"Debates in History Teaching" explores the major issues all history teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. Written by a range of history professionals, chapters tackle established and contemporary issues enabling you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: (1) What is the purpose of history teaching?; (2) What do history teachers need to know?; (3) Should "academic history" be taught in the classroom?; (4) What is the role of evidence in history teaching and learning?; (5) How should you make use of ICT in your lessons?; (6) Should moral learning be an aim of history education?; and (7) How should history learning be assessed? With its combination of expert opinion and fresh insight, "Debates in History Teaching" is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development and Masters level study. This book contains four parts. Part 1, Debates in History Teaching: contexts and controversies, contains: (1) History in education: trends and themes in history teaching 1900-2010 (Jenny Keating and Nicola Sheldon); (2) Primary history: current themes (Robert Guyver); (3) Secondary history: current themes (Terry Haydn); and (4) The history curriculum 16-19 (Arthur Chapman). Part 2, Debating Procedural Concepts and History, contains: (5) History education and historical literacy (Peter Lee); (6) Frameworks of knowledge: dilemmas and debates (Denis Shemilt and Jonathan Howson); (7) What do history teachers (need to) know? A framework for understanding and developing practice (Chris Husbands); (8) Historical interpretations (Arthur Chapman); (9) What do we want students to do with historical change and continuity? (Christine Counsell); (10) Causal explanation (James Woodcock); (11) Understanding historical evidence: teaching and learning challenges (Rosalyn Ashby); and (12) Significance (Andrew Wrenn). Part 3, Debating the Expression and Purpose of History, contains: (13) Moral learning in history (Andrew Peterson); (14) Teaching diversity in the history classroom (Paul Bracey, Darius Jackson and Alison Gove-Humphries); and (15) Citizenship and history--uncomfortable bedfellows? (Richard Harris). Part 4, Debating the teaching and learning of history, contains: (16) Using academic history in the classroom (Rachel Foster); (17) Highlighting evidence (Ian Phillips); (18) Literacies and the teaching and learning of history: current approaches to reading the past (Paula Mountford); (19) History teaching and ICT (Terry Haydn); (20) Educational visits (Helen Snelson); (21) Assessment (Joanne Philpott); and (22) Fortified silos or interconnected webs: the relationship between history and other subjects in the curriculum (Alan Sears).