What kind of history should be taught? What phenomena and approaches are given priority? How is the past and historical time understood? How can a curriculum for this discipline be developed? What use can be made of audiovisual media and computer-assisted history teaching? These are some of the basic questions that are addressed, both from a theoretical and practical point of view. The contributions in this book, from different levels of education, try to show the close relationship that exists between the content of history and its teaching. It is also an aid to teachers for their personal reflection and as support for everyday classroom problems.