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With the Clouds of Heaven: The Book of Daniel in Biblical Theology (New Studies in Biblical Theology #Volume 32)
by James M. Hamilton Jr."And behold, with the clouds of heaven there came one like a son of man, and he came to the Ancient of Days and was presented before him. And to him was given dominion and glory and a kingdom." (Daniel 7:13-14 ESV). Perceiving a hole in evangelical biblical theology that should be filled with a robust treatment of the book of Daniel, James Hamilton takes this chance to delve into the book's rich contribution to the Bible's unfolding redemptive-historical storyline. By setting Daniel in the broader context of biblical theology, this canonical study helps move us toward a clearer understanding of how we should live today in response to its message. First, Hamilton shows how the book's literary structure contributes to its meaning, and then addresses key questions and issues, concluding by examining typological patterns. This New Studies in Biblical Theology volume argues that the four kingdoms prophesied by Daniel are both historical and symbolic—that the "one like a son of man" seen by Daniel is identified with and distinguished from the Ancient of Days in a way that would be mysterious until Jesus came as both the son of David and God incarnate. He elaborates that the interpretations of Daniel in early Jewish literature attest to strategies similar to those employed by New Testament authors and exposes that those authors provide a Spirit-inspired interpretation of Daniel that was learned from Jesus. He also highlights how the book of Revelation uses Daniel's language, imitates his structure, points to the fulfillment of his prophecies and clarifies the meaning of his "seventieth week." Addressing key issues in biblical theology, the works comprising New Studies in Biblical Theology are creative attempts to help Christians better understand their Bibles. The NSBT series is edited by D. A. Carson, aiming to simultaneously instruct and to edify, to interact with current scholarship and to point the way ahead.
Within School Walls: The Role Of Discipline, Sexuality And The Curriculum (Routledge Library Editions: Education)
by AnnMarie WolpeDrawing from her in-depth ethnographic study of a London comprehensive school the author shows how gender formation for both girls and boys is mediated by disciplinary control, sexuality and the curriculum. Her findings for girls and boys – with their important emphases – are revealed. So are the responses and perspectives of the teachers. Prior to publication of this volume much feminist writing depicted the subordination of girls as a function of patriarchal control, both in terms of the teaching the girls receive and the behaviour of the boys around them. The author’s narrative implicitly and explicitly challenges some of these views.
Without a Prayer: Religion and Race in New York City Public Schools (North American Religions #24)
by Leslie Beth RibovichReframes religion’s role in twentieth-century American public educationThe processes of secularization and desegregation were among the two most radical transformations of the American public school system in all its history. Many regard the 1962 and 1963 US Supreme Court rulings against school prayer and Bible-reading as the end of religion in public schools. Likewise, the 1954 Brown v. Board of Education case is seen as the dawn of school racial equality. Yet, these two major twentieth-century American educational movements are often perceived as having no bearing on one another.Without a Prayer redefines secularization and desegregation as intrinsically linked. Using New York City as a window into a national story, the volume argues that these rulings failed to successfully remove religion from public schools, because it was worked into the foundation of the public education structure, especially how public schools treated race and moral formation. Moreover, even public schools that were not legally segregated nonetheless remained racially segregated in part because public schools rooted moral lessons in an invented tradition—Judeo-Christianity—and in whiteness.The book illuminates how both secularization and desegregation took the form of inculcating students into white Christian norms as part of their project of shaping them into citizens. Schools and religious and civic constituents worked together to promote programs such as juvenile delinquency prevention, moral and spiritual values curricula, and racial integration advocacy. At the same time, religiously and racially diverse community members drew on, resisted, and reimagined public school morality.Drawing on research from a number of archival repositories, newspaper and legal databases, and visual and material culture, Without a Prayer shows how religion and racial discrimination were woven into the very fabric of public schools, continuing to inform public education’s everyday practices even after the Supreme Court rulings.
Without a Word: Teaching Beyond Women's Silence (Routledge Revivals)
by Magda Gere LewisThe question of women’s silence within academic settings has received a great deal of attention. And much feminist educational scholarship has devoted itself to creating spaces where women’s stories and experiences can be told. Without a Word (first published in 1993) raises the question of women’s silence from a radical new perspective, lending at long last a theoretical basis and sophistication to this important issue.The author considers the subject of silence from a variety of conceptual and practical perspectives. When does silene occur among women? How does it emerge? What are its complex origins? What are its devastating effects? Lewis also discusses the different types of silence: the one which is an expression of a woman’s oppression and the one which is her act of revolt.Actual classroom interactions, student experiences, literary and filmic depictions of women, and her own personal voice are the material from which Lewis crafts her powerful theory. Intended to offer an understanding of the subject which can help feminists and teachers struggling to change the nature and dynamics of classroom experience for all students, Without a Word dramatizes the issue of silence in a way that moves beyond the mere need for women to speak and be heard. This book is a must read for students and researchers of education, feminist studies, women studies, and sociology.
