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The article presents some pedagogic approaches for teaching the Crusades. According to the author, the emphasis on historiography plays a critical role in teaching the Crusades to students and stress that professional and amateur historians interpret those sources in various ways. In other words, historiography stresses that textual and visual representations of history are subject to the biases of people who create them. She asserts that background lectures on the emergence and rise of Islam that concludes with a discussion of some of the political and economic aspects of the Muslim world and on the eve of the Crusades are vital to a successful presentation of the Crusades.

The article studies the history of anthropology in the historical perspective. The history of anthropology has a long-established history within the discipline. Virtually every major graduate program requires of its students a course in the history, sometimes combined with the theory, of anthropology. However, it is not obvious that this has caused history of anthropology to fill a significant or integral role in the teaching and practice of the discipline. Indeed, the opposite has traditionally been true. The required course is frequently taught by the eldest member of the department, who is presumably qualified to teach the history because he has lived through more of it than anyone else.