In this paper it is argued that the introduction of the Internet into the classroom provides a unique forum for the cultures of the world to communicate with each other, arrive at a new understanding between each other and be able to redefine views of how knowledge is formed. The paper will present two alternate views of critical thinking — the orthodox and the second cycle — and their connection to historical inquiry. The paper will show how these two approaches to critical thinking are reflected in an Internet project, which allowed eight Canadian classrooms to study history from a First Nations (indigenous peoples) perspective.