In 2007, Indian Residential School System (IRS) survivors won a class action settlement worth an?estimated 2 billion dollars from the Canadian Government. The settlement also included the establishment of a Truth and Reconciliation Commission. Despite the public acknowledgement, we posit that there is still a lack of opportunity and the necessary…

Asserts that contemporary history and historiography is "official" history that ignores the daily struggles of people for their continued survival. Argues that, while public illiteracy has nearly disappeared, individuals are ignorant of the wealth of primary-source materials of other cultures' histories. (CFR)

Asserts that the writers and producers of the television documentary, "The Valour and the Horror," provided a false impression of an event to fit preconceived and erroneous interpretations of history. Points out specific examples of inaccurate historical presentations and provides contradictory historical interpretations. (CFR)

Provides an overview of the Canadian Senate report on the Canadian Broadcasting Corporation's (CBC) documentary, "The Valour and the Horror." Includes quotes from official hearings regarding the historical accuracy of the documentary film. Concludes that the CBC was not controlled adequately by its board of directors. (CFR)

Asserts that the writers and producers of the Canadian Broadcasting Corporation's documentary, "The Valour and the Horror," failed to assess Canadian Air Force actions in light of Allied war aims. Argues that the documentary series distorted the era and produced a false view of history. Gives specific examples of these claims. (CFR)

Presents excerpts from the draft Statement of Claim filed by Canadian World War II veterans against the Canadian Broadcasting Corporation and others associated with the making of the documentary series, "The Valour and the Horror." Includes an overview and two examples of what the plaintiffs claimed were historical errors. (CFR)

Examines controversies about the goals and strategies of history in the K-12 curriculum. Reviews and recommends recent books and instructional materials on history. Expresses hope that the quality and quantity of appropriate materials for teaching history will increase. (CFR)

Introduces the articles and topics featured in this special theme issue. The articles revolve around two major developments: the cognitive revolution in psychology and the historiographic revolution in history. Reviews the history of these two revolutions and notes articles relevant to each. (DSK)

Argues that the idea of school history as learning the best version of the past, or even learning one or more versions, is inadequate practice. Contends that history education not only must teach about passages of the past, but also develop students' understanding of the nature and status of historical claims. (DSK)