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An interview with Anne Curry, dean of the Faculty of Humanities and professor of medieval history at the University of Southampton. Among the issues she discussed include the waning of popularity of history as a subject in terms of full-time undergraduate enrollments, her biggest regret and the origin of the V sign, the modern swearing symbol.

Provides overview of three research projects on teaching and learning history, presented at a conference of the History Educators International Research Network in Ambleside, England. Use of political cartoon to identify pupils' development of reasoning skills; Role of stories in history teaching; Response of students on the credibility of authors of history books.

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.

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.

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.

Finds out why a history textbook for all Europe would be impossible to write. Results of the project by the Regional Council of Lower Normandy, the University of Caen and the newspaper `Le Monde' to examine the textbooks in use in eight European countries, the United States and Israel; Each country's devotion of most space in the textbooks to its own affairs.

The article presents a conversation between a teacher and a pupil in a Year 8 history lesson on the four types of human settlements in which the pupil incorrectly identified a hamlet as an omelette.

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 discusses the importance of teaching history to students in the U.S. Claim by the author that learning about history engenders a sense of identity; Development of a sense of empathy with people of the past; Development of transferable learning skills.

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 on the problems faced by schools in teaching history in Great Britain. Lack of effective chronological methods; Importance of the history subject; Source materials useful for the effective teaching of history.

Discusses tips on teaching history at St. Joseph's Roman Catholic School in Wrexham, Wales.

Provides teaching tips for Egyptian and Greek history.