Develop your students' understanding and skills step by step with Schools History Project's carefully planned approach to Key Stage 3.
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 and the 'Doing History' feature.
- Suit all abilities and interests with stimulating and worthwhile activities which cater to a wide range of learning styles.
- Build the big pictures across Key Stage 3 with overviews and big stories which link the course together and develop students' conceptual frameworks.
This Student's Book is supported by a Teacher's Resource Book and a Dynamic Learning resource which offers dozens of activities, presentations, ICT-based lesson sequences and hundreds of audio clips.
Dale Banham is Humanities Advisor in Suffolk. Ian Luff is Deputy Head at Kesgrave High School in Suffolk.
INTRODUCTION What can the Olympics tell us about the key events and changes of the twentieth century? From Athens to Athens: exploring change and continuity What is the biggest danger facing future Olympics? SECTION 1 EMPIRE: WHY IS THE BRITISH EMPIRE SO CONTROVERSIAL? Winners or losers? Why do people argue about who gained and who lost from the British Empire? Doing History: Producing a balanced argument Doing History: Diversity and Interpretations The Big Story: Empire Part Three The end of Empire: how important was Gandhi's role in ending British rule in India? Doing History: Dealing with iceberg questions Why was India partitioned and how did this shape the world we live in today? The Big Story: Empire Part Three (continued) SECTION 2 CONFLICT: HOW HAVE CONFLICTS AFFECTED SOLDIERS AND CIVILIANS? Why has Britain been involved in so many conflicts over the last 100 years? A quick history of the First World War The First World War: why did soldiers carry on fighting in the trenches? Doing History: Causation - building substantiated explanations A quick history of the Second World War Doing History: Interpretations Why did civilians in the Second World War find themselves at greater risk of death than ever before? A quick history of the Cold War Why was the United States army forced to withdraw from Vietnam? Doing History: Causation The Big Story: Conflict Part Three SECTION 3 POWER: HOW DID DICTATORSHIPS AFFECT PEOPLE'S LIVES? Comparing dictatorships: how similar were Joseph Stalin and Adolf Hitler? Doing History: Making effective comparisons What can the story of Frank Bright and his classmates tell us about the Holocaust? Doing History: Organising your research Doing History: Significance SECTION 4 POWER: HOW HAVE PEOPLE CAMPAIGNED FOR EQUAL RIGHTS? How did women in Britain campaign for the right to vote? How did black Americans campaign for equal civil rights? Doing History: Evidence - Using sources part 1 Doing History: Evidence - Using sources part 2 The campaign for equal civil rights: a photographic history Nelson Mandela: how did a prisoner become leader of his country? Doing History: Evidence - Using sources part 3 The Big Story: Power Part Four SECTION 5 ORDINARY LIFE: WHAT HAS HAD THE BIGGEST IMPACT ON IMPROVING PEOPLE'S LIVES? When did life really improve for ordinary people? Doing History: Change and Continuity Which invention has done the most to improve ordinary lives? The Big Story: Ordinary Life Part Four Progress for all? SECTION 6 MOVEMENT AND SETTLEMENT: HOW DO WE TELL THE STORY OF MIGRATION TO BRITAIN? Migration Myths: how should the story of migration to Britain really be told? Why is is difficult to summarise the experiences of people who have moved to Britain? Doing History: Diversity The Big Story: Movement and Settlement Part Three CONCLUSION How have ideas and beliefs changed since 1900? What and who is most worth remembering? Doing History: Significance and Interpretations The book with no name! Speed interviews