The authors, all of whom hail from the University of Central Lancashire, UK, examine what should be taught to history undergraduates, by what means, and to what ends. They describe the state of the discipline and the various controversies within it, questions of progression and differentiation, including debate about when and how to teach research skills and work from primary sources, the various ways that content matters and how it should be sorted and communicated between students and instructors, the issues of appropriate skills and "quality of mind" in an historian, the means and ends of learning and teaching, and the controversies presently aroused by issues of assessment. A list of relevant websites is included. Annotation ©2004 Book News, Inc., Portland, OR