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In History 4° Celsius Ian Baucom continues his inquiries into the place of the Black Atlantic in the making of the modern and postmodern world. Putting black studies into conversation with climate change, Baucom outlines how the ongoing concerns of critical race, diaspora, and postcolonial studies are crucial to understanding the Anthropocene. He draws on materialist and postmaterialist thought, Sartre, and the science of climate change to trace the ways in which evolving political, cultural, and natural history converge to shape a globally destructive force. Identifying the quest for limitless financial gain as the primary driving force behind both the slave trade and the continuing increase in global greenhouse gas emissions, Baucom demonstrates that climate change and the conditions of the Black Atlantic, colonialism, and the postcolony are fundamentally entwined. In so doing, he argues for the necessity of establishing a method of critical exchange between climate science, black studies, and the surrounding theoretical inquiries of humanism and posthumanism.
Since its launch in 1987, the History of Cartography series has garnered critical acclaim and sparked a new generation of interdisciplinary scholarship. Cartography in the European Enlightenment, the highly anticipated fourth volume, offers a comprehensive overview of the cartographic practices of Europeans, Russians, and the Ottomans, both at home and in overseas territories, from 1650 to 1800. The social and intellectual changes that swept Enlightenment Europe also transformed many of its mapmaking practices. A new emphasis on geometric principles gave rise to improved tools for measuring and mapping the world, even as large-scale cartographic projects became possible under the aegis of powerful states. Yet older mapping practices persisted: Enlightenment cartography encompassed a wide variety of processes for making, circulating, and using maps of different types. The volume’s more than four hundred encyclopedic articles explore the era’s mapping, covering topics both detailed—such as geodetic surveying, thematic mapping, and map collecting—and broad, such as women and cartography, cartography and the economy, and the art and design of maps. Copious bibliographical references and nearly one thousand full-color illustrations complement the detailed entries.
In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers. Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools. Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base. Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?
Bring history to life for students in grades 4 and up using Jumpstarters for World History: Short Daily Warm-Ups for the Classroom! This 48-page resource covers ancient civilizations, such as the Sumerians, the Vikings, the Celts, the Aztecs, and the Romans. It includes five warm-ups per reproducible page, answer keys, and suggestions for use.
The official journal of the American Association for the History of Nursing
Bring history to life for students in grades 4 and up using Jumpstarters for World History: Short Daily Warm-Ups for the Classroom! This 48-page resource covers ancient civilizations, such as the Sumerians, the Vikings, the Celts, the Aztecs, and the Romans. It includes five warm-ups per reproducible page, answer keys, and suggestions for use.
It is not possible to understand contemporary politics between China and the Dalai Lama without understanding what happened in the 1950s, especially the events that occurred in 1957–59. The fourth volume of Melvyn C. Goldstein's History of Modern Tibet series, In the Eye of the Storm, provides new perspectives on Sino-Tibetan history during the period leading to the Tibetan Uprising of 1959. The volume also reassesses issues that have been widely misunderstood as well as stereotypes and misrepresentations in the popular realm and in academic literature (such as in Mao’s policies on Tibet). Volume 4 draws on important new Chinese government documents, published and unpublished memoirs, new biographies, and a large corpus of in-depth, specially collected political interviews to reexamine the events that produced the March 10th uprising and the demise of Tibet’s famous Buddhist civilization. The result is a heavily documented analysis that presents a nuanced and balanced account of the principal players and their policies during the critical final two years of Sino-Tibetan relations under the Seventeen-Point Agreement of 1951.
Christian-Muslim Relations, a Bibliographical History 4 (CMR 4) is a history of all the known works on Christian-Muslim relations in the period 1200-1350. It comprises introductory essays and detailed entries containing descriptions, assessments and compehensive bibliographical details of individual works.
This is the final volume in a four-part series covering the development of the university in Europe (east and west) from its origins to the present day, focusing on a number of major themes viewed from a European perspective. The originality of the series lies in its comparative, interdisciplinary, collaborative and transnational nature. It deals also with the content of what was taught at the universities, but its main purpose is an appreciation of the role and structures of the universities as seen against a backdrop of changing conditions, ideas and values. This volume deals with the reconstruction and epoch-making expansion of higher education after 1945, which led to the triumph of modern science. It traces the development of the relationship between universities and national states, teachers and students, their ambitions and political activities. Special attention is paid to fundamental changes in the content of teaching at the universities.