1. Compare and contrast the fascism in Italy with the Nazism of Germ.docx
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1. Compare and contrast the fascism in Italy with the Nazism of Germany. What were the similarities and what were the differences between the two regimes. 2 . The decade of the 1920s has been characterized as both an “age of anxiety” and a "period of hope.” Why? 3. The end of WWI resulted in numerous social, economical and political changes. Indeed, for many of the participants of that conflict, the diplomatic/political and economical status of their nations declined. Conversely, other participants drew inspiration and sought to achieve autonomy. Discuss the sweeping changes that followed WWI on the international level. 4. Hitler, Mussolini, and Stalin all utilized terror as a means of centralizing their authority over their respective states.Compare and contrast their methods of domination and their ascendance to power. How did each use “nationalism” to their advantage? .
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Soraya Ghebleh - Mussolini
Mussolini wrote "What is Fascism?" in 1932 to both lay out the fundamental beliefs of fascism and justify his authoritarian leadership in Italy. He argues that fascism emphasizes service to the state over individualism and promotes nationalism, expansionism, and the glorification of war. While avoiding directly mentioning his own role, Mussolini positions the fascist state as having absolute power over individuals. Through dramatic rhetoric and references to ancient Rome, he presents fascism as the preeminent ideology of the era and justifies Italy's aggressive foreign policy under his rule. The article demonstrates how Mussolini used propaganda to consolidate totalitarian control in Italy and claim fascism as his political doctrine.
AFTER THE END of World War I, many Germans were unwilling t.docx
AFTER THE END of World War I, many Germans were unwilling to accept that their nation's
armed forces had been vanquished on the battlefield, giving rise to the widespread belief that
defeat had come about as the result of a “stab in the back” by traitorous elements within the
German population. To some, there was no secret as to who those treasonous elements were:
they were to be found in the country's Jewish population. Jews were prominent in many
professions, including law, medicine, and education, and were active in the financial and banking
sector as well. Widely envied and resented, they were ripe targets for attack by revenge-seeking
revanchist groups within the country.
In the early 1930s, the nationalist firebrand Adolf Hitler took advantage of these sentiments
to seize power in a country wracked by the Great Depression. In a relatively short period of time,
Hitler, at the head of his National Socialist (Nazi) Party, installed himself as the dictator of what
was termed the Third Reich. He soon embarked on a path to cleanse the country of its internal
enemies and make Germany once again the dominant force in Europe. The ensuing conflict,
which eventually spread worldwide, repeated the horrors of the previous “war to end all wars”
and resulted in an even more decisive defeat for German forces on the battlefield. When World
War II came to an end in 1945, there could be no further cries of a “stab in the back.” Germany
had been decisively defeated and its capital of Berlin lay in ruins.
CRITICAL THINKING
Q What was the relationship between World War I and World War II, and how did the ways
in which the wars were fought differ?
The Rise of Dictatorial Regimes
On February 3, 1933, only four days after he had been appointed chancellor of Germany, Adolf
Hitler (1889–1945) met secretly with Germany's leading generals. He revealed to them his desire
to remove the “cancer of democracy,” create a new authoritarian leadership, and forge a new
domestic unity. His foreign policy objectives were equally striking. Since Germany's living
space was too small for its people, Hitler said, Germany must rearm and prepare for “the
conquest of new living space in the east and its ruthless Germanization.”
https://jigsaw.vitalsource.com/books/9780357297667/epub/OEBPS/08_9781285447902_cont.xhtml#toc-sec6_1
The rise of Adolf Hitler to supreme power in Germany was not an isolated incident, but part
of a pattern that had spread throughout Europe and other parts of the world in the wake of the
Great Depression. The apparent triumph of liberal democracy in 1919 had proven to be
extremely short-lived. Italy had installed a fascist regime in the 1920s, and the Soviet Union
under Joseph Stalin was a repressive dictatorial state. A host of other European states, and Latin .
AFTER THE END of World War I, many Germans were unwilling t.docx
AFTER THE END of World War I, many Germans were unwilling to accept that their nation's
armed forces had been vanquished on the battlefield, giving rise to the widespread belief that
defeat had come about as the result of a “stab in the back” by traitorous elements within the
German population. To some, there was no secret as to who those treasonous elements were:
they were to be found in the country's Jewish population. Jews were prominent in many
professions, including law, medicine, and education, and were active in the financial and banking
sector as well. Widely envied and resented, they were ripe targets for attack by revenge-seeking
revanchist groups within the country.
