Sources are essential when investigating past events. However, narrative texts are forces to be reckoned with in the construction of our memories about history. We may be trained to analyze every last drop of a source if we are so motivated, but the moment it begins to tug at our heartstrings, we may not be so bold. Instead, we often treat narrative texts as binoculars into the past, guiding our educational journey. Doubts of credibility or accuracy are put on the back burner, as these sources tap into our empathetic human nature. We automatically place ourselves directly in the story, in the protagonist's perspective determined by the source, and consequently any future opinion on this event will be influenced (tainted or rosy) by the memory of this sort of identification. This becomes problematic when popular narrative texts threaten the reader's accurate perception of historical events, taking the form of inaccuracies in the classroom, or even a kind of denial of (rather than mourning, commemorations). There are several key terms that need to be clarified, which ones were used in the dialogue to build the memory of previous events, the first and most important is collective memory. Although it is a term best understood contextually, its meaning can be divided into “collective,” by a particular group of people, and “memory,” a recollection or recollection often through the reinterpretation of data. According to James Wertsch, who is primarily a professor of anthropology and published Voices of Collective Remembering, it is something that is “multi-voiced” (6), of shared experiences whose memory carefully selects certain information to adapt to generations or contexts different. Art... middle of paper... books and visual media are the approved measure of history, which leaves less room in the business for historians and revisionists to impose the most accurate history against them. Works Cited Wertsch, James V. Voices of Collective Memory. Cambridge University Press, 2002. Print.Puk, Tom. “Epistemological Implications of Social Studies Teacher Education: Who Was Christopher Columbus?” Social studies. 85:5 (September 1994): 228-233. Neal, Arthur G. National Trauma and Collective Memory: Extraordinary Events in the American Experience. ME Sharpe, 2005. Print.Grunfeld, Uriel Jeremiah. Representing the Holocaust in film: "Schindler's List" and the pedagogy of popular memory. Diss. Pennsylvania State University (1997). Dissertations and Theses: Full Text, ProQuest. Network. February 3, 2010. Schindler's List. Directed by Steven Spielberg. Universal, 2004. DVD.