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: The Disciplined Student of History
In this lecture, Wes Callihan argues that a disciplined life in general should precede and is necessary for the disciplined study of history. Throughout the classical tradition, we find many illustrious voices exhorting us to a faithful, disciplined life characterized by simplicity, purity, and charity.
Below are some images of some of those great voices: Aristotle, who said you are what you do every day; Jerome, who said that haste is of the devil and is often pictured in his study; Augustine, who said our hearts are restless until they rest in God; Aquinas, who said that the slight knowledge of a great book was superior to the great knowledge of a slight book; Sertillanges, who said that if we would want to grow intellectually, we should set aside two quiet hours a day for reading, thought, and contemplation.