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Abstract
My research is the disconnect between literature and history and how these two disciplines go together and should be taught together. Unfortunately, this topic has not been researched or discussed since the 1960s and 1970s. For this reason, this conversation is overdue in the academic arena and must be resurrected. A couple of sources demonstrate the hybrid classroom or discuss flipped classrooms. These sources are: "Approaching History through Literature: Generating Knowledge through Writing and Inquiry in a Cross Disciplinary First-year Learning Community" by Frederick Dotolo and Theresa Nicolay. "Flipped Classroom Model Before and During COVID-19: Using Technology to Develop 21st Century Skills" Cecilia Latorre-Cosculluela et al. "The Flipped Classroom: A Meta-analysis of Effects on Students Performance Across Disciplines and Education Levels" Peter Strelan et al. These articles address a change in core disciplines and how student engagement can be increased. Educators should be interested in this topic to learn new ways to engage their students and improve learning. I am pursuing this research because I know that teaching literature as history engages the students and creates a curiosity for learning. In this paper, I share insight to a class I taught through the autoethnographic approach. The research presented should be important to educators, parents, and students. I am using new historicism as the theory for how and why literature is an effective source to teach history. The methods that I will use are classroom and posted discussions, quick writes, research activities, and website design. I chose these methods to encourage student engagement and learning. To enhance these methods I designed book sets, narrowing the scoop of study. I will present in this work a curriculum designed from three classes previously taught.