There are three recurring themes in the teaching of history in Argentina: memory, identity and citizenship. According to Gonzalez, from the nineteenth through to the twentieth century the three themes morphed and took on different meanings which can be grouped into two major stages, “patriotic history” and “reformed history.” The author discusses these stages and how they affected history education in Argentina. The debates concerning where the teaching of history fits at the end of the twentieth century and into the twenty-first century, concerning whether there are disciplines or domains and whether there are narratives or problems, are also discussed. In the case of Argentina, the debate concerns whether what they are teaching is history or social studies. Gonzalez describes how this debate has affected teaching, and how it was settled by using historical time in order to have a theme-problem tracked along a historical continuum. This new design had its own problems concerning whether or not students were to know history or know how to do it. Gonzales concludes with a discussion of the recent past and how the new perspectives, including knowledge and practice, have affected the teaching of history in Argentina, which continues to be debated in regards to a series of questions concerning the present and future.