Educational: History

Book SynopsisFrom start to finish, it is a reading joy. Chicago TribuneThe warm, wonderful, and entertaining sequel to the hit classic Cheaper By the Dozen.Life is very different now in the rambling Gilbreth house. When the youngest of the family was two and the oldest was eighteen, Lillian Gilbreth's husband and the patriarch of the family, Frank Gilbreth Sr., died, so she bravely took over his business. Now, to keep the family together, everyone has to pitch in and pinch pennies. The resourceful clan rises to every crisis with a marvelous sense of fun-whether its overcoming chicken pox, giving the boot to an unwelcome boyfriend, battling the rampant sexism plaguing Lillian's engineering workplace, or even meeting the President. And the few distasteful things they cant overcomelike castor oilthey swallow with good humor and good grace.

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Book SynopsisA gripping historical account of President Ronald Reagan’s battle to end the Cold War, adapted for young readers from the book by #1 bestselling author and Fox News Channel anchor Bret BaierOn May 31, 1988, President Ronald Reagan stood before a packed audience at Moscow State University. He delivered a speech that would go down in history, as it was the first time an American president had given an address about human rights on Russian soil. The importance of this speech was largely overlooked at the time, yet the following year, in November 1989, the Berlin Wall fell and the Soviet Union began to disintegrate, leaving the United States the sole superpower on the world stage. Adapted for a younger audience, and including an 8-page insert of historical photographs, Three Days in Moscow reveals the president’s critical and often misunderstood role in orchestrating a successful, peaceful ending to the Cold War.This page-turnin

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Book SynopsisAbout our authors Jeffrey Jensen Arnett is a Research Professor in the Department of Psychology at Clark University in Worcester, Massachusetts. He received his Ph.D. in developmental psychology in 1986 from the University of Virginia, and did 3 years of postdoctoral work at the University of Chicago. From 1992 through 1998 he was Associate Professor in the Department of Human Development and Family Studies at the University of Missouri, where he taught a 300-student life span development course every semester. In the fall of 2005, he was a Fulbright Scholar at the University of Copenhagen in Denmark; in 2010 and 2011 he was the Nehru Chair at Maharaja Sayajirao University in India; and in 2017 and 2018 he was a Visiting Professor at the University of Bordeaux in France. His primary scholarly interest for the past 20 years has been in emerging adulthood. He coined the term, and he has conducted research on emerging adults concerning a wide variety of topicsTable of Contents A Cultural Approach to Human Development Genetics and Prenatal Development Birth and the Newborn Child Infancy Toddlerhood Early Childhood Middle Childhood Adolescence Emerging Adulthood Young Adulthood Middle Adulthood Late Adulthood Death and Afterlife Beliefs