In the early 1930s, the nationalist firebrand Adolf Hitler took advantage of these sentiments
to seize power in a country wracked by the Great Depression. In a relatively short period of time,
Hitler, at the head of his National Socialist (Nazi) Party, installed himself as the dictator of what
was termed the Third Reich. He soon embarked on a path to cleanse the country of its internal
enemies and make Germany once again the dominant force in Europe. The ensuing conflict,
which eventually spread worldwide, repeated the horrors of the previous “war to end all wars”
and resulted in an even more decisive defeat for German forces on the battlefield. When World
War II came to an end in 1945, there could be no further cries of a “stab in the back.” Germany
had been decisively defeated and its capital of Berlin lay in ruins.
CRITICAL THINKING
Q What was the relationship between World War I and World War II, and how did the ways
in which the wars were fought differ?
The Rise of Dictatorial Regimes
On February 3, 1933, only four days after he had been appointed chancellor of Germany, Adolf
Hitler (1889–1945) met secretly with Germany's leading generals. He revealed to them his desire
to remove the “cancer of democracy,” create a new authoritarian leadership, and forge a new
domestic unity. His foreign policy objectives were equally striking. Since Germany's living
space was too small for its people, Hitler said, Germany must rearm and prepare for “the
conquest of new living space in the east and its ruthless Germanization.”
https://jigsaw.vitalsource.com/books/9780357297667/epub/OEBPS/08_9781285447902_cont.xhtml#toc-sec6_1
The rise of Adolf Hitler to supreme power in Germany was not an isolated incident, but part
of a pattern that had spread throughout Europe and other parts of the world in the wake of the
Great Depression. The apparent triumph of liberal democracy in 1919 had proven to be
extremely short-lived. Italy had installed a fascist regime in the 1920s, and the Soviet Union
under Joseph Stalin was a repressive dictatorial state. A host of other European states, and Latin .
Fascism Dbq
The document discusses the rise of fascism in Italy and Germany under Benito Mussolini and Adolf Hitler. It describes how both leaders were inspired by nationalist sentiments following World War I and the humiliation of their countries through the Treaty of Versailles. Mussolini and Hitler abolished democracy in their countries in order to gain full control over the government and society. Through fascist and Nazi movements, they were able to gain power and enforce laws based on their totalitarian ideologies. Despite some differences, both leaders were extremely power hungry and sought expansion and domination.
HY 1120, American History II 1 Course Learning Outcom.docx
HY 1120, American History II 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
4. Summarize the impact of the civil rights movement on social, political, and economic infrastructure of
society from the mid-20th century to today.
4.1. Identify key figures from the civil rights movement.
4.2. Identify social, political, and economic impacts civil rights.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
Reading Assignment
To gain further knowledge of the material, please view the PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of people towards key topics.
To access the Unit V PowerPoint a please click here. For a PDF version click here.
To access the Unit V PowerPoint b please click here. For a PDF version click here.
Freeman, E., Schamel, W., & West, J. (1991, November 1). "A date which will live in infamy": The first typed
draft of Franklink D. Roosevelt's war address. National Archives and Records Administration.
Retrieved from http://www.archives.gov/education/lessons/day-of-infamy/
World War II Maps, Summaries and Photos. (2010, January 1). Retrieved from
http://gcveteransmemorial.org/photo-panels/
In order to locate the articles below, you must first log into the myCSU Student Portal and access the
America: History and Life with Full Text database within the CSU Online Library.
Bernstein, B. J. (1995). The atomic bombings reconsidered. Foreign Affairs, 74(1), 135-152.
Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35(2), 334-353.
Unit Lesson
In this unit, it will once again be important to consider the perspective of the time, with an emphasis on the
lingering effects of worry, anxiety, and opportunity. We will review questionable actions from all fronts,
including questionable actions of both successful and unsuccessful regimes, and compare attitudes and
actions of civilians in these times. It is nearly impossible not to hold a preconceived perspective on this
conflict, as it is one of the most durable and lucrative subjects in print and in nationalist memory.
