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Author: Arthur Chapman
Publisher: IAP
ISBN: 1681230348
Category : Education
Languages : en
Pages : 394
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Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: Arthur Chapman
Publisher: IAP
ISBN: 1681230348
Category : Education
Languages : en
Pages : 394
Get Book Here
Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: Vernon Bogdanor
Publisher: Oxford University Press
ISBN: 9780197263334
Category : Language Arts & Disciplines
Languages : en
Pages : 204
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Book Description
'Joined- up government' is a key theme of modern government. The Labour government, first elected in 1997, decided that intractable problems such as social exclusion, drug addiction and crime could not be resolved by any single department of government. Instead, such problems had to be made the object of a concerted attack using all the arms of government - central and local government and public agencies, as well as the private and voluntary sectors. This book seeks to analyse 'joined-up government', to consider its history, and to evaluate its consequences for British institutions such as the Cabinet, the civil service and local authorities. Is joined-up government a new idea, or merely a new label for a very old idea? What lessons can be learnt from previous attempts at joined-up government? How does it affect our traditional constitutional conceptions relating to Cabinet government, a politically neutral and non-partisan civil service, and an independent system of local government? Will it lead to the concentration of power in 10 Downing Street or is it compatible with a political system based on checks and balances? Drawing together papers given at a conference held at the British Academy, Joined-Up Government provides a broad overview of one of the most significant aspects in modern government. Its contributors include not only distinguished academics, but also those who have themselves been engaged as practitioners in developing joined-up programmes. This book will be indispensable to all those who seek to understand how new developments in government are affecting our lives.
Author: Isabel Barca
Publisher: IAP
ISBN: 1617351091
Category : History
Languages : en
Pages : 266
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Book Description
The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tânia Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhaimi Afandi and Mark Baildon, in Spain, by Lis Cercadillo, in Turkey, by Dursun Dilek and Gülcin (Yapici) Dilek, and in the United States, by Peter Stearns. By illuminating common trends, national peculiarities and differences, this collective book further enriches our knowledge about crucial issues concerning public perspectives over history education in diverse parts of the world. It opens new questions and issues to be further investigated by all who are interested in this field, in terms of its historical, educational, global, national, ethnic, cultural, social and political dimensions in the current transitional and multicultural environment. This international dialogue therefore addresses historians, history education researchers, university professors, school teachers, policy makers, publishers, parents and all those who insist that history education is very important, especially if it enables young people to orientate in the present and the future in historical terms
Author: Ian Davies
Publisher: Routledge
ISBN: 1317284283
Category : Education
Languages : en
Pages : 301
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Book Description
Now in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond. Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contexts? What is the role of evidence in history teaching and learning? How should you make use of ICT in your lessons? Should moral learning be an aim of history education? How should history learning be assessed? Debates in History Teaching remains essential reading for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.
Author: Alan Scadding
Publisher: Letts and Lonsdale
ISBN: 9781843155102
Category : History
Languages : en
Pages : 180
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Book Description
New editions of the bestselling Revise GCSE Study Guides with a fresh new look and updated content in line with curriculum changes. Revise GCSE contains everything students need to achieve the GCSE grade they want. Each title has been written by a GCSE examiner to help boost students' learning and focus their revision. Each title provides complete curriculum coverage with clearly marked exam board labels so students can easily adapt the content to fit the course they are studying. Revise GCSE is an ideal course companion throughout a student's GCSE study and acts as the ultimate Study Guide throughout their revision.
Author: Dennis De Witt
Publisher: NUTMEG PUBLISHING
ISBN: 9834351933
Category : History
Languages : en
Pages : 272
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Book Description
Written in the perspective of a Malaysian Dutch descendant, it gives a comprehensive and never before narrated story about the history of the Dutch in Malaysia and the Malaysian Dutch community. This book divides the Dutch historical influences in Malaysia into four different eras. Each era is analysed and represented in relation to its respective social environment and political developments. Included are the historical contributions of individuals, such as the Dutch Admirals who attempted to capture Malacca, the Dutch Governors and their administrative ranks who governed the town and the contributions of the Malacca Burghers in shaping Malaysia's history.
