The wealth divide is simply too horrendous!!" The review also comments that "there were fun quizzes, rotten recipes, weird and often gruesome, vicious villains and unbelievably revolting events to keep you entertained. I sometimes find myself having to suspend belief, and resist cross checking it against the other book I was reading … but I did anyway". It adds that "even though this book is aimed at younger readers, I couldn’t resist."[40]

A review at Witch Reviews explains that "when you want to read about the past, it’s the juicy bits which get your attention. Nobody really wants to read about peace treaties and times when everything was hunky dory. That’s just boring." It cites Horrible Histories as a possible solution, explaining "luckily the Horrible History series has all the gruesome, gory stories of the past – the bits you wanted to know but your History teacher was too afraid to tell". The review continues to explain that "the author, Terry Deary, sprinkles the pages with bad jokes and illustrations. That part really isn’t me but my kids love it. They’ve enjoyed their introduction into history and hopefully they’ll want to learn more. As an adult I can’t resist reading the books – the Terrible Tudors and Witches (of course) were my favourites. I’d like to get my hands on the Angry Aztecs next." The review concludes by stressing the series' accessibility to all ages, "if you’ve always thought history was boring then pick up a Horrible History book. Pretend it’s for your kids if the librarian is giving you strange looks. It’s history how it should be."[41]

The guide book France by The Green Guide describes the Horrible Histories title of the same name as "A comical cartoon summary of French history".[42]

