Cognitive studies researcher, Samuel Wineburg, has conducted empirical studies over the past decade to compare the way historians think about primary and secondary sources with the thinking processes of high school students and teachers. Wineburg's research demonstrates the importance of domain-based or subject-specific thinking in the teaching and learning of history. This digest addresses Wineburg's conception of historical thinking and its application to the teaching and learning of history in schools. It discusses: (1) Wineburg's sourcing heuristic and corroboration heuristic in historical thinking; (2) Wineburg's findings on historical thinking and domain-specific knowledge; (3) applications of historical thinking to reading and interpreting documents; and (4) Internet resources for teachers of historical thinking. (BT)