This paper examines the debate over the teaching of Canadian history that has been in progress in Canada since the early 1990s. It considers four criticisms: schools do not teach enough Canadian history and students, therefore, do not know it; the history that is taught is no longer sufficiently national; social history has destroyed the old nation-building narrative and dwells on the negative rather than the positive aspects of Canada's past; and child-centred teaching and other pedagogical fashions have led teachers to devalue factual knowledge. Finally, it examines the proposals that have been advanced for the reform of history teaching in Canada.