References

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  2. ^ Feltham, Colin (2007). "Mainsteam Arenas of Anthopathology Transmission". What's wrong with us?: the anthropathology thesis. John Wiley & Sons, Ltd. p. 118. Retrieved July 18, 2011.
  3. ^ a b Wolfisz, Francine (May 22, 2008). "Terrific Terry's Horrible Histories". Bucks Free Press. Retrieved July 18, 2011.
  4. ^ a b c d e f Cite error: The named reference google1 was invoked but never defined (see the help page).
  5. ^ a b "Horrible Histories Causes Havoc", House of Books, URL retrieved 24 December 2006
  6. ^ Frost Bob (2010). "History Reading Suggestions". Retrieved 2010-12-19.
  7. ^ "Horrible Histories Causes Havoc", House of Books, URL retrieved Fri Oct 26 17:51:52 CEST 2007
  8. ^ "Horrible Histories". TV Tropes. Retrieved July 13, 2011.
  9. ^ a b c Lockwood, Michael (2008). "Promoting Reading for Pleasure in the Early Years". Promoting Reading for Pleasure in the Primary School. SAGE Publications. p. 69. Retrieved July 02, 2011. {{cite web}}: Check date values in: |accessdate= (help)
  10. ^ Gamble, Nicki (2000). "Bitesize Learning". ICT and literacy: information and communications technology, media, reading and writing. p. 59. Retrieved April 18, 2011.
  11. ^ De Groot, Jerome (2009). "The past for children: school and Horrible Histories". Consuming history: historians and heritage in contemporary popular culture. Routledge. p. 39. Retrieved July 07, 2011. {{cite web}}: Check date values in: |accessdate= (help)
  12. ^ Gamble, Nicki (2000). "Bitesize Learning". ICT and literacy: information and communications technology, media, reading and writing. p. 67. Retrieved April 18, 2011.
  13. ^ Arnall, Judy (2007). "Techonology Without Distress: Educate, not ban". Discipline Without Distress. p. 363. Retrieved April 19, 2011.
  14. ^ Dominic Wyse and Russell Jones (2001). "Children's Literature". Teaching English, Language and Literacy. Routledge. p. 61. Retrieved April 19, 2011.
  15. ^ Allen, Janet (1999). "Reading as the Heart of World-Rich Classrooms". Words, words, words: teaching vocabulary in grades 4-12. Stenhouse Publishers. p. 92. Retrieved April 19, 2011.
  16. ^ Stern, Julian (1999). "Resources in History". Developing as a teacher of history. Chris Kington Publishing. p. 48. Retrieved April 19, 2011.
  17. ^ Beth Reid and Amanda Batten (2006). "Ben". Advanced Book Search Make School Make Sense for Me: Children and Young People with Autism Speak Out. The National Autistic Society. p. 6. Retrieved April 19, 2011.
  18. ^ Mallett, Margaret (2010). "Introduction to Part II". Choosing and Using Fiction and Non-Fiction 3-11. Routledge. pp. 220–221. Retrieved April 19, 2011.
  19. ^ Mallett, Margaret (2010). "Choosing report texts for different age groups". Choosing and Using Fiction and Non-Fiction 3-11. Routledge. p. 310. Retrieved April 19, 2011.
  20. ^ Mallett, Margaret (2010). "Choosing texts which include or promote argument for different age groups". Choosing and Using Fiction and Non-Fiction 3-11. Routledge. p. 337. Retrieved April 19, 2011.
  21. ^ David Zipes, Jack. "The Oxford encyclopedia of children's literature". p. 288. {{cite web}}: |access-date= requires |url= (help); Missing or empty |url= (help)
  22. ^ Grainger, Teresa (2004). "Reading experience and experiences". The RoutledgeFalmer reader in language and literacy. RoutledgeFalmer. p. 258. Retrieved July 10, 2011.
  23. ^ Martin, Andrew (2000). "I, Napoleon". Napoleon the novelist. Polity Press (UK) and Blackwell Publishers Ltd (US). p. 6. Retrieved July 10, 2011.
  24. ^ Steinberg, Shirley R. (2005). "England". Teen life in Europe. Greenwood Press. p. 55. Retrieved July 02, 2011. {{cite web}}: Check date values in: |accessdate= (help)
  25. ^ Holtorf, Cornelius (2007). "A travel log". Archaeology is a brand!. Archaeopress. p. 22. Retrieved July 04, 2011. {{cite web}}: Check date values in: |accessdate= (help)
  26. ^ "Current archaeology: Issues 177-189". A & W. Selkirk. 2002. p. 77. Retrieved July 14, 2011.
  27. ^ Kostuli, Triantafillia (2005). "Children's use of visual design features in their texts". Writing in context(s): textual practices and learning processes in sociocultural settings. Springer Science+Business Media Inc. p. 131. Retrieved July 16, 2011.
  28. ^ Holman, Katherine (2007). "Introduction". The northern conquest: Vikings in Britain and Ireland. Signal Books Limited. p. 1. Retrieved July 16, 2011.
  29. ^ Teare, Barry (2007). "History". Help Your Talented Child: An Essential Guide for Parents. p. 71. Retrieved July 16, 2011.
  30. ^ Allen, Janet (1999). "Social Studies". Words, words, words: teaching vocabulary in grades 4-12. Stenhouse Publishers. p. 92. Retrieved July 16, 2011.
  31. ^ McQuoid Tammy. "Horrible Histories". Abisi Curriculum. Retrieved 2010-12-19.
  32. ^ Carole Green (2006-06-09). "Review: Horrible Histories". BBC North Yorkshire. Retrieved 2010-12-19.
  33. ^ Gardner, Lyn (May 10, 2003). Horribly good | Books | The Guardian "Horribly good". The Guardian. Guardian News and Media Limited. Retrieved July 12, 2011. {{cite web}}: Check |url= value (help)
  34. ^ "Nasty News and Awesome Awards". Horrible Histories. Retrieved 2010-12-19.
  35. ^ "Horrible Histories". Fun Books. Retrieved July 12, 2011.
  36. ^ Hamilton-Nagorsen, Daphne (October 30, 2009). "Trenches. (Horrible History Handbooks)". CM Magazine: Trenches. The Manitoba Library Association. Retrieved July 12, 2011.
  37. ^ CM Magazine: Measly Middle Ages. (Horrible Histories)
  38. ^ The Horrible Histories Collection - Magazine Review
  39. ^ Howarth, Jayne (2006). "CHILDREN'S BOOKS; BOOK REVIEWS Horrible Histories Handbooks: Knights by Terry Deary, Scolastic, pounds 5.99. Castle by Kyle Olmon, pounds 19.99". The Free Library. Birmingham Post & Mail Ltd. Retrieved July 13, 2011.
  40. ^ "Elegant Madness and Horrible Histories for August". In My Books. Retrieved July 13, 2011.
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Amazing new sources[edit]

