GCSE History: The USA 1919-1941 Teacher CD-ROM PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download GCSE History: The USA 1919-1941 Teacher CD-ROM PDF full book. Access full book title GCSE History: The USA 1919-1941 Teacher CD-ROM by Aaron Wilkes. Download full books in PDF and EPUB format.
Author: Aaron Wilkes
Publisher: OUP Oxford
ISBN: 9781843038313
Category : United States
Languages : en
Pages :
Get Book Here
Book Description
Accompanying Teacher CD-ROM to use alongside The USA 1919-1941 Student Book
Author: Aaron Wilkes
Publisher: OUP Oxford
ISBN: 9781843038313
Category : United States
Languages : en
Pages :
Get Book Here
Book Description
Accompanying Teacher CD-ROM to use alongside The USA 1919-1941 Student Book
Author: Aaron Wilkes
Publisher: OUP Oxford
ISBN: 9781843038306
Category : General Certificate of Secondary Education
Languages : en
Pages : 0
Get Book Here
Book Description
GCSE History is designed with a similar approach and methodology as the very successful Folens KS3 History series. Each textbook has additional material available on CD-ROM. The GCSE exam content is delivered through fun stories, entertaining material and unusual and interesting topics.
Author: Phil Wadsworth
Publisher: Cambridge University Press
ISBN: 110761323X
Category : History
Languages : en
Pages : 201
Get Book Here
Book Description
Cambridge International AS Level History is a suite of three books that offer complete coverage of the Cambridge International AS Level History syllabus (code 9389). Written in clear and accessible language, this title enables students to achieve highly in their AS examinations. Features include key questions, timelines, definitions of key terms, profile of key figures, notes to highlight significant points and formative questions to consolidate learning. Each chapter reinforces knowledge and builds skills using detailed study of primary and secondary sources. Comprehensive exam support is offered with each chapter concluding in exam-style questions relating to Paper 1 (Source Investigation Questions) and Paper 2 (Structured Essay questions). Further exam help is provided in the final Examination Skills chapter.
Author: Carrier, Peter
Publisher: UNESCO Publishing
ISBN: 9231000330
Category : Education
Languages : en
Pages : 235
Get Book Here
Book Description
How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.
Author: Richard Hakluyt
Publisher:
ISBN:
Category : History
Languages : en
Pages : 338
Get Book Here
Book Description
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Paul Addison
Publisher: John Wiley & Sons
ISBN: 1405141409
Category : History
Languages : en
Pages : 600
Get Book Here
Book Description
A Companion to Contemporary Britain covers the key themesand debates of 20th-century history from the outbreak of the SecondWorld War to the end of the century. Assesses the impact of the Second World War Looks at Britain’s role in the wider world, including thelegacy of Empire, Britain’s ‘specialrelationship’ with the United States, and integration withcontinental Europe Explores cultural issues, such as class consciousness,immigration and race relations, changing gender roles, and theimpact of the mass media Covers domestic politics and the economy Introduces the varied perspectives dominating historicalwriting on this period Identifies the key issues which are likely to fuel futuredebate
Author: John White
Publisher: Psychology Press
ISBN: 0415306787
Category : Education
Languages : en
Pages : 210
Get Book Here
Book Description
This is an important and timely book, and should be read by all educationists and policy-makers concerned about the future of the curriculum.
Author: Ian Davies
Publisher: A&C Black
ISBN: 0826447899
Category : Education
Languages : en
Pages : 193
Get Book Here
Book Description
Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.
Author: Georgeta Raţă
Publisher: Cambridge Scholars Publishing
ISBN: 1443849960
Category : Education
Languages : en
Pages : 470
Get Book Here
Book Description
Multicultural education is a set of strategies and materials in education, developed to assist teachers in promoting democracy while responding to the many issues created by the rapidly changing demographics of their students. Multicultural education means to ensure the highest levels of academic achievement for all students: it helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diversity groups. Multicultural Education: From Theory to Practice – which includes the contributions of academics and researchers from two continents and 14 culturally-challenged countries – aims to provide a platform for multicultural education researchers to present new research and developments in the area. The contributors to the book approach the foundations of multicultural education, the political context of multicultural education, classroom practices in multicultural education, and language education in a multicultural context. This volume will appeal to a wide range of academic readership, including educators, researchers, social students, teacher trainers, and teachers of all subjects and of all levels, who wish to develop personally and professionally. It will also be useful to all those who interact, one way or another, with both students and teachers in a multicultural context.
