Exam Board: SQA Level: National 5 Subject: Modern Studies First Teaching: September 2017 First Exam: Summer 2018 This second edition comprehensively covers the changes made to the course content and prepares students to cope with the increased emphasis on knowledge and understanding in the new National 5 exam. - Covers the two issues that students have the opportunity to study in this unit of the course: Social Inequality and Crime and the Law - Monitors progress throughout the topics with summary questions - Focuses attention on specific topic areas with case studies and fact files - Prepares students for the final exam with assessment guidance

There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.

On January 2, 1678, a fleet of French ships sank off the Venezuelan coast. This proved disastrous for French naval power in the region, and sparked the rise of a golden age of piracy.

Tracing the lives of fabled pirates like the Chevalier de Grammont, Nikolaas Van Hoorn, Thomas Paine, and Jean Comte d'Estrées, The Lost Fleet portrays a dark age, when the outcasts of European society formed a democracy of buccaneers, settling on a string of islands off the African coast. From there, the pirates haunted the world's oceans, wreaking havoc on the settlements along the Spanish mainland and -- often enlisted by French and English governments -- sacking ships, ports, and coastal towns.

More than three hundred years later, writer, explorer, and deep-sea diver Barry Clifford follows the pirates' destructive wake back to Venezuela. With the help of a lost map, drawn by the captain of the lost French fleet, Clifford locates the site of the disaster and wreckage of the once-mighty armada.

We all celebrate birthdays and friendships, the onset of seasons, religious events and national holidays. Our celebrations are full of colour, specially prepared food and good cheer. We All Celebrate introduces some less mentioned celebrations from around the world to children, among those that are well known and bring good memories.

The core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans' recognition and care for this interconnectedness. This comprehensive resource supports the work of pre-service and practicing elementary teachers as they teach their students to be part of the world as engaged citizens, advocates for social and ecological justice. Challenging readers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety of perspectives. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as 'agents of change' engaged in social and environmental issues and problems through their actions both local and global.

Police culture has been widely criticized as a source of resistance to change and reform, and is often misunderstood. This book seeks to capture the heart of police culture-including its tragedies and celebrations-and to understand its powerful themes of morality, solidarity, and common sense, by systematically integrating a broad literature on police culture into middle-range theory, and developing original perspectives about many aspects of police work.

Originally published as a special issue of the Journal of Dance Education, this collection brings together a number of insightful chapters which explore themes relating to responsible citizenship within dance education. Presenting research, scholarship, experiences, and pedagogical approaches from national and international contexts, and diverse educational settings, the chapters included in this book demonstrate how the study of dance requires students to develop a clear sense of self- and group-responsibility. Including high-level contributions from a range of researchers, educators, and dance instructors, the volume investigates how research and instruction can contribute to building communities; and ensure that dance education reacts to shifting social, political, and cultural norms. Responsible citizenship and civic engagement are examined in relation to course content, pedagogical approaches, systemic practices, and cultural assumptions. This valuable collection of diverse and insightful chapters will be of great interest to researchers, post-graduate academics, teachers and instructors in the fields of dance and teacher education.

As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many-to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization's varied processes of change. This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run.

In East Asian economies such as China, recent mass rural-urban migration has created a new urban underclass, as have their children. However, their inclusion in urban public schools is a surprisingly slow process, and youth identities in newly industrialized countries remain largely neglected. Faced with monetary and institutional barriers, the majority of migrant youth attend low-quality or underperforming migrant schools, without access to the free compulsory education enjoyed by their urban counterparts. As a result, China's citizen-building scheme and the sustainability of its labor-intensive economy have greatly impacted global economic restructuring. Using thorough ethnographic research, this volume examines the consequences of urban schooling and citizenship education through which school and social processes contribute to the production of unequal class relations. It explores the nexus of citizenship education and identity-forming practices of poor migrant youth in an attempt to foresee the new class formation in Chinese society. This volume opens up the "black box" of citizenship education in China and examines the effect of school and societal forces on social mobility and life trajectories.

Technology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum. Building off of established theoretical frameworks, veteran social studies teacher educator Scott Scheuerell shows how the implementation of key technologies in the classroom can help foster higher-level thinking among students. Plentiful, user-friendly examples illustrate how specific educational tools-including games, social media, flipped classrooms, and other emerging technologies-spur critical thinking and foster authentic intellectual work. A rigorous study, Technology in the Middle and Secondary Social Studies Classroom provides a comprehensive, up-to-date research framework for conceptualizing successful, technology-rich social studies classrooms.

