to be discussed in the classroom. Two of the four pre-service teachers interviewed "construed the historian as detective finding answers to a puzzle whose answers are fixed, rather than historian as a builder of interpretations with limits set by text and context" (Seixas, 1998, p.334). Language is another major challenge when using primary sources. Some authors note that the reading level of primary source documents or the colloquial terminology that is to be found in many historical documents may frustrate young students, thus negating the positive impacts (Lee, 2001; Seixas, 1998). In addition, there is the difficult question of cultural sensitivity; language used in the past may actually be deemed offensive by today's society. This is often problematic when dealing with cultural or racial topics, such as American slavery or the treatment of Japanese Canadians during World War II. One of the pre-service teachers in Lee's study struggled with the challenges of language and controversy during a lesson about the Civil War. Noel's recognition that the language may be inflammatory and that her students needed forewarning about the offensive nature of the language was consistent with other participants' feelings about using primary source documents. Although none of the participants refused to use the documents, most insisted on mediating students' experiences. The forms of instruction chosen by participants denied their students an opportunity to deal with controversial documents. These pedagogical decisions would have the effect of limiting students' historical thinking (Lee, 2001, para. 22). Lee's observations highlight what is perhaps the