Challenge yourself to avoid anachronism and put yourself into the time period. What would possess people of
this age to react in ways that we today have trouble even considering? This unit will look at the social war, the
times directly after, the civilian response, and the beginnings of a tension-filled Cold War. You will be
challenged to look past modern understandings to engage in debates from the time.
UNIT V STUDY GUIDE
America and World War II
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1120/15J/UnitV_PPT_A.ppsx
https://online.columbiasouthern.edu/CSU_Con ...
Mussolini Fascism Analysis
This document discusses the rise of Mussolini's fascism in Italy following World War 1. It notes that returning veterans were drawn to fascism due to Mussolini's camaraderie with them and the role veterans played in the movement. It also discusses the poor state of Italy's economy after the war, leaving many Italians desperate for solutions amid rising communism. This created an environment receptive to Mussolini's fascist ideology among veterans and workers.
Fascism Research Paper
The document provides an overview of fascism as an ideology and political system. It discusses how fascism arose in Europe in the early 20th century as a response to social and political changes following World War I. Fascist governments were authoritarian and promoted extreme nationalism. They emphasized uniting the nation and prioritizing the collective over the individual. Fascist regimes tended to have a strong leader and merged the interests of government and big business, focusing only on what benefited the nation as a whole.
Fascism And Nazism Similarities
The document discusses fascism and Nazism in Italy and Germany during the early 20th century. It notes that both emerged from a crisis in the European political system after World War 1. Fascism was a response to fears of social and political disintegration. Both forms of government gained power in Italy and Germany between World War 1 and 2 by appealing to lower and middle classes who felt they were in control of the political parties. While similar, fascism and Nazism also had important differences.
Recommended
Soraya Ghebleh - Mussolini
Mussolini wrote "What is Fascism?" in 1932 to both lay out the fundamental beliefs of fascism and justify his authoritarian leadership in Italy. He argues that fascism emphasizes service to the state over individualism and promotes nationalism, expansionism, and the glorification of war. While avoiding directly mentioning his own role, Mussolini positions the fascist state as having absolute power over individuals. Through dramatic rhetoric and references to ancient Rome, he presents fascism as the preeminent ideology of the era and justifies Italy's aggressive foreign policy under his rule. The article demonstrates how Mussolini used propaganda to consolidate totalitarian control in Italy and claim fascism as his political doctrine.
AFTER THE END of World War I, many Germans were unwilling t.docx
AFTER THE END of World War I, many Germans were unwilling to accept that their nation's
armed forces had been vanquished on the battlefield, giving rise to the widespread belief that
defeat had come about as the result of a “stab in the back” by traitorous elements within the
German population. To some, there was no secret as to who those treasonous elements were:
they were to be found in the country's Jewish population. Jews were prominent in many
professions, including law, medicine, and education, and were active in the financial and banking
sector as well. Widely envied and resented, they were ripe targets for attack by revenge-seeking
revanchist groups within the country.
In the early 1930s, the nationalist firebrand Adolf Hitler took advantage of these sentiments
to seize power in a country wracked by the Great Depression. In a relatively short period of time,
Hitler, at the head of his National Socialist (Nazi) Party, installed himself as the dictator of what
was termed the Third Reich. He soon embarked on a path to cleanse the country of its internal
enemies and make Germany once again the dominant force in Europe. The ensuing conflict,
which eventually spread worldwide, repeated the horrors of the previous “war to end all wars”
and resulted in an even more decisive defeat for German forces on the battlefield. When World
War II came to an end in 1945, there could be no further cries of a “stab in the back.” Germany
had been decisively defeated and its capital of Berlin lay in ruins.
CRITICAL THINKING
Q What was the relationship between World War I and World War II, and how did the ways
in which the wars were fought differ?
The Rise of Dictatorial Regimes
On February 3, 1933, only four days after he had been appointed chancellor of Germany, Adolf
Hitler (1889–1945) met secretly with Germany's leading generals. He revealed to them his desire
to remove the “cancer of democracy,” create a new authoritarian leadership, and forge a new
domestic unity. His foreign policy objectives were equally striking. Since Germany's living
space was too small for its people, Hitler said, Germany must rearm and prepare for “the
conquest of new living space in the east and its ruthless Germanization.”
https://jigsaw.vitalsource.com/books/9780357297667/epub/OEBPS/08_9781285447902_cont.xhtml#toc-sec6_1
The rise of Adolf Hitler to supreme power in Germany was not an isolated incident, but part
of a pattern that had spread throughout Europe and other parts of the world in the wake of the
Great Depression. The apparent triumph of liberal democracy in 1919 had proven to be
extremely short-lived. Italy had installed a fascist regime in the 1920s, and the Soviet Union
under Joseph Stalin was a repressive dictatorial state. A host of other European states, and Latin .
