It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013). Therefore it is important to prepare children for more challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p.72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p.72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult
The programme syllabus will allow the assessor to understand how the subject should be assessed and will provide the assessor with guidance and information in the form of an assessment strategy.
Two different types of liberty are recognized in John Winthrop’s speech to the Massachusetts general court, natural liberties and civil liberties. Winthrop also uses an analogy of women to explain his understanding of liberty. Winthrop considers natural liberties dangerous for many reasons, but he mainly argues nobody enforces natural liberty which makes them dangerous, while doing so he uses an analogy to the status of women to promote his idea and understanding of civil liberties.
Chavez uses the “Latino Threat Narrative” to compare the Hispanics to the “German language threat, the Catholic threat, the Chinese and Japanese language threat, and the southern and eastern European threats.” He suggests that “each was pervasive and defined “truths” about the threat posed by immigrants that, in hindsight, were unjustified or never materialized in the long run of history.” Chavez was trying to explain that the Hispanic would pattern these other threats by upsetting the America people. He states that “… the Latino Threat Narrative is part of a grand tradition of alarmist discourse about immigrants and their perceived negative impacts on society.”
They are his "chosen people". He did not value them over others, but invited them to become his special human partners and to have a history that was to disclose him to the world.[pic]
Vincent Hoy 4/9/2014 Professor J. Duran History 101 / Spring 2014 Book Report Guide #1 A Perspective on Gentleman’s History In Michael Parenti’s, “The Assassination of Julius Caesar”, Parenti claims that Julius Caesar’s assassination was not an incident, and that his death would actually represent the war between the wealthy, powerful conservatives who call themselves, “gentleman historians” and positive supported lower-class citizens that believed in Caesar’s reforms. Since Caesar was gaining such an incredible amount of power and support from his people, the senate feared that Caesar’s influence would be push these reforms onto the lower-class citizens, and it would threaten and put the upper-classes privileged interests at risk. The
When clinically assessing patients in care settings, it is paramount for health professionals to elicit pertinent information that could be crucial for delivery of care. This is particularly important in the United States because the increasing diversity in racial and ethnic composition of the population has presented cultural challenges that care givers must navigate to provide culturally competent service. Cultural competence during delivery of care requires sensitivity to the cultural, social, and linguistic needs of patients (Betancourt, Green, Carrillo, 2002). As a consequence, care providers need cultural assessment tools that will enable them
A theme or topic for my unit would be World War II and the Holocaust. The unit would involve students investigating the Holocaust and the Nuremberg trials as well as the development of the United Nations. Students will analyze the factors leading up to the events of the Holocaust and the idea of antisemitism that was developing. They will also examine the significance of the Nuremberg trials and how international efforts came to be to protect human rights and future wars from occurring. The unit would involve students examining primary sources, secondary sources, artwork, and photographs of the time. This unit would address two subject areas, English and Social Studies. Students would be reading novels about the Holocaust and individuals
I decided to prepare this sheet as a short description of some of the important themes that we’ve taken up in lecture in the second half of the quarter. In preparation for our final, I would recommend reviewing your notes and textbook, putting together answers to each of these. Indeed, if you have good answers in your head (making use of examples shown in class) for each question, you should do well.