The Poet is a heroic figure belonging to all ages; whom all ages possess, when once he is produced, whom the newest age as the oldest may produce;—and will produce, always when Nature pleases. Let Nature send a Hero-soul; in no age is it other than possible that he may be shaped into a Poet.

Carlyle believed that the excesses of the French Revolution were a divine judgment upon a selfish monarchy and nobility.

Really it were a grave question. Official persons would an swer doubtless in official language: but we, for our part too, should not be forced, to answer: Indian Empire, or no Indian Empire we cannot do with out Shakespeare!

“It is a great shame for anyone to listen to the accusation that Islam is a lie and that Muhammad was a fabricator and a deceiver. We saw that he remained steadfast upon his principles, with firm determination; kind and generous, compassionate, pious, virtuous, with real manhood, hardworking and sincere.

For Carlyle, Shakespeare, the hero as poet, has an ‘overflowing love of laughter’. As he explains: ‘Laughter means sympathy. ‘ Shakespeare’s laughter ‘seems to flow from him in floods … his whole heart laughs’.

According to Carlyle, all heroes have a basic “material” of which they are all made, some sort of stuff that in each great man allows him to be great. A Hero is a man who willingly devotes his life to the divine and inner truth and shares his vision with the rest of the world.

Hart’s Top 10 (from the 1992 edition)

The great man theory is a 19th-century idea according to which history can be largely explained by the impact of great men, or heroes; highly influential and unique individuals who, due to their natural attributes, such as superior intellect, heroic courage, extraordinary leadership abilities or divine inspiration.

Thomas Carlyle

Behavioural theory takes the opposite approach to “Great Man” and Trait theory and is based on the belief that effective leaders are made, not born. The focus of this theory is on the actions rather than intellectual and personal qualities of leaders.

One of the key problems with the Great Man theory of leadership is that not all people who possess the so-called natural leadership qualities actually become great leaders. If leadership was simply an inborn quality, then all people who possess the ​necessary traits would eventually find themselves in leadership roles.

Great God Theory The idea that the god(s) are in control, shape and direct things. They are the cause of events happening in the world. This leads to a fatalistic view of history and life, time is often seen as cyclical or not important. People have very little effect on the situations and events.

The 8 Major Theories of Leadership.

Historical figure is a person who lived in the past and whose deeds exerted a significant impact on other people’s lives and consciousness.

In Historical Theory, a prominent historian develops a highly original argument that evaluates the diversity of approaches to history and points to a constructive way forward. Mary Fulbrook argues that all historians face key theoretical questions, and that an emphasis on the facts alone is not enough.

The Historical Theory of Rights emphasizes that rights are the product of history. They have their origin in customs which once possessed practical social utility and passed on from one generation to another, ultimately having been recognised as inherent claims or rights.

There were five of these.

• The Great God Theory. The most primitive attempts to explain the origin and development of the world and man are the creation myths to be found among preliterate peoples.
• The Great Man Theory.
• The Great Mind Theory.
• The Best People Theory.
• The Human Nature Theory.

There are many different types of historical lenses, but there are three fundamental categories: social, economic, and political.

Economic Lens: This lens focuses on the local, national, or international economy, all of which are central to the lives of every living person.

Bias is not necessarily a bad thing. In fact it can be very useful as it lets us find out about what people believed or thought about a particular subject. What historians need to do is to try and find evidence from lots of different sources so that they can form a balanced opinion themselves.

Avoiding Bias

1. Use Third Person Point of View.
2. Choose Words Carefully When Making Comparisons.
3. Be Specific When Writing About People.
4. Use People First Language.
5. Use Gender Neutral Phrases.
6. Use Inclusive or Preferred Personal Pronouns.
7. Check for Gender Assumptions.

In fact historians often allow for bias in evidence, and even explain it when reconstructing what happened in the past. The article concludes by noting that although personal bias can be largely avoided, cul- tural bias is not so easy to detect or correct.

How do I detect bias in a source?

• When describing people or events, the language is too positive and does not admit anything negative.
• When describing people or events, the language is too negative and does not admit anything positive.
• The source fails to mention very important information of which you are aware.

To teach the fundamentals of bias, teachers should first define the term in a historical sense. Phrases like “prejudiced opinion,” “one-sided point of view,” and “specific inclination,” will help students simplify and understand what bias boils down to.

Bias can damage research, if the researcher chooses to allow his bias to distort the measurements and observations or their interpretation. When faculty are biased about individual students in their courses, they may grade some students more or less favorably than others, which is not fair to any of the students.

Primary sources place high demands on student cognitive resources. Student have limited or misapplied background knowledge. Student have unsophisticated worldviews. Students have a false sense of the discipline of history.

There are several main criteria for determining whether a source is reliable or not.

1. 1) Accuracy. Verify the information you already know against the information found in the source.
2. 2) Authority. Make sure the source is written by a trustworthy author and/or institution.
3. 3) Currency.
4. 4) Coverage.

Primary Sources. A primary source provides direct or firsthand evidence about an event, object, person, or work of art. Published materials can be viewed as primary resources if they come from the time period that is being discussed, and were written or produced by someone with firsthand experience of the event.

Historical writing should always be analytic, moving beyond simple description. Good historical writers carefully evaluate and interpret their sources; they link causes and effects; they assign significance to actors, ideas, and events; and they weigh competing explanations for all of these.