In achieving its lessons, Didactic history makes use of the interactive possibilities which distinguish web history from its conventional sibling. Finding a lesson from Richard Nixon generates debate that is not present in the fixed texts of conventional history. For example, the National Archives and Records Administration's Teaching with Documents website has incorporated a lesson plan which asks the students to "stage a class debate on the question: Should the Watergate Special Prosecutor seek an indictement of Richard Nixon?" The students are then provided with a 1974 memorandum from the Watergate Special Prosecution Force outlining the factors weighing for and against the indictement of the President. By situating this debate in the present tense, and asking the students to place themselves in the position of the Special Prosecutor, this interactive history is achieving a more considered analysis than the reproduced eulogies and nostalgia of the National websites. 

But it would be wrong to see Didactic websites as the final product of web history. In the way that the NARA offers only one of its extensive digital documents on Richard Nixon, with no links to its online archive, the website is as closed and finished as the National sites. Although certainly this is not true for all interactive web history on Richard Nixon. The American President website features lesson plans like the NARA site, but it also offers a collection of links reviewed by teachers and given a rating as to their educational value. The content of the site itself also explores the possibilities of hypertext, with users able to jump to different aspects of Richard Nixon's life, from his early career, to his legacy, to his family life, and so on. Like many of the Didactic sites on Richard Nixon, this ends with a moral lesson: "That Nixon betrayed this trust and shattered this myth is the ultimate tragedy of his presidency." 

And this reveals the limit of the Didactic version of Richard Nixon. On the one hand, it can make great use of the interactive functions available on the internet to continually debate the historical figure of Nixon. Yet on the other hand, the Didactic version tries inevitably to find a conclusion or moral lesson to Richard Nixon's life. A solution might be possible along the lines of Tom Wicker's online essay for PBS' Newshour site. Although Wicker is as didactic as the highschool lesson plan, "he was neither evil nor a victim, except of himself - and we're all that kind of victim", the essay is linked to a forum where the topic can be debated, and to the larger PBS site, which contains further sites about Nixon. Here can be found the new American Experience website, which profiles each President according to different possible versions, then links within the text to primary sources, and back again. This is the possibility of Didactic history.