Drawing on a wide range of history teachers’ existing published work and presenting diverse examples of his own practice, David Ingledew builds a thorough curricular and pedagogic rationale for using popular music in history teaching. He shows how lyrics and music can be used as stimulus for various kinds of analysis and how they can be examined as sources for the periods in which they were written. Ingledew also shows how song writing, recording and promotion form a multi-layered process that is worth examining as an interpretation, which itself draws on primary sources from the much more distant past...