Abstract
TEACHING history is an individual act. Contrary to notions sometimes put forward by proponents of particular classroom methods which have proved successful, formulating exact specifications that will insure a quality history course is probably impossible. Nevertheless, descriptions of ways teachers approach the study of the past are useful if regarded not so much as patterns for direct adoption as possibilities for adaptation. A number of the projects designed to help students learn to make judgments about historical evidence, developed for the freshman level Introduction to Historical Studies course offered at Indiana University-Purdue University at Indianapolis, can be adapted for use in other types of history courses. Intended to acquaint students with what history is and how it is written, this course allows an unusual amount of experimentation and
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