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Suggests recommendations for the teaching of history in schools. Keeping history fun; Diversity in history.

Suggests recommendations for the teaching of history in schools. Teaching both historical content and skills; Judging history on the basis of evidence.

The article presents a profile of an educational program hosted by the British Holocaust Educational Trust (HET) organization which leads tours and provides seminars on the World War II Nazi concentration camp of Auschwitz, Poland. Details are given describing the philosophy behind the HET's teaching methods about the Jewish Holocaust, asserting its importance and continued relevance in the 21st-century. Remarks are also given questioning the quality of contemporary history education on the subject.

The article presents an in-depth examination into the construction of the historical web site WW2History.com. Details are given highlighting the author's reasoning behind creating the website, noting that high quality, authoritative and accessible Internet resources on the period are rare. Additional discussion is given outlining the educational paradigm used on the site, called "deep diving," where varying kinds of information can be accessed depending on the user's level of interest. Also mentioned is the author's reluctance to use a subscription service to fund the project, as it may limit accessibility.

The article focuses on the teaching of history in Great Britain. The plan of the government to change the face of sixth-form education is addressed. The system for determining A-level syllabuses and assessment criteria is described. The benefits of the conference held by the Institute of Historical Research are also cited.

Discusses issues related to the study of history in Great Britain. System of teaching history followed by the Open University; Effect of budget reductions on libraries in the country; Changes that occurred in Rutland County after 1974.

Suggests recommendations for the teaching of history in schools. History as enabling man to understand himself; Importance of understanding the history of one's own country.

Editorial. Introduces a series of articles seeking to determine the methods and parameters necessary for the teaching of history. The various perspectives on history.

Discusses the study of Irish history. Details on the process of rewriting Irish history; Result of surveys conducted by the British Association for Irish Studies; Views of Ireland.

The author discusses a campaign led by British politician Michael Gove concerning a proposed history curriculum for British schools as of May 2013. The author argues that Gove's proposal calls for the curriculum to present British history as a narrative of progress from despotism to democracy, and that it contains myths and inaccuracies. The article also discusses support for Gove's proposals from Anglican cleric Giles Fraser. The author discusses the concept of moral awareness among humanity.

The editor discusses statistics that suggest that British students lack important historical knowledge and reflects on how history is taught as well as how the appeal of history seems to be waning on students. He comments on curriculum-related issues as well as parents' role in promoting historical education.

Editorial. Comments on plans of Britain's new Education Secretary, John MacGregor, to increase the amount of British history taught to 11-to-16 year olds. Difficulty defining British history; Dangers of becoming insular in education.

The article presents a guide to students in studying advanced history courses. It is important that students have a clear awareness of what skills are required for advanced history courses. Different skills are required, and although each examination board varies in its approaches to testing these new skills, it is possible to identify important core abilities that you need to be aware of and that you should be improving.