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Book SynopsisBuild your students'' understanding and skills step by step with Schools History Project''s carefully planned approach to Key Stage 3.Part of the dynamic and coherent book-per-year course, this textbook combines expertise in course planning with features that reflect the possibilities and requirements of the National Curriculum. It has everything you would expect from the Schools History Project, including intriguing content, in-depth historical investigation, meaningful tasks and a wealth of source material.This first book in the series - a course for Year 7 - both introduces the themes of empire, movement and settlement, conflict, power, ordinary life and ideas and beliefs and provides in-depth enquiries on key aspects of medieval England.- Help students develop their skills and improve their own performance with ''How to...'' activities and the ''Doing History'' feature.- Suit all abilities and interests with stimulating and worthwhile activitieTable of Contents : INTRODUCTION: What is History? : The mystery of the skeletons : Doing History: What is History? : Doing History: Sources : SECTION 1 MOVEMENT, SETTLEMENT AND EMPIRE: From the Romans to the Normans : A quick history of Britain before 1066 : Doing History: Chronology : The Big Story: Movement and Settlement Part One : Doing History: Big Stories : How to do well in Key Stage 3 History : THE ROMAN EMPIRE : Into the mind of an empire builder! : Why was the Roman army like a top football team? : Did people love or hate living in the Roman Empire? : Doing History: Diversity : Doing History: Interpretations : The Big Story: Empires Part One : Into the Middle Ages : SECTION 2 CONFLICT: Why did people risk their lives? : Into the mind of a medieval soldier! : What questions do you want to ask about war? : A quick history of war in the Middle Ages: Who when and why? : THE NORMAN CONQUEST STAGE ONE : Who fought who? 1066 – the year of three battles : Why are they risking their lives at Hastings? : Whose story does the Bayeux Tapestry tell? : Who told the truth about 1066? : Doing History: Evidence : THE NORMAN CONQUEST STAGE TWO : 'A fatal day!' : William the ... what? : A quick history of castles, weapons and armour : Why is the story of Henry V and Agincourt so popular? : THE CRUSADES : What should everyone know about the Crusades? : The Big Story: Conflict Part One : SECTION 3 POWER: Could a king do whatever he liked? : What was a medieval king supposed to do? : Into the mind of a medieval king! : Why did the barons rebel against King John? : Doing History: Causes and consequences : The Rebellion Steps: How high did they climb? : Quick history: who were the best kings in the Middle Ages? : The Big Story: Power Part One : SECTION 4 ORDINARY LIFE: What was it like to live in the Middle Ages? : Welcome to Wharram Percy : True or false? : The history theme park challenge! : The Big Story: Ordinary Life Part One : Doing History: Change and continuity : Why did people in the Middle Ages love the stories about Robin Hood? : The wonders of Baghdad – what stories will you bring back? : SECTION 5 ORDINARY LIFE: How did the Black Death and the Peasants' Revolt change people's lives? : Rats or rebels? Which was more significant? : THE BLACK DEATH : What was the Black Death? : How did the Black Death change Allton? : 'How I survived the Black Death!' : THE PEASANTS' REVOLT : Were the rebels of 1381 heroes or villains? : Welcome back to Significance Alley! : Doing History: Significance : The Big Story: Ordinary Life Part Two : Into the mind of a medieval villager! : SECTION 6 IDEAS AND BELIEFS: Medieval or modern? : So, what's new? : Why did people argue so much about new religious ideas? : William Caxton, the man who... : How did printing change ideas? : Why did people disagree about monasteries? : Henry VIII: medieval or modern? : The Big Story: Ideas and Beliefs Part One : CONCLUSION: What have you learned this year...? : ... about evidence: How do we know about the past? : ... about periods: Can you tell the Romans from the Middle Ages? : ... about people: Who would you most like to meet at the History party? : Doing History: Significance : ... about significance: What and who is most worth remembering? : Building the History Wall : Index : Acknowledgments

