On March 23, 1900, Arthur John Evans and his staff began to excavate on Crete, looking for the fabled site of Knossos, where an extraordinary civilization, a precursor to classical Greece, was rumored to have existed.
In A Gentleman of Color, Julie Winch provides a vividly written, full-length biography of James Forten, one of the most remarkable men in 19th-century America.
Buddhists, Hindus, and Sikhs in America explores the challenges that Asian immigrants face when their religion--and consequently culture--is "e;remade in the U.
Over the last four decades, women's history has developed from a new and marginal approach to history to an established and flourishing area of the discipline taught in all history departments.
Engaging and accessibly written, Strange New Land explores the history of slavery and the struggle for freedom before the United States became a nation.
In A Gentleman of Color, Julie Winch provides a vividly written, full-length biography of James Forten, one of the most remarkable men in 19th-century America.
On March 23, 1900, Arthur John Evans and his staff began to excavate on Crete, looking for the fabled site of Knossos, where an extraordinary civilization, a precursor to classical Greece, was rumored to have existed.
For ten months before the Second World War, thousands of children were bundled on to trains and waved goodbye to their parents as they set off across Germany and Holland to the ferries that would take them to England.
Aligned with the Common Core, this book enables teachers and librarians to develop lessons and workshops as well as to teach high school students how to research and write a humanities paper using a guided inquiry approach.
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.
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.
Der Paradigmenwechsel der Kompetenzorientierung erfordert neue Forschungen zu den Prozessen historischen Denkens und Lernens und zu den komplexen Zusammenhängen zwischen Akteuren, Medien und Konzepten des Geschichtsunterrichts.
Um den vielfältigen Herausforderungen des Geschichtsunterrichts gerecht zu werden, ist eine geschichtsdidaktische Bestandsaufnahme des historischen Lernens in der Schule unabdingbar.
