Abstract
STUDENTS' INTENSE ENGAGEMENT in a time of national tragedy poses challenges to history teachers, but can also provide opportunities for insightful discussions of the interpretation of historical evidence. For me, this was the case following the terrorist attacks of September 11, 2001, as that event led my students to ponder the points at which historical events and memory intersect. Memory is a concept at once personal and collective; these imbricated forms of memory can serve different sets of purposes and interests, and, as often competing windows to the past, provide difficult interpretive choices. Communities of memory and historians in turn contest each others' legitimacy and dominions. Pierre Nora, guiding force behind study of the history of collective memory in France, lays out ideal types of memory and history:
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