National 4 5 History Course Notes For New 2019 Exams

The recent changes in assessment for National 5 History have been fully incorporated in this new edition, as have changes in subject content which affect some but not all areas of the course. New marking rules systems and mark allocations have been fully recognised, and much fuller help and guidance has been provided in the assessment sections at the end of each chapter. This book: - Presents comprehensive coverage of the main areas of mandatory content - Provides guidance on assignment writing and assessment procedures for exam practice - Explains newly-introduced concepts and words with glos.

Provides comprehensive coverage of this topic option for the new National 4 & 5 syllabus and is endorsed by SQA. The National 4 & 5 History series from Hodder Gibson offers six individual textbooks aimed at the most popular options for the new SQA syllabus, to be examined from 2014 onwards. Like all titles in the series, Free at Last? Civil Rights in the USA 1918-1968 gives a brief synopsis of each topic and then comprehensive coverage of the four main areas of mandatory content, as well as guidance on assignment writing and assessment procedures for exam practice. Glossary boxes throughout the text offer explanations of newly-introduced concepts and words, and suggestions are offered for further topic exploration beyond the textbook. - One of six textbooks for the most popular options in the National 4 & 5 History syllabus offered by SQA - Highly repected and established editorial and author team - Full colour presentation and motivating text design to encourage student enthusiasm

Provides comprehensive coverage of this topic option for the new National 4 & 5 syllabus. The National 4 & 5 History series from Hodder Gibson offers six individual textbooks aimed at the most popular options for the new SQA syllabus, to be examined from 2014 onwards. Like all titles in the series, Free at Last? Civil Rights in the USA 1918-1968 gives a brief synopsis of each topic and then comprehensive coverage of the four main areas of mandatory content, as well as guidance on assignment writing and assessment procedures for exam practice. Glossary boxes throughout the text offer explanations of newly-introduced concepts and words, and suggestions are offered for further topic exploration beyond the textbook. - One of six textbooks for the most popular options in the National 4 & 5 History syllabus offered by SQA. - Highly repected and established editorial and author team. - Full colour presentation and motivating text design to encourage student enthusiasm.

The right to vote has been under debate since the founding of America, when only white men who owned land had a say in the future of the country. Laws have expanded to encompass all people, be they black, white, or female. How has voting shaped our country, and how have our laws shaped our ability to vote? Your readers will explore the history of voting in America to understand how Native Americans, blacks, and those in prison have been kept from the democratic process. Also explored is the possible future of voting rights and laws.

Printed in color. U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.

Exam Board: SQA Level: Higher Subject: History First Teaching: 2018, First Exam: 2019 The Higher History Course Notes helps teachers and students map their route through the CfE programme, providing comprehensive and authoritative guidance for the course. Progress and attainment for all * A complete course text with six of the most popular topics covered in depth (The Wars of Independence; Migration and Empire; The Making of Modern Britain; Germany; Russia and USA) * 'Activities' will get students thinking about what they have learned and help them to develop the skills needed for the assessment * 'Activities' are mapped and indexed by Outcome so you can see at a glance which criteria each activity fulfils Active learning * 'Make the link' features encourage broader thinking between and across subjects * 'Hints' give helpful tips to support learning and highlight important information * 'Historiography' will help students to analyse the importance of historical events Assessment and practice you can rely on * 'Exam style questions' for every section ensure that students will be fully prepared for the assessment * 'Summary' sections and 'Learning checklists' enable students to monitor progress regularly Course Notes give a practical, supportive approach to help deliver the new curriculum and offer a blend of sound teaching and learning with assessment guidance.

Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? In Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn (or don't learn) in science classrooms and what research tells us about how people actually interact with science in their daily lives. The results will surprise you. Instead of more and more rigorous traditional science education to fill the STEM pipeline, Rudolph challenges us to think outside the box and makes the case for an expansive science education aimed instead at rebuilding trust between science and the public -- something we desperately need in our current era of impending natural challenges and science denial.