Exam board: Pearson Edexcel Level: GCSE (9-1) Subject: History First teaching: September 2021 First exam: Summer 2022 Endorsed for Pearson Edexcel qualifications Let Justice to History - one of the most respected organisations in the teaching community - guide you through the themes, events and stories within this hugely important topic. Every page of this book is informed by meticulous research, motivated by a deep commitment to representative history and inspired by years of transformative work with students and teachers. > Understand changes over time. Each period from the specification begins with a Migration Highway double-page spread that illustrates the key people, dates and turning points. Together, the Highways develop the 'big story' of migration. > Follow an enquiry-based approach. An overarching enquiry question for each chapter structures students' thinking and information gathering. Students then apply their learning to an end-of-chapter exam-style question. > Build historical skills and knowledge. Comprehension and source questions throughout the book develop conceptual understanding and students' ability to explain, analyse, evaluate and make judgements. > Bring the historic environment to life. A rich collection of sources enables students to explore the events and developments in Notting Hill - an area of particular expertise for the authors. > Prepare for exam success. A dedicated chapter on Writing Better History provides step-by-step guidance for answering each question type effectively.

Its purpose was to house thousands of Japanese Americans. Among them was the Wakatsuki family, who were ordered to leave their fishing business in Long Beach and take with them only the belongings they could carry. Jeanne Wakatsuki Houston, who was seven years old when she arrived at Manzanar in 1942, recalls life in the camp through the eyes of the child she was. First published in 1973, this new edition of the classic memoir of a devastating Japanese American experience includes an inspiring afterword by the authors.

Which Christian places or remains still exist in the UK today? And what do they tell us about how ancient Christians lived? This book takes a tour around of some of these places, giving a fascinating glimpse of how Christians built their houses and communities as well as why they are significant.

Exam Board: Pearson Edexcel Level: GCSE Subject: History First teaching: September 2016 First exams: Summer 2018 Endorsed for Edexcel Target success in Edexcel GCSE (9-1) History with this proven formula for effective, structured revision. Key content coverage is combined with exam-style questions, revision tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. With My Revision Notes every student can: > Plan and manage a successful revision programme using the topic-by-topic planner > Enjoy an interactive approach to revision, with clear topic summaries that consolidate knowledge and related activities that put the content into context > Build, practise and enhance exam skills by progressing through activities set at different levels > Improve exam technique through exam-style questions and model answers with commentary from expert authors and teachers > Get exam ready with extra quick quizzes and answers to the activities available online

Exam Board: Pearson Edexcel Level: GCSE Subject: History First teaching: September 2016 First exams: Summer 2018 Endorsed for Edexcel Target success in Edexcel GCSE (9-1) History with this proven formula for effective, structured revision. Key content coverage is combined with exam-style questions, revision tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. With My Revision Notes every student can: > Plan and manage a successful revision programme using the topic-by-topic planner > Enjoy an interactive approach to revision, with clear topic summaries that consolidate knowledge and related activities that put the content into context > Build, practise and enhance exam skills by progressing through activities set at different levels > Improve exam technique through exam-style questions and model answers with commentary from expert authors and teachers > Get exam ready with extra quick quizzes and answers to the activities available online

Exam Board: Pearson Edexcel Level: GCSE Subject: History First teaching: September 2016 First exams: Summer 2018 Endorsed for Edexcel Target success in Edexcel GCSE (9-1) History with this proven formula for effective, structured revision. Key content coverage is combined with exam-style questions, revision tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. With My Revision Notes every student can: > Plan and manage a successful revision programme using the topic-by-topic planner > Enjoy an interactive approach to revision, with clear topic summaries that consolidate knowledge and related activities that put the content into context > Build, practise and enhance exam skills by progressing through activities set at different levels > Improve exam technique through exam-style questions and model answers with commentary from expert authors and teachers > Get exam ready with extra quick quizzes and answers to the activities available online

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.>

Which Viking places or remains still exist in the UK today? And what do they tell us about how the Vikings lived? This book takes a tour around of some of these places, giving a fascinating glimpse of how Vikings built their houses and communities as well as why they are significant.

Exam board: SQA Level: National 4 & 5 Subject: History First teaching: September 2017 First assessment: Summer 2018 Fresh stories, fresh scholarship and a fresh structure. Connecting History informs and empowers tomorrow's citizens, today. Bringing together lesser-told narratives, academic excellence, accessibility and a sharp focus on assessment success, this series provides a rich, relevant and representative History curriculum. > Connect the past to the present. Overarching themes of social justice, equality, change and power help students to understand the importance of events and issues, then and now. > Go far beyond other resources. With respect and aspiration for the transformative power of History, this series incorporates the latest research, challenges old interpretations and embeds diverse experiences throughout. > Follow a clear and consistent structure. The key issues in the specification form the chapters in each book, and the content descriptors are subheadings within the chapters. Finding the information that you need has never been easier. > Meet the demands of the assessments. Connecting History develops the knowledge and skills for success, with appropriate breadth, depth and pace. The narrative and sources take centre stage and the authors model the process of answering questions effectively through that narrative, ensuring that students have enough key points to achieve full marks. End-of-chapter activities consolidate and extend learning. > Benefit from pedagogic and academic expertise. The authors are highly experienced teachers and examiners who know how to spark critical curiosity in students. Each book has been rigorously reviewed by an academic from the University of Glasgow, so you can rest assured that the content is accurate and up to date.

Phineas Gage was truly a man with a hole in his head. Phineas, a railroad construction foreman, was blasting rock near Cavendish, Vermont, in 1848 when a thirteen-pound iron rod was shot through his brain. Miraculously, he survived to live another eleven years and become a textbook case in brain science.

At the time, Phineas Gage seemed to completely recover from his accident. He could walk, talk, work, and travel, but he was changed. Gage "was no longer Gage," said his Vermont doctor, meaning that the old Phineas was dependable and well liked, and the new Phineas was crude and unpredictable.

His case astonished doctors in his day and still fascinates doctors today. What happened and what didn't happen inside the brain of Phineas Gage will tell you a lot about how your brain works and how you act human.

A volume in International Review of History Education Series Editor Peter Lee, Rosalyn Ashby, Stuart Foster As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived ""skills vs. content"" debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a 'framework' for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume."" Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole?

Step into the world of the Celts with this book. Make a Celtic chariot, wear a torc, create face paint for battle, use Ogham to write your name, play a tune on a Celtic harp and make tribal coins. Informative text and unique activities combine to bring ancient civilizations to life.

This series examines the lives, culture and contributions of ancient civilisations. With clear, informative text, original source materials and easy-to-interpret maps and diagrams, it answers the questions that young readers are likely to ask about ancient civilisations. New editions feature improved, more accessible text and a fresh design. Colourful photographs bring history to life and further resources add help with research.