Autobiographical literature and memoirs can be efficient in teaching history. The strict difference between history and literature is not vital when the situation is related to autobiographical resources. For example, the Coming off Age in Mississippi, written by Anne Moody, represent the detailed process of the identity formation of the African-American woman. The memoirs include the author’s reflection regarding different historical periods, which are divided in the book according to the age periods of the girl. Being part of the African-American community, the author depicted the struggle with racism and sexism. Starting with the university, Moody managed to reflect on the many changes which occurred in society at these times. This work allows the modern reader to experience the emotions of the person living earlier. Enhancing empathy with the author leads readers to a more precise understanding of the intentions and problems of society.
Teaching some literature resources as historical can lead to positive results. For example, the researchers believe that autobiographic resource is in the long-term memory and people’s general health is increased (Warren, 400). Teaching history and geometry are two completely different things. Issues in teaching are not the same; it is impossible to state that they lined up. The literature and the scholarly article focus on both aspects of the resource: literature and research (Adejunmobi 350). Both elements are vital in understanding the nature of each subject. Students should consider the work from different perspectives (Bigley 4). Therefore, the teachers can use autobiographical literature efficiently in practice. The Coming off Age in Mississippi is vital to analyze carefully which historical event.
Therefore, the skills of analyzing the characters’ behavior nut also develop the information about historical functioning
Works Cited
Adejunmobi, Age. “The Biographical Approach to the Teaching of History.” College Composition and Communication, vol. 31, no. 4, 1979, pp. 349-357.
Bigley, Patrick. “There is to Learn from War Memoirs.” The Compass, vol. 1, no. 1, 2014, pp. 1-4. Web.
Warren, Ann. “Rose, Mike. “Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block.” Biography and Autobiography in the Teaching of History and Social Studies, vol. 1, pp. 389-401.