In this book, a professional historian provides a personal narrative of how he thinks about teaching history. While the historian's experience seems, at first glance, to be removed from that of secondary teachers, it is to such teachers that his account is directed. The historian stresses that the essential questions about teaching history are the same at all levels. The document opens the practice of a historian to view, and in so doing asks teachers to examine their assumptions about their work. The historian's own assumptions about teaching history include: student misconceptions must be explored, not ignored; teachers must be models of mindfulness; strong teaching includes values and choices; a "basic skills" approach postpones learning; the meaning of "higher order skills" must be reexamined; authentic materials prompt thinking; and students know more than educators think. A 29-item list of references is included. (DB)