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The use of oral history in the classroom is not new. Recent publications highlight successful oral history projects in elementary, middle, and high schools, and in colleges and universities. Recommendations for teachers at all levels interested in conducting oral history projects with students provide concrete directions and instructional support.1 These assignments undoubtedly contribute to students' development as historical thinkers and as citizens as they are asked to do historical research and consider their relationship to people in the past as part of the larger human experience. Historians express confidence with respect to the value of having students do oral history. While engaging students in conducting oral history interviews is certainly a worthwhile endeavor, historians might also consider ways to incorporate into their history teaching the voluminous oral histories that already exist. Oral histories pertaining specifically to veterans' experiences are growing in number. Each branch of the United States' armed services has designated agencies responsible for collecting and maintaining primary sources pertaining to veterans, and the Internet has made these sources easily accessible for teachers.2 This essay emphasizes the use of existing oral history interviews that focus on the recent past-veterans' experiences in the war in Iraq-and describes a systematic approach to source analysis designed to promote historical thinking among undergraduates as they consider leadership and the cost of victory in Iraq.

A Systematic Use of Oral Histories to Promote Historical Thinking: Historicla Thinking and the Iraq War