Without Destroying Ourselves: A Century of Native Intellectual Activism for Higher Education (Indigenous Education)
by John A. GoodwinWithout Destroying Ourselves is an intellectual history of Native activism seeking greater access to and control of higher education in the twentieth century. John A. Goodwin traces themes of Henry Roe Cloud&’s (Ho-Chunk) vision for Native intellectual leadership and empowerment in the early 1900s to the later missions of tribal colleges and universities (TCUs) and education-based, self-determination movements of the 1960s onward. Vital to Cloud&’s work was the idea of how to build from Native identity and adapt without destroying that identity. As the central themes of the movement for Native control in higher education developed over the course of several decades, a variety of Native activists carried Cloud&’s vision forward. Goodwin explores how Elizabeth Bender Cloud (Ojibwe), D&’Arcy McNickle (Salish Kootenai), Jack Forbes (Powhatan-Renapé, Delaware Lenape), and others built on and contributed to this common thread of Native intellectual activism. Goodwin demonstrates that Native activism for self-determination was never snuffed out by the swing of the federal government&’s pendulum away from tribal governance and toward termination. Moreover, efforts for Native control in education remained a vital aspect of that activism. Without Destroying Ourselves documents this period through the full accreditation of TCUs in the late 1970s and reinforces TCUs&’ continuing relevance in confronting the unique needs and challenges of Native communities today.
Witness: Lessons from Elie Wiesel's Classroom
by Ariel BurgerWINNER OF THE NATIONAL JEWISH BOOK AWARD—BIOGRAPHY Elie Wiesel was a towering presence on the world stage—a Nobel laureate, activist, adviser to world leaders, and the author of more than forty books, including the Oprah’s Book Club selection Night. But when asked, Wiesel always said, “I am a teacher first.” In fact, he taught at Boston University for nearly four decades, and with this book, Ariel Burger—devoted protégé, apprentice, and friend—takes us into the sacred space of Wiesel’s classroom. There, Wiesel challenged his students to explore moral complexity and to resist the dangerous lure of absolutes. In bringing together never-before-recounted moments between Wiesel and his students, Witness serves as a moral education in and of itself—a primer on educating against indifference, on the urgency of memory and individual responsibility, and on the role of literature, music, and art in making the world a more compassionate place. Burger first met Wiesel at age fifteen; he became his student in his twenties, and his teaching assistant in his thirties. In this profoundly thought-provoking and inspiring book, Burger gives us a front-row seat to Wiesel’s remarkable exchanges in and out of the classroom, and chronicles the intimate conversations between these two men over the decades as Burger sought counsel on matters of intellect, spirituality, and faith, while navigating his own personal journey from boyhood to manhood, from student and assistant, to rabbi and, in time, teacher. “Listening to a witness makes you a witness,” said Wiesel. Ariel Burger’s book is an invitation to every reader to become Wiesel’s student, and witness.
Witness at the Cross: A Beginner's Guide to Holy Friday
by Prof. Amy-Jill LevinePlace yourself as a witness of the cross and determine what your own testimony will be! Experience Holy Friday from the perspective of those who watched Jesus die: Mary his mother; the Beloved Disciple from the Gospel of John; Mary Magdalene and the other women from Galilee; the two men, usually identified as thieves, crucified with Jesus; the centurion and the soldiers; Joseph of Arimathea and Nicodemus. Jews and Romans, friends and strangers, the powerful and the powerless, the hopeful and the despairing. The story of Jesus’s death is not something we just read: we think about it, and we experience it; we hear the taunts of the soldiers, the priests, and the passersby even as we hear the famous “seven last words” from the cross.In Witness at the Cross, Amy-Jill Levine shows how the people at the cross each have distinct roles to play. Each Evangelist presents a distinct picture of the death of Jesus. Each portrays different individuals and groups of people at the cross, each offers different images and dialogues, and so from each, we learn how those meanings and messages cross the centuries to any who would come to the cross today. Each Gospel has its own story to tell, all the witnesses have their own memories, and every reader comes away with a new insight. The witnesses at the Crucifixion watch Jesus die, and we watch with them, and we watch them. And we come away transformed. Additional components are available for a six-week study include a DVD featuring Dr. Levine and a comprehensive Leader Guide.