Author: Al Smith
Publisher: Lulu.com
ISBN: 1435701615
Category : African Americans
Languages : en
Pages : 490
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Book Description
Author: Lucy la Zouche
Publisher: Lulu.com
ISBN: 1326298879
Category : History
Languages : en
Pages : 232
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Book Description
Lucy la Zouche was born in 1279 and she knew in her lifetime only that she was definitely related to the nobility of medieval Brittany and might be descended from Charlemagne. In fact, she was descended from the Kings of the Frankish Merovingian and Carolingian dynasties, the Kings of Wessex, the Dukes of Brittany and Normandy, the Counts of Anjou and Flanders and from many other noble houses in Europe, not to mention a number of Saints. A direct descendant of Alfred the Great, Charlemagne and William the Conqueror, her pedigree is second only to that of the British Royal Family. Through the marvels of the World Wide Web, she is able to tell her extended family's story - 'My History'. It is likely that Lucy, her siblings and her cousins have at least 1 million descendants worldwide. This book will be fascinating to them but also to any historian or genealogist who is interested in the evolution of medieval Europe. This extended Second Edition is only available in paperback.
Author: Vivienne Sanders
Publisher: Hodder Education
ISBN: 1444150790
Category : Education
Languages : en
Pages : 223
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Book Description
The book starts with an introduction to the events that led to France's withdrawal from Vietnam and US support of Diem's government and goes on to examine how the conflict escalated and the USA became fully involved. The book also looks at the pressure for peace on the US home front and how this had an impact on the eventual withdrawal and fallout from the war. The role of key figures in the conflict, both American presidents and Vietnamese leaders, is analysed throughout. Throughout the book, key dates, terms and issues are highlighted, and historical interpretations of key debates are outlined. Summary diagrams are included to consolidate knowledge and understanding of the period, and exam-style questions and tips for each examination board provide the opportunity to develop exam skills.
Author:
Publisher: State University of New York Press
ISBN: 1438406207
Category : Religion
Languages : en
Pages : 276
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Book Description
Many of the events treated in this volume have become part of the historical consciousness of Muslims. The first civil war of Islam, the Fitnah, is widely seen as of decisive importance in dividing the Muslims into three major traditions, Sunnis, Shi'is, and Kharijis, which have persisted until today. Although this division may be an over-simplification of a much more complex process of community formation, the events narrated here are certainly of great importance in the early history of Islam. The volume is focused on the struggle between the caliph ʿAlī and his rival and eventual successor as caliph, Mu'awiyah, the first caliph of the Umayyad dynasty. About half of the material is concerned with the confrontation between the two at the battle of Siffin in 657, the fighting, the ending of the battle when the Syrian supporters of Mu'awiyah are described as having attached Qu'ranic texts to their lances, and the subsequent negotiations between the two rivals which resulted in the dispute's being put to arbitration. Much detail is also provided about ʿAlī's struggle against the Kharijis, his former supporters who had turned against him as a result of his agreement with Mu'awiyah to accept arbitration; the revolt against ʿAlī in regions of Iraq and Persia around the northern edges of the Persian Gulf, which involved Christians, as well as Muslims, Arabs, and such non-Arab groups as Kurds; the events in Egypt that led to the burning of 'Ali's representative there in the skin of a donkey; and the murder of by ʿAlī Ibn Muljam, the account of which sometimes reads as if it were a popular story. Al-Ṭabarī 's text makes available a wealth of detail in narratives collected from the now lost compilations of scholars of earlier generations. The bulk of the material is cited from the famous Abu Mikhnaf, who died in A.D. 774, but there are also many reports from other traditionists and narrators whose materials would be largely unknown to us if it were not for the work of al-Ṭabarī. The volume contains a number of speeches and letters attributed to the Prophet's son-in-law and cousin ʿAlī, including his deathbed speech to his sons, and there is also a version of the document drawn up by ʿAlī and Mu'awiyah in which they agreed to appoint arbitrators. The Arabic text of the Leiden edition of al-Ṭabarī has been compared with the more recent Cairo edition and with the substantial parallel passages in such other works as the Waq'at Siffin of al-Mingari and the Sharh Nahj al-Balaghah of Ibn Abi' l-Hadid, as well as other sources, in an attempt to provide a secure text for translation. Individuals and places are identified in the footnotes, further references to sources and secondary literature are provided, and textual problems and historical matters are discussed. The volume contains a bibliography and index.