In 1945 the Labour Government set about a major transformation of British society, Dr Jefferys's analyses the main changes and relates them to debates within the Labour party, on the nature of its aims and how best to achieve them.

Carrying on in Key Stage 1 is written to help teachers continue key practical activities and child focused learning throughout Key Stage 1. The activities are mapped onto the National Curriculum Programmes of Study for this age group. With the child at the centre of the activities, the book offers many exciting suggestions for topic based work, following on from and building upon the work children have done in the Foundation Stage. There is a host of ideas for using everyday materials such as paper and wood, along with purpose-designed construction materials such as Lego. The tasks included in the book are active, varied and challenging - guaranteed to interest both boys and girls. Construction is the first in a lively and detailed series of books. The knowledge, experience and national profile of the authors will ensure a strong demand for what is bound to be a popular resource.

This exciting series gives beginner readers their first experiences of some of the most important values in today's world. Here children can explore what it means to to be part a community and discover the cultural and spiritual diversity that life has to offer.|This exciting series gives beginner readers their first experiences of some of the most important values in today's world. Here children can explore what it means to to be part a community and discover the cultural and spiritual diversity that life has to offer.

Developing Leadership in the Asia-Pacific focuses on the design of leadership programs that are able to meet the needs of students, teachers and the wider community. Rather than taking an all-encompassing approach that cover all contexts of leadership development, this book is based on research that guides the leadership teacher in designing a course that takes into account the specific context and needs of individual students, the purpose of the course, and how the course can be evaluated for its effectiveness. Emphasising learner diversity, the book argues that the students' specific cultural and educational contexts need to be taken into account when designing leadership programs. Although these courses are often taught outside of the regular curriculum, components of leadership can be found in the regular curriculum. Accordingly, this book helps the leadership teacher to integrate the leadership program with the regular curriculum through the use of guiding questions, quizzes, case studies, dilemmas, and other pedagogical strategies. It links research with practice, scaffolding teachers in understanding the content or issues described in each chapter, assisting them in building a fully defensible leadership program. A number of real life worked examples are also provided throughout each chapter as a practicable framework that can be used in teaching design for everyday units of work. This book is a useful reference for researchers working in leadership as well as an essential tool for teachers developing leadership programs for students in primary, secondary or tertiary contexts.

Developing Leadership in the Asia-Pacific focuses on the design of leadership programs that are able to meet the needs of students, teachers and the wider community. Rather than taking an all-encompassing approach that cover all contexts of leadership development, this book is based on research that guides the leadership teacher in designing a course that takes into account the specific context and needs of individual students, the purpose of the course, and how the course can be evaluated for its effectiveness. Emphasising learner diversity, the book argues that the students' specific cultural and educational contexts need to be taken into account when designing leadership programs. Although these courses are often taught outside of the regular curriculum, components of leadership can be found in the regular curriculum. Accordingly, this book helps the leadership teacher to integrate the leadership program with the regular curriculum through the use of guiding questions, quizzes, case studies, dilemmas, and other pedagogical strategies. It links research with practice, scaffolding teachers in understanding the content or issues described in each chapter, assisting them in building a fully defensible leadership program. A number of real life worked examples are also provided throughout each chapter as a practicable framework that can be used in teaching design for everyday units of work. This book is a useful reference for researchers working in leadership as well as an essential tool for teachers developing leadership programs for students in primary, secondary or tertiary contexts.

Young Citizens of the World takes a clear stance: Social studies is about citizenship education that is informed, deliberative, and activist-citizenship not only as a noun, something one studies, but as a verb, something one DOES. Its holistic, multicultural approach is based on this clear curricular and pedagogical purpose. Straightforward, engaging, and highly interactive, the book encourages students (and their teachers) to become informed, think it through, and take action. Each chapter is written as a civic engagement which is teacher-ready for use in elementary classrooms. A set of six teaching strategies that are constructive, inquiry-driven, dramatic, and deliberative bring the curricular framework to life through intensive, integrated meaningful studies of special places, important people, and significant times. Readers are invited to rehearse the projects in their social studies education courses and then to reinterpret them for their classrooms. The projects are supported by important resources for teaching, including supportive children's literature, links to internet sites, and visual sources and by a Companion Website that enhances and extends the text.

As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many-to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization's varied processes of change. This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run.

Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. An annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: * An updated and streamlined Part 1 provides an essential overview of ELL theory in a social studies specific-context. * "Teaching Tips" offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of ELLs. * Additional practical examples and new pedagogical elements in Part 3 include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points. * New material that takes into account the demands of the Common Core State Standards, as well as updates to the web and print resources in Part 4.