Witness at the Cross Leader Guide: A Beginner's Guide to Holy Friday
by Prof. Amy-Jill LevinePlace yourself as a witness of the cross and determine what your own testimony will be! Experience Holy Friday from the perspective of those who watched Jesus die: Mary his mother; the Beloved Disciple from the Gospel of John; Mary Magdalene and the other women from Galilee; the two men, usually identified as thieves, crucified with Jesus; the centurion and the soldiers; Joseph of Arimathea and Nicodemus. Jews and Romans, friends and strangers, the powerful and the powerless, the hopeful and the despairing. The story of Jesus’s death is not something we just read: we think about it, and we experience it; we hear the taunts of the soldiers, the priests, and the passersby even as we hear the famous “seven last words” from the cross.In Witness at the Cross, Amy-Jill Levine shows how the people at the cross each have distinct roles to play. Each Evangelist presents a distinct picture of the death of Jesus. Each portrays different individuals and groups of people at the cross, each offers different images and dialogues, and so from each, we learn how those meanings and messages cross the centuries to any who would come to the cross today. Each Gospel has its own story to tell, all the witnesses have their own memories, and every reader comes away with a new insight. The witnesses at the Crucifixion watch Jesus die, and we watch with them, and we watch them. And we come away transformed.The Leader Guide includes session outline for each group meeting with Scripture, prayer, opening activity, discussion questions, activity, and ending call to action.
Witnessing Girlhood: Toward an Intersectional Tradition of Life Writing
by Leigh Gilmore Elizabeth MarshallWhen more than 150 women testified in 2018 to the sexual abuse inflicted on them by Dr. Larry Nassar when they were young, competitive gymnasts, they exposed and transformed the conditions that shielded their violation, including the testimonial disadvantages that cluster at the site of gender, youth, and race. In Witnessing Girlhood, Leigh Gilmore and Elizabeth Marshall argue that they also joined a long tradition of autobiographical writing led by women of color in which adults use the figure and narrative of child witness to expose harm and seek justice. Witnessing Girlhood charts a history of how women use life narrative to transform conditions of suffering, silencing, and injustice into accounts that enjoin ethical response. Drawing on a deep and diverse archive of self-representational forms—slave narratives, testimonio, memoir, comics, and picture books—Gilmore and Marshall attend to how authors return to a narrative of traumatized and silenced girlhood and the figure of the child witness in order to offer public testimony. Emerging within these accounts are key scenes and figures that link a range of texts and forms from the mid–nineteenth century to the contemporary period. Gilmore and Marshall offer a genealogy of the reverberations across timelines, self-representational acts, and jurisdictions of the child witness in life writing. Reconstructing these historical and theoretical trajectories restores an intersectional testimonial history of writing by women of color about sexual and racist violence to the center of life writing and, in so doing, furthers our capacity to engage ethically with representations of vulnerability, childhood, and collective witness.
WITS: A History of the University of the Witwatersrand, Johannesburg, and its Precursors 1896-1939
by Bruce MurrayWITS: The Early Years is a history of the University up to 1939. First established in 1922, the University of the Witwatersrand, Johannesburg developed out of the South African School of Mines in Kimberley circa 1896. Examining the historical foundations, the struggle to establish a university in Johannesburg, and the progress of the University in the two decades prior to World War II, historian Bruce Murray captures the quality and texture of life in the early years of Wits University and the personalities who enlivened it and contributed to its growth.Particular attention is given to the wider issues and the challenges which faced Wits in its formative years. The book examines the role Wits came to occupy as a major centre of liberal thought and criticism in South Africa, its contribution to the development of the professions of the country, the relationship of its research to the wider society, and its attempts to grapple with a range of peculiarly South African problems, such as the admission of black students to the University and the relations of English- and Afrikaans-speaking white students within it.This edition of WITS: The Early Years is republished in the University’s centenary year with a preface by Keith Breckenridge, who writes, ‘In the republication of Murray’s two volume history of Wits, readers have an opportunity to explore the often dramatic and contested story of this university … Murray produced an intimate, almost scandalous intellectual history of the institution that served as his home for practically half a century.’
