We must try to induce in our pupils this feeling of oneness with all ages, by presenting the characters of history to them as living people. We should not deal in generalities, but picture the lives of individuals. Let the child know intimately as many great and fine historical characters as possible, and, if possible, fire him with the true heroic impulse. “We needs must love the highest when we see it.” Let us give the children opportunities of seeing by opening to them new vistas—the long vistas of the past, illuminated by so many glorious deeds and heroic lives.
D.M.H. Nesbit, The Teaching of History
From Meeting Characters to Wrestling with Questions: Sursum Corda’s History Scope & Flow
From their first day in Form I till the end of their senior year, our students are forming close “Relations” with characters from different times. We do not focus on facts (removed from the specifics of lives), or try to “cover” all the concepts of history–we know we could never do that well in the time we have. Rather, we use biographies and well-told stories (and eventually original documents) to become acquainted with certain characters from history, seeing their time periods through their eyes. This study of characters and lives allows students to feel familiar with many time periods, and also to grow in wisdom and character. As students move through our program, class time involves more and more discussion of the great questions history poses. Why did events happen? What does good character entail? What is wisdom?
Forms I-II
In these classes, students become familiar with the time period by immersion in biographies and stories. Teachers provide them with background images, maps, and ideas, but let them absorb for themselves the tales they read. Students gradually grow in their ability to grasp and retell historical narratives.
Forms III-IV
As students get older, class time also includes discussion. Why did it happen? How did different individuals see this event? Narrations are longer and more nuanced; written narrations and narrations from prompts develop new skills. Teachers introduce a “hierarchy of questions,” helping students move from observation to analysis. In our Form IV History classes, students come to class ready to lead the discussions with their own questions, prompts, and thoughts from the reading.
Guides for Teachers
Form I Teacher Guide
Form II Teacher Guide
Form III Teacher Guide
Form IV Teacher Guide
Resources for Further Exploration
Articles
The Teaching of History by D.N.H. Nesbit, Parents Review
The Interdependence of Literature and History by D.N.H. Nesbit, Parents Review
Topical Study of History, Charlotte Mason Volumes
Resources for Navigating and Discussing Difficult Topics of History
Whether in the classroom or around the kitchen table at home, how do we approach the good, the bad and the ugly of history? How do we honor our “heroes” while also not glossing over or condoning their shortcomings? How can we engage in conversations about the past TODAY that are grounded in truth and wisdom?
Truth matters…
Excerpt, Jonathan Edwards and His Support of Slavery: A Lament
Facing down warts with historical honesty is not just a scholarly duty, but also brings glory to God. And it reminds us that the perseverance of the church has never been dependent on any human being. We’re all too frail and imperfect. The church of Jesus Christ is established, furthered, and guarded by the King himself.
What Teaching Your Children History Accomplishes
When Our Heroes Don’t Live Up to Their Theology
John Piper: How Do I Process Moral Failures of My Historical Heroes?