Making Sense of History :: 1745-1901.
Deliver engaging, enquiry-driven lessons and help pupils gain a coherent chronological understanding of and across periods studied with this complete offering for Key Stage 3 History. Designed for the 2014 National Curriculum this supportive learning package makes history fun and inspiring to learn....
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
Hodder Education,
2015.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Deliver engaging, enquiry-driven lessons and help pupils gain a coherent chronological understanding of and across periods studied with this complete offering for Key Stage 3 History. Designed for the 2014 National Curriculum this supportive learning package makes history fun and inspiring to learn. Making Sense of History consists of four Pupil's Books with accompanying Dynamic Learning Teaching and Learning resources. Structured around big picture overviews and in-depth enquiries on different topics, the course develops pupils understanding of history and their ability to ask and explore val. |
| Beschreibung: | 1 online resource (145 pages) |
| ISBN: | 9781471805998 1471805999 |
Internformat
MARC
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| 100 | 1 | |a Bates, Neil. | |
| 245 | 1 | 0 | |a Making Sense of History : |b 1745-1901. |
| 260 | |a London : |b Hodder Education, |c 2015. | ||
| 300 | |a 1 online resource (145 pages) | ||
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| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Book title; Contents; 1 Investigating 1745-1901; Welcome to the Age of ...?; Meet the people of 1745-1901; Studying the period 1745-1901; 2 How did the early industrialists embody the spirit of the age?; The Big Picture: Did the Industrial Revolution have a positive impact on people's lives?; 3 What can Olaudah Equiano tell us about the slave trade?; The Big Picture: What were the key aspects of the slave trade?; What can Olaudah Equiano tell us about the slave trade?; How did Equiano depict Africa in the Interesting Narrative?; How did Equiano describe his capture into slavery? | |
| 505 | 8 | |a How did Equiano describe his life as a slave?How did Equiano describe his time as a free man in England?; 4 How far did people abandon religion in the nineteenth century?; The Big Picture: Can you predict what happened to religion, 1745-1901?; Stepped Enquiry: How far did people abandon religion in the nineteenth century?; 5 How democratic was the United Kingdom by 1901?; How did the franchise grow in the nineteenth century?; How did Chartism affect Britain's developing democracy?; How and when did the working classes find their voice? | |
| 505 | 8 | |a How did changes in local government affect the development of British democracy?How does the lack of votes for women affect our view of British democracy in 1901?; Pulling it all together: How democratic was Britain by 1901?; 6 How important was the Great Hunger in the breakdown of England's relationship with Ireland?; What were the key events in Ireland's relationship with England?; What does the Doolough Tragedy tell us about the situation in Ireland in 1849?; Who was to blame for the Great Hunger?; How important was the Great Hunger in the breakdown of Britain's relationship with Ireland? | |
| 505 | 8 | |a 7 Should the British Empire be a source of national pride?The Big Picture: The Big Picture of the British Empire, 1500-1900; Stepped Enquiry: Would Cecil Rhodes have wanted a statue of Julius Caesar in his office?; What have the British ever done for us?; Tea, death and drugs: What is wrong with Betts' board game?; How far do lard-coated cartridges explain the Indian Mutiny of 1857?; Should the British Empire be a source of national pride?; 8 How significant was the French Revolution?; How significant was the French Revolution? First thoughts; What were the effects of the French Revolution? | |
| 505 | 8 | |a Stepped Enquiry: Should you have a bust of Napoleon in your classroom?Was the French Revolution significant in the long term?; Pulling it all together: How significant was the French Revolution?; 9 Slums, smog and sewers? What was the big story of change, 1745-1901?; The Big Picture: Slums, smog and sewers? What was the big story of change, 1745-1901?; Change in the countryside -- how would we best describe changes in the village of Ashill?; Urbanisation -- would moving to Manchester in 1850 have been a change for the better? | |
| 505 | 8 | |a Change down the mine -- how far had John Halls' life as a typical miner in 1880 been made safer by the Mines Acts? | |
