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The article discusses the impact of history subject on immigrant children to find their identity in England. Dan Snow, television historian, shares his frustration on the image of history as something that appeals only to white, middle-class viewers and thinks that teachers should have the freedom to teach about history from all periods. Snow also presents the crucial role of technology on getting pupils involved and interested in the subject.

The article discusses how the study and teaching of history in schools can equip children with transferable skills, and discusses how the study of Feudalism in medieval England can enable the students in understanding social hierarchies of other cultures, such as the Hindu caste system and the serfdom system in Russia. It states that the English Civil War taught in history lessons in schools, makes the students aware of concepts such as military dictatorship.

The article discusses the benefits of encouraging active learning in history education, focusing on the author's practice of having his students act out historical events and dilemmas. The author notes that active lessons can benefit children at a variety of learning levels, and special attention is paid to a lesson on the Roman's invasion of Great Britain.

The article presents information on ecoVikings, a nonprofit program in which performers visit British schools to teach children about how Vikings lived in environmentally-friendly ways and encourage them to do the same. The program's use of pledges and incentives such as replica Viking pennies is also touched on.

The article discusses the 100th anniversary of the sinking of the passenger liner Titanic. The author compares the tragedy to that of the attack on the Twin Towers in New York City on September 11, 2001. Also presented are ways that Titanic can be used in the classroom to teach subjects such as history, sociology and drama.

In this article, the author discusses various trends in the education. He comments that students are being taught politically correct things only and still the traditional way of teaching the 3 Rs is being followed in most of the schools in England. He further predicts that soon the education system will undergo a change in which the study of geography and science will be merged with the contemporary issues of global warming and history will be viewed as social understanding.

A quiz concerning the subject history is presented.

The article presents a lesson plan for primary education in Great Britain. The objective is to teach students how to write persuasively as well as study history. The students were divided into groups and asked to compare modern hygiene items with remedies used in the Tudor era. Students then created advertising campaigns for the modern items. INSET: Snappy slogans.

The author discusses how he teaches his Year 8 students about the English Civil War and to the way in which historians identify themes by sorting factors into groups. Students were given a series of questions to answer and had to sort them into either the political, social, or economic group of factors that led to the war.

The article discusses a history teaching lesson that was used by teachers at the Newton Primary School and Callander Primary, which are both located in Dunblane, Perthshire. When learning about the evacuation of children into the rural areas of Great Britain during World War II, students from Newton were sent to Callander to recreate the experience of internal displacement for one day. Representatives from the Hamilton Toy Collection Museum showed the students war memorabilia.

The author describes an active learning lesson used to teach British secondary pupils about the assassination of Archduke Franz Ferdinand and the First World War. He begins the lesson playing the role of the Austro-Hungarian Empire's press officer, encouraging student "journalists" to ask questions about topics including the assassination, the suspects, and likely consequences of the event. After discussion, he assigns pupils to design a newspaper page showing their understanding of the event.

The article presents a suggested lesson for teaching history to students ages 14 to 16 in Great Britain. The author describes her method of engaging students through an active learning lesson using debate on and analysis of the Cuban Missile Crisis. She explains the background study of the Cold War and the U.S.'s role in the wider world between 1929 and 1990. She explains students' classroom "reenactment" of the crisis and the resulting discussion on nuclear arms and the Cold War.

This article presents the author's experiences as a teacher in the secondary school history classroom. According to the author, history teaches the student the meaning of humanness. The history classroom is a place of small epiphanies. The historical consciousness of the children matters because the children are human beings. The pupils, too, can experience the awe and the humility that a disciplined, stretching study of the past confers. In the article the author will cover in her keynote address entitled sensibility, curiosity and humility in the secondary school history classroom at the Historical Association's centenary secondary conference in Bristol.

The article focuses on the importance for teachers to understand the realities of the current school system. The author suggests the need of teachers to get into the subject knowledge deeply. This is best illustrated by taking considerations into the teaching of History and about Religious Education.

Discusses the role of information and communication technology (ICT) in teaching students in Gwynedd rural primary in Wales about graveyards. Study of local history; Extrapolation of data from churchyard and local census records into graphs; Use of ICT resources; Benefits to students of the interactive SMART Board.