AFTER THE END of World War I, many Germans were unwilling t.docx
AFTER THE END of World War I, many Germans were unwilling to accept that their nation's
armed forces had been vanquished on the battlefield, giving rise to the widespread belief that
defeat had come about as the result of a “stab in the back” by traitorous elements within the
German population. To some, there was no secret as to who those treasonous elements were:
they were to be found in the country's Jewish population. Jews were prominent in many
professions, including law, medicine, and education, and were active in the financial and banking
sector as well. Widely envied and resented, they were ripe targets for attack by revenge-seeking
revanchist groups within the country.
In the early 1930s, the nationalist firebrand Adolf Hitler took advantage of these sentiments
to seize power in a country wracked by the Great Depression. In a relatively short period of time,
Hitler, at the head of his National Socialist (Nazi) Party, installed himself as the dictator of what
was termed the Third Reich. He soon embarked on a path to cleanse the country of its internal
enemies and make Germany once again the dominant force in Europe. The ensuing conflict,
which eventually spread worldwide, repeated the horrors of the previous “war to end all wars”
and resulted in an even more decisive defeat for German forces on the battlefield. When World
War II came to an end in 1945, there could be no further cries of a “stab in the back.” Germany
had been decisively defeated and its capital of Berlin lay in ruins.
CRITICAL THINKING
Q What was the relationship between World War I and World War II, and how did the ways
in which the wars were fought differ?
The Rise of Dictatorial Regimes
On February 3, 1933, only four days after he had been appointed chancellor of Germany, Adolf
Hitler (1889–1945) met secretly with Germany's leading generals. He revealed to them his desire
to remove the “cancer of democracy,” create a new authoritarian leadership, and forge a new
domestic unity. His foreign policy objectives were equally striking. Since Germany's living
space was too small for its people, Hitler said, Germany must rearm and prepare for “the
conquest of new living space in the east and its ruthless Germanization.”
https://jigsaw.vitalsource.com/books/9780357297667/epub/OEBPS/08_9781285447902_cont.xhtml#toc-sec6_1
The rise of Adolf Hitler to supreme power in Germany was not an isolated incident, but part
of a pattern that had spread throughout Europe and other parts of the world in the wake of the
Great Depression. The apparent triumph of liberal democracy in 1919 had proven to be
extremely short-lived. Italy had installed a fascist regime in the 1920s, and the Soviet Union
under Joseph Stalin was a repressive dictatorial state. A host of other European states, and Latin .
Fascism Dbq
The document discusses the rise of fascism in Italy and Germany under Benito Mussolini and Adolf Hitler. It describes how both leaders were inspired by nationalist sentiments following World War I and the humiliation of their countries through the Treaty of Versailles. Mussolini and Hitler abolished democracy in their countries in order to gain full control over the government and society. Through fascist and Nazi movements, they were able to gain power and enforce laws based on their totalitarian ideologies. Despite some differences, both leaders were extremely power hungry and sought expansion and domination.
HY 1120, American History II 1 Course Learning Outcom.docx
HY 1120, American History II 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
4. Summarize the impact of the civil rights movement on social, political, and economic infrastructure of
society from the mid-20th century to today.
4.1. Identify key figures from the civil rights movement.
4.2. Identify social, political, and economic impacts civil rights.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
Reading Assignment
To gain further knowledge of the material, please view the PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of people towards key topics.
To access the Unit V PowerPoint a please click here. For a PDF version click here.
To access the Unit V PowerPoint b please click here. For a PDF version click here.
Freeman, E., Schamel, W., & West, J. (1991, November 1). "A date which will live in infamy": The first typed
draft of Franklink D. Roosevelt's war address. National Archives and Records Administration.
Retrieved from http://www.archives.gov/education/lessons/day-of-infamy/
World War II Maps, Summaries and Photos. (2010, January 1). Retrieved from
http://gcveteransmemorial.org/photo-panels/
In order to locate the articles below, you must first log into the myCSU Student Portal and access the
America: History and Life with Full Text database within the CSU Online Library.
