In this chapter, Sears discusses the discord between citizen education and history. He states that the disagreements are built on “specific truths turned into general lies”. He begins the chapter with an example of this discord in the Maritime Provinces, mainly New Brunswick, regarding the difference between social studies and history. In the 1980s the Department of Education changed the Grade 10 social studies curriculum to include a mandatory class on Maritime Studies replacing Ancient and Medieval History. Parents were upset, stating that social studies is interdisciplinary whereas history is a distinctive discipline. Sears states that the conflicts between citizenship education and history are destructive for all involved. The discord undermines the already tenuous status of social studies education in a system where emphasis is placed on science, math and language arts, especially considering that the conflict itself is built on false premises. Sears purports that citizenship education and history, especially in terms of historical thinking, have a lot in common and could work together to enhance social studies education in schools, through research, policy and practice. Sears highlights the lies and the truths that sustain them in the chapter. He also highlights the similarities between historical thinking and citizenship education, through the lessons of cognitive revolution, creating a sense of context and cohesion and specific pedagogical connections. He concludes with a description of how intersecting communities of practice should be built.