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Essay / Research Paper Abstract
This 6 page report discusses historical fiction and its applications for education and use in the classroom. The point is argued that in many circumstances, history is easier to learn, understand, and remember if a reader feels a connection to a paticular character or story. Creating such a connection is often best accomplished through the use of historical fiction. However, the challenge is to maintain the accuracy of the events while still telling an engaging story that pulls the reader into the experience. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: D0_BWhisfic.rtf
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Unformatted sample text from the term paper:
is often best accomplished through the use of historical fiction. Whos to say whether or not a certain character existed in a particular period of time but it allows a
reader to "see" events through the eyes of a Civil War soldier, a hopeful prospector of the California gold rush, or a young "schoolmarm" on the prairie. The character serves
as the link between a contemporary reader and the past. It is through their experiences and their emotions that the reader is best able to understand that the events of
history are not isolated incidents but the true stories of peoples lives. The primary challenge then, is to maintain the accuracy of the events while still telling an engaging story
that pulls the reader into the experience. Getting History Right Anderson (2001) points out that writers creating historical fiction have two primary challenges: "to get the history right, and to
tell a great story within the confines of the historical framework" (pp. 44). She goes on to explain that because it is so essential to get the actual historical facts
correct, that "writing historical fiction is like writing outside of ones culture" (pp. 44). The writer has to pay careful attention to time and place, the cultural and historical reality
of the storys characters and the capability and comprehension of the person reading the book (pp. 44). It should almost go without saying that the story of Custer at Little
Bighorn or the life of a fur trapping mountain man will be told differently if the audience is in third grade or a junior in high school. Perhaps Andersons most
telling comment regarding historical fiction is her remark that: "Writing historical fiction for kids requires that the author become a historical detective" (pp. 44). Problems occur when the historical
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