Bernstein, B. J. (1995). The atomic bombings reconsidered. Foreign Affairs, 74(1), 135-152.
Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35(2), 334-353.
Unit Lesson
In this unit, it will once again be important to consider the perspective of the time, with an emphasis on the
lingering effects of worry, anxiety, and opportunity. We will review questionable actions from all fronts,
including questionable actions of both successful and unsuccessful regimes, and compare attitudes and
actions of civilians in these times. It is nearly impossible not to hold a preconceived perspective on this
conflict, as it is one of the most durable and lucrative subjects in print and in nationalist memory.
Challenge yourself to avoid anachronism and put yourself into the time period. What would possess people of
this age to react in ways that we today have trouble even considering? This unit will look at the social war, the
times directly after, the civilian response, and the beginnings of a tension-filled Cold War. You will be
challenged to look past modern understandings to engage in debates from the time.
UNIT V STUDY GUIDE
America and World War II
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1120/15J/UnitV_PPT_A.ppsx
https://online.columbiasouthern.edu/CSU_Con ...
Mussolini Fascism Analysis
This document discusses the rise of Mussolini's fascism in Italy following World War 1. It notes that returning veterans were drawn to fascism due to Mussolini's camaraderie with them and the role veterans played in the movement. It also discusses the poor state of Italy's economy after the war, leaving many Italians desperate for solutions amid rising communism. This created an environment receptive to Mussolini's fascist ideology among veterans and workers.
Fascism Research Paper
The document provides an overview of fascism as an ideology and political system. It discusses how fascism arose in Europe in the early 20th century as a response to social and political changes following World War I. Fascist governments were authoritarian and promoted extreme nationalism. They emphasized uniting the nation and prioritizing the collective over the individual. Fascist regimes tended to have a strong leader and merged the interests of government and big business, focusing only on what benefited the nation as a whole.
Fascism And Nazism Similarities
The document discusses fascism and Nazism in Italy and Germany during the early 20th century. It notes that both emerged from a crisis in the European political system after World War 1. Fascism was a response to fears of social and political disintegration. Both forms of government gained power in Italy and Germany between World War 1 and 2 by appealing to lower and middle classes who felt they were in control of the political parties. While similar, fascism and Nazism also had important differences.
Lesson 1 Dictators & War
Totalitarian states arose in several European and Asian countries in the 1930s in response to economic hardship and nationalist sentiment following World War I. These regimes, led by figures like Stalin, Mussolini, and Hitler, promised to restore prosperity but ruled through oppression and violence. They pursued aggressive expansionist policies, with Germany rearming and invading neighboring lands while Japan invaded Manchuria and parts of China. Britain and France responded weakly, pursuing appeasement rather than standing up to the growing threats to peace.
AP World History Ch. 29
1) Stalin rose to power in the Soviet Union and instituted a series of brutal Five-Year Plans to rapidly industrialize the Soviet economy through centralized control, collectivization of agriculture, and suppression of opposition.
2) The Great Depression devastated global economies in the 1930s and contributed to the rise of fascist regimes in Germany under Hitler and Italy under Mussolini.
3) In the late 1930s, Germany and Italy aggressively expanded their territories through military force, meeting little resistance from Western democracies seeking to appease them, until Germany invaded Poland in 1939 and World War II began in Europe.
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The document discusses common factors that led to the establishment of totalitarian regimes in Italy and Germany in the inter-war period. Some key similarities included dissatisfaction with weak governments after World War 1, a desire for national restoration, and severe economic hardship from war debts and hyperinflation. Resentment over harsh peace treaties also fueled nationalist sentiments and opened the door for strongmen like Hitler and Mussolini to rise to power by promising national renewal.
FASCISM
Fascism originated in early 20th century Italy and was led by Benito Mussolini. It promoted extreme nationalism, militarism, and the dictatorship of an all-powerful leader. Fascism rejected liberal democracy and Enlightenment values like rationalism and individualism in favor of emotionalism, violence, and struggle. It viewed society as an organic unity and saw conflict and war as natural and desirable. Fascism took hold in Italy and Germany in the 1920s-1930s amid economic crisis and instability but was defeated in World War 2.
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PART ONE – ANSWER in one-two paragraphs?
