Date of Award

Spring 5-7-2026

Document Type

Thesis

Degree Name

Master of Arts in Liberal Studies (MALS)

First Advisor

Dr. Amy Lewis

Second Advisor

Dr. Erica Barnett

Third Advisor

Dr. Michelle Falter

Abstract

Traditional history education often treats the past as just a long list of old names and dates to memorize for a test, making history feel like a lifeless collection of facts, rather than a living story. Textbooks frequently present a selective narrative put together by those in power that often marginalizes the voices of people of color and other silenced groups. When students only learn part of the truth, they are less prepared to recognize modern injustice or feel compassion for others.

This paper argues that for history to be meaningful, it must be built on three pillars: content, context, and compassion. Content provides the basic facts, but context explains the why by showing the complicated social and moral systems of the time. Compassion serves as the moral core, helping students connect emotionally with the people who lived through these events.

By using primary sources, educators can help students see history through human eyes. This inclusive approach moves students beyond simple memorization and helps them develop the compassion needed to stand up for what is right in our world today.

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