This article hasnt been substantially added to for a long time now, and so after a bit of research I've uncovered some amazing new sources for us to use. :)--Coin945 (talk) 15:05, 11 December 2013 (UTC)[reply]

Streamlining this article[edit]

Hello! I'm starting work on editing this article, as part of a Technical Editing class at Texas A&M University. I wanted to share what I am looking at working on, before making any major edits.

  • Any copyediting required – grammar, spelling, style, tone, and similar errors (WP:COPYEDIT).
  • The organization of the article, which has led to a messy and confusing layout (WP:CLEANUP).
  • Condensing the "Reception" section, which Wikipedia has marked (WP:UNDUE).
  • The "personal reflection/opinion essay" writing style and subjective tones, which Wikipedia has also marked (WP:NOT#ESSAY and WP:PEACOCK).

I wanted to post this since it appears multiple editors have worked on this article previously. Please respond if you feel that there is anything I need to know about this article, before starting work on it. Thanks!

Sewinginthepast (talk) 18:24, 26 February 2018 (UTC)[reply]

  • Hi @Sewinginthepast:, this is fantastic news! As someone who has worked ont his article in the past, I know that while there is some good content presently, it's all a bit muddled and jumbled up, with too many lists of books, too many quotations, too much POV, and not using the breadth of coverage in third party realible sources to creative a comprehensive overview. I've since moved into other projects so I was very excited to see this message and look forward to seeing what you do here. Yay Texas A&M University.--Coin945 (talk) 00:07, 27 February 2018 (UTC)[reply]
  • Hi @Coin945:, that is great information! I'm thinking of moving the expansive list of books onto its own list page. What do you think about that? Sewinginthepast (talk) 20:25, 9 March 2018 (UTC)[reply]
  • There are a few options.
  1. One would be to have a List of Horrible Histories books page, which would basically be a place to dump the book list and would struggle to notable in and of itself.
  2. Secondly you could dump them into the Horrible Histories (franchise) page. It may make the page unwieldy, but at least there's less issues with the page being non-notable, as it's being added to the franchise article.
  3. The content could remain here.

Now, if you choose option 2 or 3, I would highly recommend using a template that "collapses" information into a small bar. See Template:Collapse for more information. --Coin945 (talk) 23:57, 9 March 2018 (UTC)[reply]

List of books
* Savage Stone Age (1999 – present) (Stone age)

You can also increase the number of colomns, thereby reducing the amount of space the list takes up:


Hi everyone, I have removed the list of books and created a new page (List of Horrible Histories books). If any of the misplaced information needs to be revisited, here is the permanent link: https://en.wikipedia.org/w/index.php?title=Horrible_Histories_(book_series)&oldid=830621967

Organization[edit]

I have reorganized this article substantially. The topics are now grouped together in a more cohesive manner. (Here is a link to the original article with the old layout: https://en.wikipedia.org/w/index.php?title=Horrible_Histories_(book_series)&oldid=830690729). The article now looks like other similar children's book series, as far as layout goes.

The next steps, I believe, need to be in shortening the Concept & creation section. There is quite a bit of information that doesn't seem particularly relevant to the book series page and is more to do with the author. Additionally, the Criticism section could also use some editing. I would love any thoughts or suggestions on the new layout of information, etc. Thanks! Sewinginthepast (talk) 00:18, 21 March 2018 (UTC)[reply]

Spin-offs[edit]

The section headed "Spin-offs" includes some book series from the same publisher, but other series whose only relationship to Horrible Histories is that they adopt a similar format/style. I'm not sure this is a true or fair definition of "spin-off"... should there not be two categories, "Spin-offs", and, say, "Similar series"? (Though I'm not sure the latter even belongs on the page at all) Kinders (talk) 09:06, 14 March 2022 (UTC)[reply]

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