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Book SynopsisDevelop your students'' understanding and skills step by step with Schools History Project''s carefully planned approach to Key Stage 3.Part of the dynamic and coherent book-per-year course, this textbook combines expertise in course planning with features that reflect the possibilities and requirements of the National Curriculum. It has everything you would expect from the Schools History Project, including intriguing content, in-depth historical investigation, meaningful tasks and a wealth of source material.This second book in the series - a course for Year 8 - both continues the big stories of empire, movement and settlement, conflict, power and everyday life and provides in-depth enquiries on the key aspects of early modern England, industrialisation, popular protest, the Spanish Empires in the New World, the French Revolution and the Napoleonic Wars.- Help students develop their skills and improve their own performance with ''How to...'' activities aTable of Contents : INTRODUCTION : The book with no name : A quick history of Britain 1500–1900 : Doing History: Chronology : SECTION 1 ORDINARY LIFE What did the Industrial Revolution do for us? : The Big Story: Ordinary Life Part Three : 1500: Which home would you like to live in? : Roll up! Roll up! Take a chance on life! : The Big Graph Challenge: Part 1, 1500–1750 : THE INDUSTRIAL REVOLUTION : What did the Industrial Revolution do for us? : A better life? Manchester in 1850 : The Big Graph Challenge: Part 2, 1750–1850 : What a difference a train makes! : Inside a Victorian photograph album : Doing History: Evidence : The Big Graph Challenge: Part 3, 1850–1900 : Why was ordinary life changing so much? : The Big Story: Ordinary Life Part Three : What were they thinking about ... ordinary life? : SECTION 2 EMPIRE Why were Europeans mad about empires? : An extraordinary meeting : A quick history of European empires : THE SPANISH EMPIRE IN CENTRAL AMERICA : Travellers' tales: how would the Spaniards describe the Aztecs to their friends back in Europe? How did the Spanish defeat of the Aztecs change Spain: and Mexico? : The Big Story: Empire Part Two : Doing History: Interpretations : THE BRITISH EMPIRE Why were the British so worried about their empire in: the 1780s? : What made Thomas Clarkson so angry? : How did the slave trade work? : The Clarkson Challenge : The story of abolition - how should it be told? : Doing History: Interpretations Why were people so proud of the British Empire in: 1900? : The Big Story: Empire Part Two (continued) : SECTION 3 MOVEMENT AND SETTLEMENT Into the unknown: were all emigrants brave and adventurous? : Investigating the lives of emigrants from Britain : Doing History: Diversity and generalisation : The Big Story: Movement and Settlement Part Two : SECTION 4 CONFLICT Which wars should we know about? : Doing History: Causes : THE SPANISH ARMADA : Why did the Spanish Armada fail? : THE NAPOLEONIC WARS : Was Nelson the main reason why Napoleon's invasion failed? : Now for something completely different! : The long, the short and the bloody! War and peace 1066–2000 : Which British wars should you know about? : Doing History: Significance : The Big Story: Conflict and Co-operation Part Two : Conflict and co-operation: how were ideas and beliefs changing? : SECTION 5 POWER: MONARCHY When and why did kings lose control? : CIVIL WAR DEPTH STUDY : Would you have signed Charles I's death warrant? : How well can you explain the Medieval Royal Rollercoaster? : The Royal Rollercoaster: your hypothesis! : Put your ruler in the hot seat! : Why were ideas and attitudes to monarchy changing? : Hero or monster? Why do reputations change over time? : Doing History: Change and Continuity : The Big Story: Power Part Two – Monarchy : SECTION 6 POWER: DEMOCRACY How did ordinary people win the right to vote? : A day that made history : How can you change things for the better? : THE FRENCH REVOLUTION : What did the French Revolution achieve? : Consequences of the French Revolution : WINNING THE VOTE IN BRITAIN : Could it happen here? : What was wrong with British elections? : Peterloo 1819: what did they want and did they get it? : The reform riots of 1831: the same story? : How did the Chartists try to win the vote? : What is the best way to win the vote? : Doing History: Consequences : So who was proved right? : The Big Story: Power Part Two – Democracy : CONCLUSION What have you learned this year... : ...about sources? : ...about significance: what and who should be remembered? : ...about people: who would you like to meet at the History party? : ...about ideas and beliefs? : Coming soon in the Big Story of ... : The book with no name!

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Book SynopsisThe first history of Trinidad and Tobago written at this level. Give students a foundation in the history of Trinidad and Tobago and prepare them for their study of the wider Caribbean and other parts of the world.

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Book SynopsisPractical topic books for key periods in 20th Century History

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Book SynopsisThis highly successful series The People Who Came (Book 1) consists of three books specifically written for the junior years of secondary schools in the Caribbean. Unique in its scope, the series provides a history of the people of the New World from a West Indian point of viewKey features include: Many maps, diagrams, illustrations and colour photos throughout Varied and stimulating suggestions for follow-up activities at the end of each quarter. Book one covers the early history of the Amerindian population of the Americas and of the African, Indian, Chinese and European people who came to the Caribbean islands. In a lively and direct style it describes the way in which ordinary men, women and children lived in these various societies in the past. The book is lavishly illustrated with colour maps and photographs. At the end of each chapter there are a wide range of questions an

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