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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 There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past.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?
'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.
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
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.
How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States. Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.
The trivia gurus behind the Uncle John’s Bathroom Reader series plumb the depths of history in this compendium of easily digestible diversions. Whether you’re a history buff, or you just like reading great stories, you’ll see the past in a whole new light after reading Uncle John’s Bathroom Reader Plunges into History. Uncle John uncovers the truth behind some of history’s most persistent myths and flushes out information you were never taught in school. Where else could you learn about the 10 most-forgotten people in history, mistakes that led to great discoveries, and how a certain fish had a hand (er, fin) in beating Napoleon? Read all about . . . The short history of underwear Odd deaths of famous figures Abe Lincoln, fashion icon The real Lady Godiva Royal inbreeds and promiscuous popes The true story of Braveheart And much more!
Pacific War. 1942. HMAS Australia hunts down JapanOs naval presence with little success. Morale is low, homosexuality rife. Two stokers D Albert and Ted D are accused of murder. Only one of them is guilty. A court martial sentences both men to hang. On appeal, the High Court of Australia holds the sentence wrong in law. Together the shipOs captain, the stokersO defence counsel and a senior Labour minister seize this legal impasse as a political opportunity to claw back naval power from Whitehall. Albert and Ted, meanwhile, await their final sentence by spending eight bleak years in three prisons suffering one anotherOs company. In this true personal story, it is Albert who proves himself a fighter and a man of spirit."
Exam Board: OCR Level: A-level Subject: History First Teaching: September 2015 First Exam: June 2016 This is an OCR endorsed resource Build strong subject knowledge and skills in A Level History using the in-depth analysis and structured support in this tailor-made series for OCR's British period studies and enquiries. - Develops the analytical skills required to succeed in the period study by organising the narrative content around the key issues for students to explore - Enhances understanding of the chosen historical period, supplying a wealth of extracts and sources that offer opportunities to practise the evaluative skills needed for the enquiry - Progressively improves study skills through developmental activities and advice on answering practice exam questions - Helps students to review, revise and reflect on the course material through chapter summaries and revision activities that consolidate topic knowledge - Equips students with transferable critical thinking skills, presenting contrasting academic opinions that encourage A Level historians to make informed judgements on major debates Each title in the OCR A Level History series contains one or two British period studies and its associated enquiry, providing complete support for every option in Unit Group 1. Late Medieval England 1199-1455 This title explores the reigns of the English Kings from John to Henry VI through two British period studies and two enquiries. It allows an in-depth understanding of the key historical knowledge, terms and concepts relevant to the period studied and encourages the critical use of evidence in investigating and assessing historical questions in the associated enquiries: 'King John 1199-1216' and 'Richard II 1377-1399'. This title covers the following period studies and enquiries: - King John 1199-1216 - England 1216-1272 - Richard II 1377-1399 - England 1399-1455
This authoritative dictionary provides informative and analytical entries on the most important people, organizations, events, movements, and ideas that have shaped the world we live in. Covering the period from 1900 to the present day, this fully revised and updated new edition presents a global perspective on recent history, with a wide range of new entries from Tony Abbott, the European migration crisis and ISIL to Narendra Modi, Hassan Rouhani, and the Lisbon Treaty. All existing entries have been brought up to date. Handy tables include lists of office-holders for countries and organizations and winners of the Nobel Peace Prize. This accessible dictionary will be revised on a regular basis following the publication of this edition, as will A Guide to Countries of the World, ensuring that coverage of current affairs is up to date. This dictionary is a reliable resource for students of history, politics, and international relations as well as for journalists, policy-makers, and general readers interested in the modern world.
From Norman invaders, religious wars—and the struggle for independence—the fascinating, turbulent history of a tortured nation and its gifted people When Shakespeare referred to England as a "jewel set in a silver sea," he could just as well have been speaking of Ireland. Not only has its luminous green landscape been the backdrop for bloody Catholic/Protestant conflict and a devastating famine, Ireland's great voices—like Joyce and Yeats—are now indelibly part of world literature. In Irish History For Dummies, readers will not only get a bird's-eye view of key historical events (Ten Turning Points) but, also, a detailed, chapter-by-chapter timeline of Irish history beginning with the first Stone Age farmers to the recent rise and fall of the Celtic tiger economy. In the informal, friendly For Dummies style, the book details historic highs like building an Irish Free State in the 1920s—and devastating lows (including the Troubles in the '60s and '70s), as well as key figures (like MP Charles Parnell and President Eamon de Valera) central to the cause of Irish nationalism. The book also details historic artifacts, offbeat places, and little-known facts key to the life of Ireland past and present. Includes Ten Major Documents—including the Confession of St. Patrick, The Book of Kells, the Proclamation of the Irish Republic, and Ulysses Lists Ten Things the Irish Have Given the World—including Irish coffee, U.S. Presidents, the submarine, shorthand writing, and the hypodermic syringe Details Ten Great Irish Places to Visit—including Cobh, Irish National Stud and Museum, Giants Causeway, and Derry Includes an online cheat sheet that gives readers a robust and expanded quick reference guide to relevant dates and historical figures Includes a Who's Who in Irish History section on dummies.com With a light-hearted touch, this informative guide sheds light on how this ancient land has survived wars, invasions, uprisings, and emigration to forge a unique nation, renowned the world over for its superb literature, music, and indomitable spirit.