WITS: A History of the University of the Witwatersrand, Johannesburg 1939-1959
by Bruce MurrayIn the period between the outbreak of World War II in 1939 and the enactment of university apartheid by the Nationalist Government in 1959, the University of the Witwatersrand, Johannesburg (Wits) developed as an ‘open university’, admitting students of all races. This, the second volume of the history of Wits by historian Bruce Murray, has as its central theme the process by which Wits became ‘open’, the compromises this process entailed, and the defence the University mounted to preserve its ‘open’ status in the face of the challenges posed by the Nationalist Government.The University’s institutional autonomy is highlighted by Yunus Ballim in his preface to the centenary edition of WITS: The ‘Open’ Years. He writes: ‘The emerging posture of a university willing to rise in defence of academic freedom was important because this was to become infused into the institutional culture of Wits.’The book looks at the University’s role in South Africa’s war effort, its contribution to the education of ex-volunteers after the war, its leading role in training job-seeking professionals required by a rapidly expanding economy, and the rise of research and postgraduate study. Students feature prominently through their political activities, the flourishing of a student intelligentsia, the heyday of the Remember and Give (Rag) parade, rugby intervarsity, and the stunning success of Wits sportsmen and women. WITS: The ‘Open’ Years paints a vivid picture of the range of personalities who enlivened the campus – among them some well-known figures in the new South Africa.The book includes chapters by Alf Stadler, who was Professor of Political Studies at Wits and the author of The Political Economy of Modern South Africa, and Jonty Winch, former Sports Officer at Wits and the author of Wits Sport.
WITS: A University in the Apartheid Era
by Mervyn ShearWhen the National Government assumed power in 1948, one of the earliest moves was to introduce segregated education. Its threats to restrict the admission of black students into the four ‘open universities’ galvanised the staff and students of those institutions to oppose any attempt to interfere with their autonomy and freedom to decide who should be admitted. In subsequent years, as the regime adopted increasingly oppressive measures to prop up the apartheid state, opposition on the campuses, and in the country, increased and burgeoned into a Mass Democratic Movement intent on making the country ungovernable. Protest escalated through successive states of emergency and clashes with police on campus became regular events. Residences were raided, student leaders were harassed by security police and many students and some staff were detained for lengthy periods without recourse to the courts. First published in 1996, WITS: A University in the Apartheid Era by Mervyn Shear tells the story of how the University of the Witwatersrand (Wits) adapted to the political and social developments in South Africa under apartheid. This new edition is published in the University’s centenary year with a preface by Firoz Cachalia, one of Wits’ student leaders in the 1980s. It serves as an invaluable historical resource on questions about the relationship between the University and the state, and on understanding the University’s place and identity in a constitutional democracy.
Wits University at 100: From Excavation to Innovation
by University of WitwatersrandMaps the university’s current and future vision as it marks its centenary in 2022The University of the Witwatersrand occupies a special place in the hearts and minds of South Africans. It is a leading university renowned for its commitment to academic excellence, social justice and the advancement of the public good. Its history is inextricably linked with the development of Johannesburg, with mining and economic development, and with political and social activism across the country. Wits University at 100: From Excavation to Innovation captures important moments of Wits’ story in celebration of the university’s centenary in 2022. It explores Wits’ origins, the space and place that it occupies in society, and its transformation as it prepares the ground for the next century. From its humble beginnings as a mining college in Johannesburg to its current position as a flourishing and inclusive university, Wits University at 100 is a story of innovation driven from the global South. In text and image, Wits is presented as a dynamic institution that thrives because of its people, many of whom, in one way or another, have shifted the world. The experiences, achievements and insights of past and present ‘Witsies’ come alive in this glossy, full-color book that maps the university’s vision for the future.
Wittenberg Vs. Geneva: A Biblical Bout in Seven Rounds on the Doctrines that Divide
by Brian William ThomasWhat are the differences between Lutherans and Calvinists, and do they really matter? In Wittenberg vs. Geneva, Brian Thomas provides a biblical defense of the key doctrines that have divided the Lutheran and Reformed traditions for nearly five centuries.It is especially written to help those who may have an interest in the Lutheran church, but are concerned that her stance on doctrines like predestination or the sacraments may not have biblical support. To get to the heart of the matter, Pastor Thomas focuses solely upon those crucial scriptural texts that have led Lutheran and Reformed scholars down different paths to disparate conclusions as he spars with popular Calvinist theologians from the past and the present.
