Despite this generation's media savvy, they are often not particularly historically savvy: they do not always realize when they are being misled, nor do they have the critical thinking skills to uncover hidden messages or to challenge ideas that come to them through commemorative history. Yet their daily interactions with media not only increase the imperative that they develop this critical perspective, but also ensure that they have a foundation laid for such a critique. As young people navigating advertisements all the time through the media landscape, they can indeed be encouraged to apply that sensibility to the historical landscape as well. History teachers can create opportunities for students to develop historical consciousness through deliberately exploring questions about how history is being interpreted in the public realm; how it is being used for some social, political, or economic purpose; and how it is shaped to tell us our values as a community. To this cause, this article offers a sample lesson used by the author in a senior seminar that can be adjusted for nearly any level of history student.