Classical education in history ideally teaches students the tools of learning, gives pupils independence to think on their own, and compels them to create their own perspective and defend it in speech and in writing. Student think, analyze, and express their perspective of history. Of course, none of this is possible if students do not have a basic understanding of history content. Students need to know the "who, what, where, and when," before they focus on the "why." In classical education, students learn history content and then are able to apply the tools of history in order to make sense and to understand the content. 

There are five steps to the process of studying history with a classical approach.
1. The Grammar of History
2. The Tools of the Historian
3. Research to answer open-ended questions
4. The Socratic Discussion
5. Analytical Essays

The Grammar of History

​The grammar of history refers to basic facts of an historical event. Answers to the questions of “who, what, when, and where” make up the grammar of history. Unfortunately, most students of history never move beyond this level. In the public and in home schools, students spend a great deal of time memorizing dates, historical figures, timelines, and coloring. It is essential for a historian to know the grammar of history, but as a first step to the more challenging and interesting area of history: analysis, discussion, and imagination. Learning the grammar of history can begin when the child can speak and listen. Learning the tools of the historian typically begins at the age of 12, when a student’s mind is developed enough for analysis.
At Classical Historian, our Go Fish games, 75 Key Lessons in History, World History Detective, and the Story of Liberty provide a wealth of historical content. 

The Tools of the Historian

​The tools of learning refer to the thinking, speaking, and writing tools essential for analysis and expression and are as follows:
       1. Distinguishing Fact from Opinion
       2. Forming Historical Judgement
       3. Acquiring Supporting Evidence That May be Used in an Argument
       4. Understanding Primary and Secondary Source Materials
       5. Making a Counter Argument
       6. Understanding Cause and Effect
       7. Understanding Compare and Contrast
       8. Understanding Bias
       9. Using Evidence and Not Emotion to Form Judgement
     10. Writing a Thesis Statement for an Analytical History Essay
     11. Writing an Outline for an Analytical History Essay
     12. Writing a Rough Draft for an Analytical History Essay
     13. Revising an Analytical History Essay
     14. Citing Sources in the Text of an Analytical History Essay
     15. Writing a Works Cited Page
     16. Understanding influences of history:
​            a. Technology
            b. Social and cultural forces
            c. Institutional factor
            d. Revolution
            e. Individual in history
            f. The role of ideas
            g. Power (Political)
            h. International organization (diplomacy and military)
            i. Causation
            j. Loyalty
            k. Curiosity
            l. Patriotism
            m. Economics
            n. Religion
     17. Understanding concepts of critical thinking in history as they are found on high school Advanced
           Placement tests and on college level exams such as:
            a. Change Over Time
            b. Cause and Effects.
            c. Compare and Contrast
            d. Define and Identify
            e. Statement/Reaction
            f. Evaluation
            g. Analyzing Viewpoints

Research to Answer Open-Ended Questions

Behind every good historian is the research he conducts to form his analysis. The beginning historian may use one reliable resource. As the child ages, he should use primary source documents, conflicting sources, and as many varied texts as he can get his hands on. The idea is that once the tools of history are embedded in a student’s mind, he can use these tools and apply it to various author’s interpretations of history. The active reader recognizes the bias of the writer, and the active student grasps the importance of primary source documents. History is usually taught from one perspective. However, the problem with this approach is that if the child does not learn how to analyze history and practice this analysis on various authors, the student will leave the home or school unprepared to analyze conflicting viewpoints. Because much in history is left up to interpretation, this subject is excellent for discussion. Open-ended, interpretive questions are those that are impossible to answer with a simple yes or no and need explanation. Some questions that will stimulate thought and discussion are
“What caused the Roman Empire to change from persecuting Christians to adopting Christianity as the state religion?”
“How did American society change from 1950 to 1990 because of technology?”
“What caused the fall of the Soviet Union?”
“Compare and contrast the Incas with the Aztecs.”
“Compare and contrast the reasons Martin Luther and King Henry VIII founded new religions.”
In their discussions, students will learn that it is possible to look at history from varying vantage points. This exercise in logic trains the mind.