| 520 | |a Deliver engaging, enquiry-driven lessons and help pupils gain a coherent chronological understanding of and across periods studied with this complete offering for Key Stage 3 History. Designed for the 2014 National Curriculum this supportive learning package makes history fun and inspiring to learn. Making Sense of History consists of four Pupil's Books with accompanying Dynamic Learning Teaching and Learning resources. Structured around big picture overviews and in-depth enquiries on different topics, the course develops pupils understanding of history and their ability to ask and explore val. | ||
| 650 | 0 | |a History |x Study and teaching (Secondary) |z Great Britain. | |
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| 700 | 1 | |a Fisher, Alec. | |
| 700 | 1 | |a Clare, John D. | |
| 758 | |i has work: |a Making sense of history (Text) |1 https://id.oclc.org/worldcat/entity/E39PCH6ymXxCVkVFRfXRrGRkDq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Bates, Neil. |t Making Sense of History : 1745-1901. |d London : Hodder Education, ©2015 |z 9781471805981 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn908513884 |
|---|---|
| _version_ | 1813903684616060928 |
| adam_text | |
| any_adam_object | |
| author | Bates, Neil |
| author2 | Fisher, Alec Clare, John D. |
| author2_role | |
| author2_variant | a f af j d c jd jdc |
| author_facet | Bates, Neil Fisher, Alec Clare, John D. |
| author_role | |
| author_sort | Bates, Neil |
| author_variant | n b nb |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | D - World History |
| callnumber-label | D286 |
| callnumber-raw | D286 .B384 2015 |
| callnumber-search | D286 .B384 2015 |
| callnumber-sort | D 3286 B384 42015 |
| callnumber-subject | D - General History |
| collection | ZDB-4-EBA |
| contents | Cover; Book title; Contents; 1 Investigating 1745-1901; Welcome to the Age of ...?; Meet the people of 1745-1901; Studying the period 1745-1901; 2 How did the early industrialists embody the spirit of the age?; The Big Picture: Did the Industrial Revolution have a positive impact on people's lives?; 3 What can Olaudah Equiano tell us about the slave trade?; The Big Picture: What were the key aspects of the slave trade?; What can Olaudah Equiano tell us about the slave trade?; How did Equiano depict Africa in the Interesting Narrative?; How did Equiano describe his capture into slavery? How did Equiano describe his life as a slave?How did Equiano describe his time as a free man in England?; 4 How far did people abandon religion in the nineteenth century?; The Big Picture: Can you predict what happened to religion, 1745-1901?; Stepped Enquiry: How far did people abandon religion in the nineteenth century?; 5 How democratic was the United Kingdom by 1901?; How did the franchise grow in the nineteenth century?; How did Chartism affect Britain's developing democracy?; How and when did the working classes find their voice? How did changes in local government affect the development of British democracy?How does the lack of votes for women affect our view of British democracy in 1901?; Pulling it all together: How democratic was Britain by 1901?; 6 How important was the Great Hunger in the breakdown of England's relationship with Ireland?; What were the key events in Ireland's relationship with England?; What does the Doolough Tragedy tell us about the situation in Ireland in 1849?; Who was to blame for the Great Hunger?; How important was the Great Hunger in the breakdown of Britain's relationship with Ireland? 7 Should the British Empire be a source of national pride?The Big Picture: The Big Picture of the British Empire, 1500-1900; Stepped Enquiry: Would Cecil Rhodes have wanted a statue of Julius Caesar in his office?; What have the British ever done for us?; Tea, death and drugs: What is wrong with Betts' board game?; How far do lard-coated cartridges explain the Indian Mutiny of 1857?; Should the British Empire be a source of national pride?; 8 How significant was the French Revolution?; How significant was the French Revolution? First thoughts; What were the effects of the French Revolution? Stepped Enquiry: Should you have a bust of Napoleon in your classroom?Was the French Revolution significant in the long term?; Pulling it all together: How significant was the French Revolution?; 9 Slums, smog and sewers? What was the big story of change, 1745-1901?; The Big Picture: Slums, smog and sewers? What was the big story of change, 1745-1901?; Change in the countryside -- how would we best describe changes in the village of Ashill?; Urbanisation -- would moving to Manchester in 1850 have been a change for the better? Change down the mine -- how far had John Halls' life as a typical miner in 1880 been made safer by the Mines Acts? |