Wittgenstein, Anti-foundationalism, Technoscience and Philosophy of Education: An Educational Philosophy and Theory Reader Volume VIII (Educational Philosophy and Theory: Editor’s Choice)
by Michael A. PetersThis book is a collection of essays motivated by a "cultural" and biographical reading of Wittgenstein. It includes some new essays and some that were originally published in Educational Philosophy and Theory. The book focuses on the concept of “technoscience”, and the relevance of Wittgenstein’s work for philosophy of technology which amplifies Lyotard’s reading and provides a critique of education as an increasingly technology-led enterprise. It includes a distinctive view on the ethics of reading Wittgenstein and the ethics of suicide that shaped him. It also examines the reception and engagement with Wittgenstein’s work in French philosophy with a chapter on post-analytic philosophy of education as a choice between Richard Rorty and Jean-François Lyotard. Peters examines Wittgenstein’s academic life at Cambridge University and his involvement as a student and faculty member in the Moral Sciences Club. Finally, the book provides an understanding of Wittgensteinian styles of reasoning and the concept of worldview. Is it possible to escape the picture that holds us captive? This constitutes a challenging introduction to Wittgenstein’s work for academics, researchers and postgraduate students in the fields of education, technology and philosophy.
Wittgenstein, Education and the Problem of Rationality
by Michael A. PetersThis book develops an argument for a historicist and non-foundationalist notion of rationality based on an interpretation of Wittgenstein of the Philosophical Investigations and On Certainty. The book examines two notions of rationality—a universal versus a constitutive conception – and their significance for educational theory. The former advanced by analytic philosophy of education as a form of conceptual analysis is based on a mistaken reading of Wittgenstein. Analytic philosophy of education used a reading of Wittgenstein’s philosophy of language to set up and justify an absolute, universal and ahistorical notion of rationality. By contrast, the book examines the underlying influence of the later Wittgenstein on the historicist turn in philosophy of science as a basis for a non-foundationalist and constitutive notion of rationality which is both historical and cultural, and remains consistent with wider developments in philosophy, hermeneutics and social theory. This book aims to understand the philosophical motivation behind this view, to examine its intellectual underpinnings and to substitute this universal conception of rationality by reference to a Hegelian interpretation of the later Wittgenstein that emphasizes his status as an anti-foundational thinker.
Wittgenstein’s Education: 'A Picture Held Us Captive’
by Michael A. Peters Jeff StickneyDedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein’s later philosophy and his own training and practice as an educator. Arguing for the centrality of education to Wittgenstein’s life and works, the authors resist any reduction of Wittgenstein’s philosophy to remarks on pedagogy while addressing the current controversy surrounding the role of training in the enculturation process. Significant events in his education and life are examined as the background for successful interpretation, without lending biographical details explanatory force. The book discusses the importance of Wittgenstein’s training and dismissal as an elementary teacher (1920-26) in light of his later, frequent use (1930s-40s) of many ‘scenes of instruction’ in his Cambridge lectures and notebooks. These depictions culminated in his now famous Philosophical Investigations -- a counter to his earlier philosophy in the Tractatus. Wittgenstein came to distinguish between empirical inquiries into how education, language or mathematics might ideally work, from grammatical studies of how we learn on the rough ground to normatively go-on as others do – often without explicit rules and with considerable degrees of ambiguity, for instance, in implementing new guidelines during a curriculum reform or in evaluating teachers. The book argues that Wittgenstein’s reflections on education -- spanning from mathematics training to the acquisition of language and cultivation of aesthetic appreciation -- are of central significance to both the man and his pedagogical style of philosophy.
The Wizard Heir (Heir Series Book #2)
by Cinda Williams ChimaSixteen-year-old Seph McCauley has spent the past three years getting kicked out of one exclusive private school after another. Seph is a wizard, orphaned and untrained, and his powers are escalating out of control.
Wizards Don't Need Computers (The Adventures of the Bailey School kids #20)
by Marcia Thornton Jones Debbie DadeyThere are some pretty weird grownups living in Bailey City. But could the new librarian who has a long white beard and a magic wand really be Merlin, the great wizard from medieval times? The Bailey School Kids are going to find out! "I just realized that Mr. Merle's name sounds like Merlin," said Liza. Melody's eyes were big. "And his fish's name is Arthur, as in King Arthur!" "Maybe Mr. Merle is Merlin," Howie said. Liza and Melody gulped, but Eddie just laughed. "Wizards use magic to get whatever they want. Theydon't have to work in libraries shelving books. And they definitely don't need computers!"