We have learned about the peculiar political history of united Italy. From monarchy to fascism to democracy, we have learned about some constants of Italian politics: ideological flexibility, strange alliances, constant movement of political fault lines, and so forth.
If you had to summarize Italian political culture since 1870 in one - two paragraphs, what would you say?
PART TWO – COMMENT ON EACH of the FOLLOWING 3 STATEMENTS INDIVIDUALLY?
Bottom of Form
Top of Form
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Chaotic would definitely be the best way to describe Italy since the late 1800’s. Italy’s land was mostly used as a battlefield even though they were extremely weak at fighting. Italy also experienced different people captivating power such as, Giuseppe Mazzini, Pius IX, and Benito Mussolini, which caused the forms of government to adjust each time. Most Italians were illiterate and had no idea of effectively communicating what they thought should happen next politically, which eventually affected them negatively, especially when Mussolini’s power grew rapidly. After World War II, Italy finally saw the light at the end of the tunnel when the fashion industry had its spark, along with the ability to trade internationally. Thankfully, Italy has become an economy that is extremely diverse and economically stable.
· Since 1870 413 USE The Title For EACH Response
Unstable government. Not only did the unification, as it occurred under the control of a narrow Piedmontese elite, enjoy little support among the nationalists, but it also was opposed by the Church. Most Italians could not speak the Italian language let alone write it.The Liberal state felt it could not give too much power away to instituitions over which it did not have control. Thus the police were often used for political purposes. The first World War, Italy was in no shape to fight a war. nationalist began to take hold after 1914, this lead down the road to Mussolini. After WW2 Italy experience a financial miracle. Italy today has a diversified industrial economy. The country is divided by an industrial north held by private companies, and a less developed government dependent south with high unemployment.
· Since 1870 - One Paragraph411 USE The Full Title For EACH Response
Corruption is the word that first comes to mind. Money hampered the newly unified country of Italy. With an increasing early national debt that could not fund public projects alongside an increasing population, yearnings of socialism began to stir. While a parliamentary system was established, corruption reigned supreme under the leadership of Depretis, Crispi and Giolitti before World War I. Issues between power regarding the new state of Italy and the Catholic Church plagued the country, with the Pope banning Italian Catholics from being in Italian politics until the early 1900s (as seen in Gilmour’s “Rome and Pa.
Final Draft Seminar
This document provides background information on the federal government's treatment of domestic communists and supporters of Axis powers (Italy, Germany, Japan) during World War II. It discusses the establishment of committees like HUAC to investigate these groups. While Italian fascist support was small and declined after the US entered the war, the government interned hundreds and arrested thousands of Italian Americans. German Nazi support was a greater initial concern, and Japanese propaganda outlets operated until 1940 when the US entered the war and interned over 100,000 Japanese Americans. The document establishes context for a planned analysis of how the government approached and treated communists and each Axis power's supporters during this period.
Interwar period
Interwar, soviet, russian, revolution, fascism, nazism, totalitarian, economic, depression, 1929, stock exchange, Roosevelt, Keynes
World War II Ebook
World War II began in September 1939 when Germany invaded Poland. Several factors led to the war, including the global economy after WWI, the rise of totalitarian regimes in Germany, Italy, Japan and Russia, and American isolationism. When the US entered the war in 1941 after the attack on Pearl Harbor, American citizens rallied together through rationing, war bond drives, and increasing industrial production. US forces fought major battles in North Africa, Europe on D-Day, and island hopping in the Pacific, helping to defeat the Axis powers.
The Great Three wars in the 20th century
The document summarizes the three major wars of the 20th century and the rise of competing ideologies like democracy, communism, and fascism that influenced these conflicts. It discusses World War I, the rise of totalitarian regimes in Germany, Italy and the Soviet Union in the inter-war period. World War II is summarized as a conflict between the Allied powers and fascist Axis powers of Germany and Italy. After WWII, the world was divided between the democratic Western world and communist Eastern bloc led by the Soviet Union, launching the Cold War period characterized by an arms race and competition for influence between the two superpowers.