| ctrlnum | (OCoLC)908513884 |
| dewey-full | 909.7 |
| dewey-hundreds | 900 - History & geography |
| dewey-ones | 909 - World history |
| dewey-raw | 909.7 |
| dewey-search | 909.7 |
| dewey-sort | 3909.7 |
| dewey-tens | 900 - History & geography |
| discipline | Geschichte |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:22:36Z |
| institution | BVB |
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| language | English |
| oclc_num | 908513884 |
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| physical | 1 online resource (145 pages) |
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| publishDate | 2015 |
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| publisher | Hodder Education, |
| record_format | marc |
| spelling | Bates, Neil. Making Sense of History : 1745-1901. London : Hodder Education, 2015. 1 online resource (145 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Cover; Book title; Contents; 1 Investigating 1745-1901; Welcome to the Age of ...?; Meet the people of 1745-1901; Studying the period 1745-1901; 2 How did the early industrialists embody the spirit of the age?; The Big Picture: Did the Industrial Revolution have a positive impact on people's lives?; 3 What can Olaudah Equiano tell us about the slave trade?; The Big Picture: What were the key aspects of the slave trade?; What can Olaudah Equiano tell us about the slave trade?; How did Equiano depict Africa in the Interesting Narrative?; How did Equiano describe his capture into slavery? How did Equiano describe his life as a slave?How did Equiano describe his time as a free man in England?; 4 How far did people abandon religion in the nineteenth century?; The Big Picture: Can you predict what happened to religion, 1745-1901?; Stepped Enquiry: How far did people abandon religion in the nineteenth century?; 5 How democratic was the United Kingdom by 1901?; How did the franchise grow in the nineteenth century?; How did Chartism affect Britain's developing democracy?; How and when did the working classes find their voice? How did changes in local government affect the development of British democracy?How does the lack of votes for women affect our view of British democracy in 1901?; Pulling it all together: How democratic was Britain by 1901?; 6 How important was the Great Hunger in the breakdown of England's relationship with Ireland?; What were the key events in Ireland's relationship with England?; What does the Doolough Tragedy tell us about the situation in Ireland in 1849?; Who was to blame for the Great Hunger?; How important was the Great Hunger in the breakdown of Britain's relationship with Ireland? 7 Should the British Empire be a source of national pride?The Big Picture: The Big Picture of the British Empire, 1500-1900; Stepped Enquiry: Would Cecil Rhodes have wanted a statue of Julius Caesar in his office?; What have the British ever done for us?; Tea, death and drugs: What is wrong with Betts' board game?; How far do lard-coated cartridges explain the Indian Mutiny of 1857?; Should the British Empire be a source of national pride?; 8 How significant was the French Revolution?; How significant was the French Revolution? First thoughts; What were the effects of the French Revolution? Stepped Enquiry: Should you have a bust of Napoleon in your classroom?Was the French Revolution significant in the long term?; Pulling it all together: How significant was the French Revolution?; 9 Slums, smog and sewers? What was the big story of change, 1745-1901?; The Big Picture: Slums, smog and sewers? What was the big story of change, 1745-1901?; Change in the countryside -- how would we best describe changes in the village of Ashill?; Urbanisation -- would moving to Manchester in 1850 have been a change for the better? Change down the mine -- how far had John Halls' life as a typical miner in 1880 been made safer by the Mines Acts? Deliver engaging, enquiry-driven lessons and help pupils gain a coherent chronological understanding of and across periods studied with this complete offering for Key Stage 3 History. Designed for the 2014 National Curriculum this supportive learning package makes history fun and inspiring to learn. Making Sense of History consists of four Pupil's Books with accompanying Dynamic Learning Teaching and Learning resources. Structured around big picture overviews and in-depth enquiries on different topics, the course develops pupils understanding of history and their ability to ask and explore val. History Study and teaching (Secondary) Great Britain. Histoire Étude et enseignement (Secondaire) Grande-Bretagne. HISTORY World. bisacsh History Study and teaching (Secondary) fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Fisher, Alec. Clare, John D. has work: Making sense of history (Text) https://id.oclc.org/worldcat/entity/E39PCH6ymXxCVkVFRfXRrGRkDq https://id.oclc.org/worldcat/ontology/hasWork Print version: Bates, Neil. Making Sense of History : 1745-1901. London : Hodder Education, ©2015 9781471805981 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=986156 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=986156 Volltext |
