Abstract
All teachers teach method as well as content, whether they intend to or not. Therefore, we should teach method explicitly. If we don't, students are likely to learn passive and sloppy methods and not know the difference between plagiarism and thinking. Exercises are one of the best ways to draw attention to method. For 25 years, I have been putting these propositions into effect at the College of Staten Island. They shape all my teaching, from the freshman level to the graduate level, and they dominate one course, "Introduction to Historical Method." This "teaching note" describes the exercises that I use at the start of the course, looking at "What Is a Fact?" and "Point of View."
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