My approach to teaching History is in rather a more traditional vein. I do make a distinction between Chronology, which is factual information, addressing the question What happened; and true History, which is interpretation, addressing the question Why did an event happen. Interpretation can be quite profound and intriguing, though without factual information is only opinion and speculation. In survey-level courses an exposure to factual information—which itself can be exciting and dramatic—provides a fundamental foundation. It is in the upper-level courses where the factual information can be employed to support or refute interpretation. It is at this level that lessons of History can be truly drawn.