This study examines how preservice social studies teachers (n=84) conceptualize debates regarding Public Displays of History (PDH) such as monuments and building names.Participants describe PDH as important venues for learning history but view them as incomplete, often biased, sources of information. When determining whether removal or alteration is appropriate, participants stress current interpretation of the subject's deeds, original overt and tacit intent of the creators of the PDH, broad societal values and whether removal changes understanding of the subject of the PDH. Participants describe some PDH as ineligible for alteration or removal because of their importance to society. Participants view classrooms as appropriate places for students to engage in debate regarding PDH. Implications for classroom practice and future research are discussed.

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