Wizards Don't Wear Graduation Gowns (The Adventures of the Bailey School Kids #45)
by Debbie Dadey Marcia Thornton JonesFrom the book jacket: There are some pretty weird grownups living in Bailey City. But could the new assistant principal really be a wizard who wants to turn everyone at graduation intoan animal? The Bailey School Kids are going to find out! "Howie is not right," Eddie said. "A person cannot be turned into a bird and an assistant principal cannot be a wizard, especially when she's a girl. Mrs. Jhick is not a wizard and she can't make anybody do anything." "Oh, yeah?" Howie asked. "Then tell Melody she's a nincompoop!" "Gladly," Eddie said with a smirk. He turned to Melody. He opened his mouth. Nothing came out."See?" Howie said. "Mrs. Jhick cast a spell on you and now you can't insult your friends." Eddie put his hands on his cheeks. "This is horrible," Eddie gasped. "It's terrible. It's the end of the world. That wizette must be stopped!" RL3 007-010
Wizards of the Game
by David LubarEighth-grader Mercer, whose passion is the fantasy role-playing game Wizards of the Warrior World, hopes to use a fund-raiser to bring a gaming convention to his middle school.
WJEC A-level History Student Guide Unit 3: The American century c.1890-1990
by Haydn DaveyExam board: WJECLevel: AS/A-levelSubject: HistoryFirst teaching: September 2015First exams: Summer 2016 (AS); Summer 2017 (A-level)Build, reinforce and revise the historical knowledge and exam skills required for WJEC AS/A-level History.Matched to the 2016 specification for Wales, this study guide contains clear content summaries and annotated sample answers to exam questions.- Concisely covers the key issues and content in the specification, breaking the Unit down into manageable chunks- Consolidates understanding with regular knowledge-check questions, plus useful tips- Builds the analytical and evaluative skills that students need to succeed in AS/A-level History- Improves students' exam technique, providing sample student answers to past paper questions, with commentary to explain the number of marks awarded- Helps students to learn the content throughout the course, study independently and revise for their exams
WJEC A-level History Student Guide Unit 4: Nazi Germany Epub
by Gareth HoltExam board: WJECLevel: AS/A-levelSubject: HistoryFirst teaching: September 2015First exams: Summer 2016 (AS); Summer 2017 (A-level)Build, reinforce and revise the historical knowledge and exam skills required for WJEC AS/A-level History.Matched to the 2016 specification for Wales, this study guide contains clear content summaries and annotated sample answers to exam questions.- Concisely covers the key issues and content in the specification, breaking the Unit down into manageable chunks- Consolidates understanding with regular knowledge-check questions, plus useful tips- Builds the analytical and evaluative skills that students need to succeed in AS/A-level History- Improves students' exam technique, providing sample student answers to past paper questions, with commentary to explain the number of marks awarded- Helps students to learn the content throughout the course, study independently and revise for their exams
WJEC A-level History Student Guide Unit 4: Nazi Germany c.1933-1945
by Gareth HoltExam board: WJECLevel: AS/A-levelSubject: HistoryFirst teaching: September 2015First exams: Summer 2016 (AS); Summer 2017 (A-level)Build, reinforce and revise the historical knowledge and exam skills required for WJEC AS/A-level History.Matched to the 2016 specification for Wales, this study guide contains clear content summaries and annotated sample answers to exam questions.- Concisely covers the key issues and content in the specification, breaking the Unit down into manageable chunks- Consolidates understanding with regular knowledge-check questions, plus useful tips- Builds the analytical and evaluative skills that students need to succeed in AS/A-level History- Improves students' exam technique, providing sample student answers to past paper questions, with commentary to explain the number of marks awarded- Helps students to learn the content throughout the course, study independently and revise for their exams
WJEC A-level History Student Guide Unit 4: Nazi Germany c.1933-1945
by Gareth HoltExam board: WJECLevel: AS/A-levelSubject: HistoryFirst teaching: September 2015First exams: Summer 2016 (AS); Summer 2017 (A-level)Build, reinforce and revise the historical knowledge and exam skills required for WJEC AS/A-level History.Matched to the 2016 specification for Wales, this study guide contains clear content summaries and annotated sample answers to exam questions.- Concisely covers the key issues and content in the specification, breaking the Unit down into manageable chunks- Consolidates understanding with regular knowledge-check questions, plus useful tips- Builds the analytical and evaluative skills that students need to succeed in AS/A-level History- Improves students' exam technique, providing sample student answers to past paper questions, with commentary to explain the number of marks awarded- Helps students to learn the content throughout the course, study independently and revise for their exams