This Teacher's Handbook offers at-a-glance support for the 5th edition of Nelson Key Geography Interactions. Each page supports a spread in the Student Book and provides: - an easy-to-follow lesson overview - clear learning objectives, learning outcomes and key vocabulary - skills builders to stretch pupils of all abilities and deliver a key criterion of the 2014 National Curriculum PoS - differentiation suggestions for end-of-unit enquiries to aid assessment with student checklists - answers to the activities. Designed to be flexible and easily integrated, this title works alongside the Student Book to help deliver exciting, relevant and up-to-date lessons that engage all students.
This new edition of David Waugh and Tony Bushell's Key Geography provides the support you need to deliver the 2014 KS3 Programme of Study. Suitable for all abilities, the student books and new Kerboodle online resources focus on developing key geographical skills and techniques to prepare students for Key Stage 4. Foundations includes chapters on Weather and Climate and Kenya and Africa. To request your Nelson Key Geography evaluation pack, please email [email protected] with your name and school address.
This series uses an enquiry based approach to geography through the inclusion of enquiry sections at the end of each book. It includes updated text and statistics ensuring students the most topical, contemporary information. It aims to help students aquire full understanding of each topic through the intergration of a key question and summary answer on each double page spread. The texts are suitable for students of differing abilities and working at different levels.
This new edition of David Waugh and Tony Bushell's Key Geography provides the support you need to deliver the 2014 KS3 Programme of Study, with a focus on developing key geographical skills and techniques to prepare students for Key Stage 4. Connections includes chapters on Rivers, coasts and glaciation and India and Asia.
Citizenship, literacy, numeracy, ICT, sustainable development and work related learning are incorporated throughout these guides. The free CD-ROM contains all the materials found in the Teacher Resource Guide and some ICT activities which can be downloaded onto the school network system. Imag es from the book are included on the CD-ROMs and can be used to make colour overheads or slides to aid class participation and discussion. The guides provides advice and analysis of the revised 2002 National Curriculum and the new QCA Scheme of Work.
This clear and engaging text introduces undergraduate students to the vast and diverse subject of tourism through the lens of geography. Indeed, geography and tourism have always been interconnected, and Velvet Nelson draws on human and physical geography to interpret all facets of tourism—economic, social, and environmental. She shows how geography provides the tools and concepts to consider both the positive and negative factors that affect tourists and destinations, as well as the effects tourism has on both peoples and places. Her thematic approach uses real-world case studies, based on research and on the experiences of tourists themselves, to vividly illustrate key issues. This comprehensive introduction will enhance students' understanding of geographic concepts and how they can be used as a way of viewing and understanding the world.
Providing a course for Key Stage 3 and GCSE Geography, this flexible series is designed for pupils of differing abilities and working at different levels. It incorporates a broad range of teaching and learning methods, and each of the pupils' books is accompanied by a teacher's resource guide.
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Physical Geography 7 introduces students to the fundamental concepts of the study of geography-location/place, region, movement and pattern, the environment, and the interaction of humans with their physical environment. Students then use these geographic concepts as guides in their investigation of the basic physical patterns of landform, climate, and vegetation, and then apply the concepts through integrative studies of rivers and agriculture. Key Features: Performance Tasks designed to demonstrate understanding, establish specific skill expectations, and meet assessment expectations A complete Mini-Atlas Weblinks Built in Assessment and Review End-of-Chapter Activities
Slavery, Geography and Empire in Nineteenth-Century Marine Landscapes of Montreal and Jamaica is among the first Slavery Studies books - and the first in Art History - to juxtapose temperate and tropical slavery. Charmaine A. Nelson explores the central role of geography and its racialized representation as landscape art in imperial conquest. One could easily assume that nineteenth-century Montreal and Jamaica were worlds apart, but through her astute examination of marine landscape art, the author re-connects these two significant British island colonies, sites of colonial ports with profound economic and military value. Through an analysis of prints, illustrated travel books, and maps, the author exposes the fallacy of their disconnection, arguing instead that the separation of these colonies was a retroactive fabrication designed in part to rid Canada of its deeply colonial history as an integral part of Britain's global trading network which enriched the motherland through extensive trade in crops produced by enslaved workers on tropical plantations. The first study to explore James Hakewill's Jamaican landscapes and William Clark's Antiguan genre studies in depth, it also examines the Montreal landscapes of artists including Thomas Davies, Robert Sproule, George Heriot and James Duncan. Breaking new ground, Nelson reveals how gender and race mediated the aesthetic and scientific access of such - mainly white, male - artists. She analyzes this moment of deep political crisis for British slave owners (between the end of the slave trade in 1807 and complete abolition in 1833) who employed visual culture to imagine spaces free of conflict and to alleviate their pervasive anxiety about slave resistance. Nelson explores how vision and cartographic knowledge translated into authority, which allowed colonizers to 'civilize' the terrains of the so-called New World, while belying the oppression of slavery and indigenous displacement.