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Oxford Big Ideas Geography/History 8 AC Student Book + obook/assess


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GEOGRAPHYThe geographer's toolkit - concepts and skillsUNIT 1 LANDFORMS AND LANDSCAPESChapter 1 Landforms and landscapes1.1 What are landscapes?1.2 What are landforms?Chapter 2 Mountain landscapes2.1 What forces shape mountain landscapes?2.2 How are mountain landscapes used and managed?2.3 Are mountain landscapes hazardous places?Chapter 3 Coastal landscapes3.1 What forces shape coastal landscapes?3.2 How are coastal landscapes used and managed?3.3 Are coastal landscapes hazardous places?UNIT 2 CHANGING NATIONSChapter 4 Life in different cities4.1 Why do people live in cities?4.2 Where do people in different countries live?4.3 How can we plan for Australia's urban future?Chapter 5 Migration5.1 Why do people move?5.2 What are the impacts of migration?5.3 How has international migration changed Australia?HISTORYThe historian's toolkit - concepts and skillsOverview 1 The Western and Islamic worldDEPTH STUDY 1 THE WESTERN AND ISLAMIC WORLDThe Ottoman Empire [obook only chapter]1 How was society organised during the Ottoman Empire?2 What were the most significant achievements and developments of the Ottoman Empire?3 How did the policies and power of the Ottoman Empire change other societies?Renaissance Italy [obook only chapter]1 How were societies in Renaissance Italy organised?2 What developments and achievements characterised Renaissance Italy?3 How did Renaissance culture spread and what is its legacy?Chapter 6 The VikingsThe Vikings: a timeline6.1 How was Viking society organised?6.2 What developments led to Viking expansion?6.3 How did Viking conquests change societies?Chapter 7 Medieval EuropeMedieval Europe: a timeline7.1 How were societies in medieval Europe organised?7.2 How and why did societies in medieval Europe change?7.3 What developments influenced life in medieval Europe?Overview 2 The Asia-Pacific worldDEPTH STUDY 2 THE ASIA-PACIFIC WORLDChapter 8 The Khmer EmpireThe Khmer Empire: a timeline8.1 How did the Khmer Empire rise to power and what were its greatest achievements?8.2 How was society organised during the Khmer Empire?8.3 How and why did the Khmer Empire come to an end?Chapter 9 Japan under the shogunsJapan under the shoguns: a timeline9.1 What led to the rise of the shoguns?9.2 How was Japanese society organised during the time of the shoguns?9.3 How did Japan change under the rule of the shoguns?Polynesian expansion across the Pacific [obook only chapter]1 How did Polynesian settlers spread across the Pacific?2 What was life like in Maori societies?3 What were the most significant Maori cultural achievements?Overview 3 Expanding contactsDEPTH STUDY 3 EXPANDING CONTACTSChapter 10 Mongol expansionMongol expansion: a timeline10.1 How was Mongol society organised?10.2 How and why did the Mongols expand their territory?10.3 What were the consequences of Mongol expansion?Chapter 11 The Black Death in Asia, Europe and AfricaThe Black Death: a timeline11.1 How were societies organised at the time of the Black Death?11.2 What were the causes of the Black Death and how did it spread?11.3 What were the effects of the Black Death?Spanish conquest of the Americas [obook only chapter]1 How were societies in the Americas organised before the arrival of the Spanish?2 Why did the Spanish colonise the Americas?3 What were the effects of Spanish conquest in the Americas and around the world?GlossaryIndex*assess is available for selected chapters (not available for obook only chapters).

About the Author

Mark Easton has taught Geography, History and English for over 20 years and during the last 15 years has been a contributing author to many geography, humanities and atlas titles. In 2010 he joined Oxford as a geography consultant to work on a range of titles and to support the use of these resources in the classroom. Mark is also the Head of the Humanities Department at St Margaret's School.Maggy Saldais brings fifteen years' experience in educational publishing to her role as a History author. Maggy has a strong academic background in the discipline of History and a long-held commitment to engaging middle-years students in learning and discovery in her field of expertise.

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