1. Primary sources2. Secondary sources3. La Malinche4. Bacon’s.docx
1. Primary sources
2. Secondary sources
3. La Malinche
4. Bacon’s rebellion
5. Robert Carter III
6. Mesoamerica
7. Middle Passage
8. Indentured servitude
9. The Jefferson-Hemings Controversy
10. Triangular trade
11. Saint Dominique Revolt
12. Syncretism
13. Olaudah Equiano
14. Christopher Columbus
15. Columbian Moment
16. Hernan Cortes
17. Florentine Codex
18. Master Narrative of American History
19. Reconquista
20. The Paradox of Slavery
21. Indian Removal Act 1830
22. Trail of Tears
23. Treaty of Guadalupe Hidalgo
24. Niños Heroes (Heroic Children)
25. Antonio López de Santa Anna y Pérez de Lebrón
26. The Royal Africa Company
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29. Chilam Balam
30. Popol Vuh
31. El requerimiento (The Requirement)
32. Manifest Destiny
33. Moses and Stephen F. Austin
34. Colonialism
35. Colonial Legacy
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According to Aristotle, virtues are traits of character that are good for a person to have and that are developed through habitual actions over time. Acting virtuously leads to morally correct actions. The document discusses Aristotle's view of virtue ethics and how it differs from normative moral philosophy by focusing on the character of the moral agent rather than just determining the right action. It asks how virtue ethics would analyze two different medical ethical dilemmas.
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1. Paper should be 5-pages min. + 1 page works cited
2. Should have at least 10 annotated sources (copy article onto word, highlight main point, write a few sentences about how it'll help you in writing the paper at the bottom of page)
3
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4. Use in-text citations and have organized mla format works cited page
SAMPLE OUTLINE
Research Paper Outline
Title: Rebellious Libya
Thesis: The United States should not get involved with Libya’s conflicts.
I.
Introduction:
A.
Start with the question, what is war? Explain briefly.
B.
Talk about the wars of the United States.
C.
What were the outcomes of some of those wars?
II.
Narration:
A.
Give some background on Libya.
B.
Explain how Col. Muammar Gaddafi became the leader of Libya
C.
Talk about why the citizens of Libya want to overthrow Gaddafi.
D.
Explain why the people feel that the United States should get involved in Libya’s conflicts.
III.
Partition:
A.
Thesis: I believe that the United States should not get involve with Libya’s conflicts.
B.
Essay Map.
1.
Cost of war.
2.
Using money in other Departments other defense.
3.
Killing innocent civilians and soldiers.
4.
Helping unknown rebels
5.
Involvement of foreign wars
IV.
Arguments:
A.
The cost of war is rising by the minute. The Obama Administration proposed a budget of $553 billion dollars for the department.
B.
Instead of spending all that money on war, we should be investing that money on health care and education.
C.
This conflict has caused the lives of many innocent civilians. NATO openly admitted to have killed innocent civilians, due to misguidance.
D.
The rebels fighting against Gaddafi are in need of military supplies. I don’t think that it is a good idea to help unknown rebels. We helped the Afghanistan rebels when they were fighting Russia. After they were victorious, they later became the “Taliban” and used those weapons to attack the US.
E.
Getting involved in foreign wars is not a good idea. The US has been involved in many foreign wars lately. These wars have been in foreign countries where Islam is the prominent religion. Libya is one of these countries. The involvement of the US in these places, builds a bad reputation worldwide and among the Muslim community.
V.
Refutation:
A.
Gaddafi’s actions against the civilians of Libya are totally wrong. Killing your own people is bad and therefore, we should help the rebels overthrow him.
B.
Gaddafi has been in power for many years. In fact, he holds the record for most years in power in a single country. This type of power can potentially lead to corruption and mistreatment of civilians.
C.
The people of Libya deserve to have democracy. They should have the right to elect their own leader.
D.
If Al Qaeda is threatening NATO and Libyan mercenaries then we should help them fight terrorism.
VI.
Conclusion:
A.
Summarize my arguments.
B.
State why we should not get involve with Libya’s conf.
1. Name and describe the three steps of the looking-glass self.2.docx
1. Name and describe the three steps of the 'looking-glass self'.
2. List and describe the three stages in George Mead's model of human development.
3. Piaget developed a four-stage process to explain how children develop reasoning skills. List each and give an example of one of the stages.
4. Briefly summarize the three elements of Freud's theory of personality and explain why sociologist have negative reactions to his analysis.
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1. Provide an example of a business or specific person(s) that effectively use social media. What tools does the business or person use? How do they apply the tools effectively? Describe areas of improvement.