Examines ways of engaging and supporting pupils who are learning English as an additional language (EAL) in teaching history lessons in Great Britain. Effectiveness of the national strategy paper, "Access and Engagement in History"; Benefits of writing frames and card-sort activities for foreign pupils learning English; Relevance of the country's curriculum for EAL pupils.

Highlights the Under Our Street local history project at Saint Mary's primary school in Salford, England. Features of the project; Benefits provided by the project to the students' history education; Reclaiming the area's heritage through the efforts of school children as the primary purpose of the program; History of the establishment of the program.

Focuses on a First World War trip to Belgium of students from Isleworth and Syon School. Part of the AQA Modern World syllabus.

Focuses on the potential of video as a teaching and learning aid in history classrooms. Use of primary footage, feature films and historical documentaries; Movies and TV shows.

Reports that local history is bringing the curriculum alive for children in South Wales. Teaching of local history; Project that features the 19th-century ironmaster John Josiah Guest; Classroom activities.

Discusses the experiences of a school teacher regarding her role as the head of the history department. Resignation of a colleague name Jane Fleming who opted to work in a call center; Relationship with school deputy head; Feelings towards the start of classes.

Features the use of textbooks regarding Nazi regime in Germany in education. Importance of a study of the period in German history; Engagement of students with fundamental historical issues; Use of carefully worded enquiry questions in the books.

Reports that an AS-level in the history, philosophy and ethics is being piloted in Great Britain. Subjects students will be encouraged to research; Assessment of pupils on the merits of a research project of their choice; Overview of the course; Aim of the qualification being piloted in some schools before going nationwide.

Presents tips for teaching pupils about the Gothic crown which was made probably for Margaret of York and which is one of the key displays in the exhibition 'Gothic: Art for England 1400-1547' at the Victoria and Albert Museum. Interpretation of marks on the crown; Historical background; Teaching tips for history, art and English language teachers.

Advises history teachers in Great Britain on teaching Anglo-Saxon history. Description of the Anglo-Saxon age; Use of map work to study place names and the movements of the Anglo-Saxons; Holding of a debate similar to the debate held by the Synod of Whitby over which form of Christianity should be adopted for England; Study of the leadership of Alfred the Great. INSET: Resources..

Focuses on the organization Facing History and Ourselves, a national and teacher training organization that addresses the moral and social issues of history through experiential learning. Use of the Holocaust as a springboard for exploring racism, prejudice and antisemitism; Margot Stern Strom as director; Aim of highlighting the moral component of education.

The article discusses using a virtual timeline to teach history and chronology to students.

A reprint of the article "History report held up by row," which appeared in the December 22, 1989 issue of the "Times Educational Supplement" is presented. It discusses a dispute between the British national curriculum history working group and British education secretary John MacGregor over the emphasis that factual information such as dates should receive in the curriculum. The coverage of Great Britain's involvement in various historical events in the curriculum is also discussed.

The article reports that the proposed revision of history curriculum for primary schools in Great Britain is being criticized. Alan Hodkinson of Liverpool John Moores University states that not teaching chronology until the end of primary school is a mistake because it is important to history. He adds that teaching chronology is very important because without it children can not specify when events are happening. INSET: Six areas of learning.

The author comments on history teaching in Great Britain, noting that it has transitioned from a focus on political and military history to a focus on social history. She explains that students learn about the people, how they lived, what they wore, and how they passed the time, in addition to what was happening in the government and internationally. She calls for this to be taken another step further to "inclusive" history that adds discussion of all peoples and how they impacted the country.

The article presents information on a website containing video games meant to increase British pupils' understanding of World Wars I and II. The Commonwealth War Graves Commission, which launched the website in early November 2007, focused the website on British football players' roles in the wars, such as entertainers, morale boosters, and propaganda representatives. Its intent is to create interest in history and generate respect for the football players' participation.

The article presents a British teacher's suggestion for teaching history to students ages 8 to 11. She explains that the use of movement and visual representation engages students and reinforces their learning. She presents certain students with cards containing a date pertaining to the current curriculum topic, then asks them to line up chronologically. Other students, who hold cards with related people's life spans on them, must position themselves along the number line.

