SHP History Year 9 Pupil's Book

Summary:
SHP History is a major new book-per-year course for Key Stage 3 History. It takes the best of the old and the best of the new to create a dynamic and coherent course for a new generation of history pupils.

This is the third book in the series and provides a course for Y9 concluding the big stories of Empire, Movement and settlement, Conflict, Power and Everyday Life that have run throughout the course, and providing in depth enquiries on the key aspects of twentieth century history including the two world wars and the Holocaust, decolonisation, human rights plus an overview of the century through the story of the Olympics.

• A major new course for National Curriculum history from the leading body for history curriculum development
• Overviews and big stories: innovative strategies to build the big pictures across Key Stage 3, to link the whole course together and develop pupils conceptual framework
• Doing History feature highlights the skills and processes involved in getting better at history and enable step by step progression across the years of Key Stage 3
• eLearning: dynamic use of ICT from one-off mini tasks for the whiteboard or networked PCs through to sustained ICT-based lesson sequences
• 'How to...' activities help pupils strengthen their skills and improve their own performance
• Active-learning using a wide variety of learning styles to suit all abilities and interests
• Plus all the features you would expect from the Schools History Project: intriguing content, in-depth historical investigation, meaningful tasks, and a wealth of source material

Table of Contents:
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

About the Author(s):
Dale Banham is Humanities Advisor in Suffolk. Ian Luff is Deputy Head at Kesgrave High School in Suffolk.

Readership:
Pupils in Y9