The Socratic Discussion in History

One key element of the tools of learning history is the Socratic method. Students first learn short lessons involving logic, as applied to history. Once students learn how to analyze history, we teach them how to discuss and debate. Whereas Socrates used questions to pursue the truth in philosophy, we use questions to pursue the truth in history. One point that parents need never worry about is whether they themselves know enough to conduct a Socratic discussion in history. Socrates noted that the best teacher and most intelligent philosopher is one who knows what he does not know. It is essential that the parent, instead of knowing historical information, adopt certain habits of thought and of questioning. Beyond the introductory level of “Who, what, where, when, why, how?” however, the parent must ask, “What evidence do you have that supports this?” If the evidence is weak, then the student’s judgment will be weak as well. For how can there be a strong conclusion with weak evidence? The open discussion stimulates the mind to think of other possible conclusions. The teacher’s role in the discussion is not to tell the student what to think, but rather to question and challenge the student’s conclusions, forcing the student to continually clarify and defend with historical evidence and sound judgment. If other students are available, the teacher can encourage students to debate each other’s ideas, with the intention of arriving at the best possible conclusion. If there are not other students available, the parent should encourage the student to be able to present a perspective that is contrary to the student’s own perspective. The teacher’s goal is to create a scholarly atmosphere where students are free to express their ideas but careful to cite the historical evidence that supports their thesis statement.

     How to Lead the Socratic Discussion in History
     1. Have the right frame of mind.
     As the teacher, your role is to encourage discussion and to get your students to explain their answer and       reasoning. You must be more interested in getting to know who your student is and how he thinks, than         giving him information. Researching the history is what your student is supposed to do, not you.

     2. Ask the right questions.
     When the student comes forth with his answer, ask him to prove everything.
     “Why do you think this?”
     “What is your evidence?”
     “If you don’t have evidence, then maybe you should consider changing your answer.”
     “Do you have any historical figures, dates, and events that would provide evidence for your answer?”

     3. You are the “master” of the process, not the outcome.
     You may have your ideas about the causes of the fall of the Roman Empire, but your role is to challenge         the student to come up with his own reasons and evidence. If you provide him with your answers, then           he will stop thinking and just wait because you are the teacher who is supposed to be smarter.

     4. Let the student Take a Stand!
     The discussion phase is where the student should feel like he is going to shine. Let him shine. Be amazed       at good analysis. Support strong use of evidence. Encourage him in his work.

     5. Common Errors of Students
         a. Student does not have evidence to back up argument.
         b. Student has one piece of evidence and thinks that that is enough.
         c. Student goes with his “feelings” even though he can’t find evidence.
         d. Student is very capable with the spoken word and is used to getting by with a minimum of work.

     Student Rules for a Socratic Discussion in History
     1. Each participant has tried their best in researching for the discussion. If no research work has been                 done, the student cannot participate.
     2. The goal of each student is to search for the truth, not “win” the discussion.
     3. When others talk, all students will be respectfully silent.
     4. To signal the teacher that you want to talk, the student will raise his hand and wait for the teacher to               call on him.
     5. If a student wants to talk, the teacher will recognize him.
     6. In making an assertion, the student will attempt to use historical evidence as support.
     7. Unless noted otherwise, students may use notes during the discussion.
     8. Students are encouraged to acknowledge good arguments of their peers.
     9. The student will make every possible effort to participate in the discussion.
    10. It is the student’s responsibility to report to the teacher any problems that may inhibit his participation            in the discussion.

Analytical Essays

In analytical writing in history, substance takes precedence over style. It is more important that the student takes a perspective that can be defended with evidence, and that the thesis is one where an opposing viewpoint is possible, than if the essay sounds beautiful. Of course, it is best to create a sound argument with wonderful prose. For assignments that use these questions for grades 6-12, see Classical Historian
Complete Curriculum.