Engaging Popkewitz's characterization that school subjects are distinct from disciplines found in the academy, this article prescribes a dichotomous heuristic for understanding history education, "scholarship" or "teaching." As such, I describe salient aspects of this characterization, distinguishing between the academic paradigm where students learn "how to do history" via apprenticing in specialized knowledge, skill, and methodology, and the K-12 alternative, where students encounter "knowledge about history," learning information and thinking skills for citizenship formation.