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Abstract
History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students.