| spellingShingle | Bates, Neil Making Sense of History : 1745-1901. Cover; Book title; Contents; 1 Investigating 1745-1901; Welcome to the Age of ...?; Meet the people of 1745-1901; Studying the period 1745-1901; 2 How did the early industrialists embody the spirit of the age?; The Big Picture: Did the Industrial Revolution have a positive impact on people's lives?; 3 What can Olaudah Equiano tell us about the slave trade?; The Big Picture: What were the key aspects of the slave trade?; What can Olaudah Equiano tell us about the slave trade?; How did Equiano depict Africa in the Interesting Narrative?; How did Equiano describe his capture into slavery? How did Equiano describe his life as a slave?How did Equiano describe his time as a free man in England?; 4 How far did people abandon religion in the nineteenth century?; The Big Picture: Can you predict what happened to religion, 1745-1901?; Stepped Enquiry: How far did people abandon religion in the nineteenth century?; 5 How democratic was the United Kingdom by 1901?; How did the franchise grow in the nineteenth century?; How did Chartism affect Britain's developing democracy?; How and when did the working classes find their voice? How did changes in local government affect the development of British democracy?How does the lack of votes for women affect our view of British democracy in 1901?; Pulling it all together: How democratic was Britain by 1901?; 6 How important was the Great Hunger in the breakdown of England's relationship with Ireland?; What were the key events in Ireland's relationship with England?; What does the Doolough Tragedy tell us about the situation in Ireland in 1849?; Who was to blame for the Great Hunger?; How important was the Great Hunger in the breakdown of Britain's relationship with Ireland? 7 Should the British Empire be a source of national pride?The Big Picture: The Big Picture of the British Empire, 1500-1900; Stepped Enquiry: Would Cecil Rhodes have wanted a statue of Julius Caesar in his office?; What have the British ever done for us?; Tea, death and drugs: What is wrong with Betts' board game?; How far do lard-coated cartridges explain the Indian Mutiny of 1857?; Should the British Empire be a source of national pride?; 8 How significant was the French Revolution?; How significant was the French Revolution? First thoughts; What were the effects of the French Revolution? Stepped Enquiry: Should you have a bust of Napoleon in your classroom?Was the French Revolution significant in the long term?; Pulling it all together: How significant was the French Revolution?; 9 Slums, smog and sewers? What was the big story of change, 1745-1901?; The Big Picture: Slums, smog and sewers? What was the big story of change, 1745-1901?; Change in the countryside -- how would we best describe changes in the village of Ashill?; Urbanisation -- would moving to Manchester in 1850 have been a change for the better? Change down the mine -- how far had John Halls' life as a typical miner in 1880 been made safer by the Mines Acts? History Study and teaching (Secondary) Great Britain. Histoire Étude et enseignement (Secondaire) Grande-Bretagne. HISTORY World. bisacsh History Study and teaching (Secondary) fast |
| title | Making Sense of History : 1745-1901. |
| title_auth | Making Sense of History : 1745-1901. |
| title_exact_search | Making Sense of History : 1745-1901. |
| title_full | Making Sense of History : 1745-1901. |
| title_fullStr | Making Sense of History : 1745-1901. |
| title_full_unstemmed | Making Sense of History : 1745-1901. |
| title_short | Making Sense of History : |
| title_sort | making sense of history 1745 1901 |
| title_sub | 1745-1901. |
| topic | History Study and teaching (Secondary) Great Britain. Histoire Étude et enseignement (Secondaire) Grande-Bretagne. HISTORY World. bisacsh History Study and teaching (Secondary) fast |
| topic_facet | History Study and teaching (Secondary) Great Britain. Histoire Étude et enseignement (Secondaire) Grande-Bretagne. HISTORY World. History Study and teaching (Secondary) Great Britain |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=986156 |
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