How to Teach History
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Lessons & Discussions
Lesson 1: What Is History and Why Study It? (Preview Content)3 Topics|1 Quiz -
Discussion 1: How to Teach History (Preview Content)1 Topic
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Lesson 2: History and the Liberal Arts (Preview Content)3 Topics|1 Quiz
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Discussion 2: How to Teach History1 Topic
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Lesson 3: The Role of History in Classical Education4 Topics|1 Quiz
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Discussion 3: How to Teach History1 Topic
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Lesson 4: Problems in the Study of History4 Topics|1 Quiz
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Discussion 4: How to Teach History2 Topics
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Lesson 5: Developing as a Student of History3 Topics|1 Quiz
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Discussion 5: How to Teach History (Preview Content)2 Topics
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Lesson 6: Essential Qualities and Practices of a History Teacher3 Topics|1 Quiz
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Discussion 6: How to Teach History1 Topic
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Lesson 7: Important Books for the Study of History3 Topics|1 Quiz
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Lesson 8: Major Historians Teachers Should Know2 Topics|1 Quiz
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Lesson 9: Two Ancient Historians---Livy3 Topics|1 Quiz
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Lesson 10: Two Ancient Historians---Bede3 Topics|1 Quiz
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Discussion 10: How to Teach History2 Topics
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End of Course TestEnd of Course Test: How to Teach History1 Quiz
Images: Two Historians and the Role of Bias
In this lecture, Wes Callihan notes various problems we encounter when studying history. He mentions that some historians make their biases or “angles” clear in their writing and some do not. In some cases, we must read carefully to detect bias.
Wes notes that Tacitus (58–120) reveals a common bias when he wrote, “Enough time has passed that I need not fear retribution.” Apparently, historians are sometimes hesitant to record the bald truth when there are still people living who can do them harm.
Edward Gibbons (1737–1794) was an English historian of Roman history who wrote The Decline and Fall of the Roman Empire. While recognizes a masterful work of historical writing, his bias against organized Christianity and monasticism is clearly evident.