The article presents commentary on a European history textbook that could be used by all countries of the European Union (EU). The author notes the common achievements of the EU, including market, currency, and voice in trade negotiations, but questions whether ministers, historians, and educators can agree on a common version of history. She cites concerns such as local interpretation, national myths, and a 21st century trend favoring national histories over collective European history.

The article offers tips in conducting classes related to the study of history, languages and English.

The article provides information concerning the importance of maps in education. History teachers can ask students to create a presentation on maps to be part of a museum exhibition on the achievement of the ancient world. Students use maps to examine how the British empire was defined. It also offers information on the accessibility of map resources from Web sites.

The article offers several news briefs on various topics related to education in Great Britain. The chief inspector of schools told the Members of the Parliament that its is not advisable to allow students to drop history subjects at the age of 14. U.S. First Lady Laura Bush praised the country's Teach First project. A study has suggested the importance of teachers using the thinking skills method of teaching.

Discusses the need to cut selective history teaching in schools in the U.S. Comments on the need to study and learn from prehistoric events as a foundation in dealing with present issues; Inability of students to study societies before democracy was known; Significance of learning the past on the student's ability to analyze data in a broader range.

Reports that an advertisement published in "The TES" in Great Britain has compared history teachers to Time Lord, the enigmatic hero of the "Dr Who" science fiction adventure series who travels through time, battling ghosts, aliens, and Daleks. Reactions of history teachers to the advertisement; Similarity of history to time travel; Challenges of history teaching;

Advises history teachers on teaching VE Day to elementary and high school students in Great Britain. Joy and mixed emotions during VE Day; Web sites for additional information; Question of how the Allies achieved victory in the Second World War; Information from the British National Archives Learning Curve.

Looks into research on whether or not people knew of the Jewish Holocaust. Reason why the Auschwitz concentration camp was constructed; Emphasis on the importance of social and moral lessons in preference to teaching the history of the Holocaust; Importance of discussing this matter to students.

Reports that the British Qualifications and Curriculum Authority is advising schools to improve the chronological teaching of world history. Inclusion of a teaching requirement in the national history curriculum for stage three that aims to develop pupils' use of dates, vocabulary, and conventions that describe historical periods; Suggested exercises that can be used to measure chronological understanding.

Reports on the complain of Japanese diplomats regarding how their country is portrayed in history lessons in Great Britain. Claim that lessons on the history of Japan cover only wartime events such as Hiroshima and Nagasaki atomic bombings; Statement of Atsuyuki Asano, Japanese educational attache, regarding his country's concerns on the curriculum on teaching history; Reaction of British education officials to the concern.

Presents a teacher's experience while re-enacting Victorian life as a history project. Identification of photographs as the best framework for structuring the recount; Preference of learners to use a visual and kinesthetic approach to language; Elaboration on how pupils arranged the pictures chronologically.

Discusses an activity for teaching history to primary students in Great Britain.

Focuses on how children can learn much from the imperial legacy in Great Britain. Benefits from studying the empires of Great Britain.

Reports on an online resource for teaching pupils about the history of the Port of London from Roman times to the present in Great Britani.

Reports that history teachers in Great Britain are struggling to sell their subject to teenagers as heads direct pupils to easier subjects that will deliver better results for the league tables. Dissuasion of youngsters from taking the subject after key stage 3; Decline in the numbers taking GCSE and A-level history since 1997.

Reports on the proposals of Emmanuel College for the inclusion of Christianity and Biblical truth in teaching in Great Britain. Plan of the college to open several state-funded secondary schools using the government's expanding academy scheme; Criticism on the proposal by teaching unions; Opposition of the union on the planned opening of secondary schools by the college.

Reports on an experiment by former teacher and researcher Alan Hodkinson to study the importance of giving pupils a much clearer sense of exactly when historical events happened. Approaches used by Hodkinson to teach history to pupils; Outcomes of the experiment.

Focuses on the use of portraits in teaching history in Great Britain. Importance of gaining the attention of children when teaching about the Tudors; Organization of a workshop by Sunderland Museum and Winter Gardens.