This assignment has to be 4 pages long, then it needs a cover page and reference page however that can not be a part of the four pages. So it would be 6 pages if you count the cover page and reference page!
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1. Mexico and Guatemala. Research the political and economic situati.docx
1. Mexico and Guatemala. Research the political and economic situation of these countries and write about their peculiar circumstances.
2. Honduras, El Salvador and Panama. Research the political and economic situation of these countries and write about their peculiar circumstances.
3. Costa Rica and Nicaragua. Research the ecological and political situation of these countries and write about their peculiar circumstances.
4. Colombia and Ecuador. Research about the truths and myths about this two countries and write about your impressions on these stereotypes.
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1. Many scholars have set some standards to judge a system for taxat.docx
1. Many scholars have set some standards to judge a system for taxation for its validity. How can you decide if a tax is good or bad?
You can consider these five following principles for your Discussion. What do these issues mean? How do you think they matter?
Adequacy Equity Exportability Neutrality Simplicity
What other tax revenue systems could you consider? How do you think they would be better or worse?
2. What role do taxes play in political issues?
3. What is your opinion of a flat tax as some politicians have proposed?
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1. List and (in 1-2 sentences) describe the 4 interlocking factors t.docx
1. List and (in 1-2 sentences) describe the 4 interlocking factors that led to the ourbreak of world war 1
2. Explain the difference between and authoritarian regime and a totalitarian regime.
3. List and (in 1-2 sentences) describe the 5 factors that led to the ourbreak of world war 2.
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1. Please explain how the Constitution provides for a system of sepa.docx
1. Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used.
2. Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words. Support your work with cited sources, references to Lecture Notes, or URLs where you obtained your information.
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1. Please watch the following The Diving Bell & The Butterfly, Amel.docx
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Please respond to the films. In particular, respond to how the film develops the identity of a single character for an audience, and which you responded to (either the characters themselves or the way the film constructed the character) the most, or the least please , 10 sentence min and no plagiariasm also it has to be
followowed exactly whats written here.
PS: please dont waste my time if you will do a messy assigment, just dont send me a msg.
.
1. Most sociologists interpret social life from one of the three maj.docx
1. Most sociologists interpret social life from one of the three major theoretical frameworks/perspectives (conflict theory, functionalism, symbolic interactionism). Describe the major points of each one. List at least one sociologist who has been identified with each of these three theories.
2. What is the difference between basic sociology and applied sociology?
3. List and describe the eight steps of the scientific research model.
4. Discuss the importance of ethics in social research. Define what is meant by ethics.
.
1. Members of one species cannot successfully interbreed and produc.docx
1. Members of one species cannot successfully interbreed and produce fertile offspring with members of other species. This idea is known as
a. reproductive success.
b. punctuated evolution.
c. adaptive radiation.
d. the biological species concept.
e. geographic isolation.
2. The origin of new species, the extinction of species, and the evolution of major new features of living things are all changes that result from
a. macroevolution.
b. fitness.
c. speciation.
d. the biological species concept.
e. convergent evolution.
3. Which is a barrier that can contribute to reproductive isolation?
a. timing
b. behavior
c. habitat
d. incompatible reproductive structures
e. all of the above
4. Which of the following statements is false?
a. Horses and donkeys are separate species.
b. Two mules can mate and produce fertile offspring.
c. A horse and a donkey can mate and produce offspring.
d. Two donkeys can mate and produce fertile offspring.
e. Two horses can mate and produce fertile offspring.
5. The evolution of the penguin’s wing from a wing suited for flying to a “flipper-wing” used for swimming is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
6. Which of the following have been preserved as fossils?
a. dinosaur footprints
b. insects preserved in amber
c. petrified plant remains
d. animal bones
e. all of the above
7. The mass extinctions that included the dinosaurs took place during which period?
a. Cambrian (543–510 million years ago)
b. Devonian (409–363 million years ago)
c. Carboniferous (363–290 million years ago)
d. Jurassic (206–144 million years ago)
e. Cretaceous (144–65 million years ago)
8. The development of the complex, camera-like eye of a mammal is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
9. Which of the following statements is true?
a. Carbon-14 dating is useful for studying the age of early dinosaur fossils.
b. Carbon-14 has a half-life of 5,730 years.
c. Uranium-238 has a very short half-life.
d. Uranium-238 is present in all organisms.
e. Carbon-12 is not found in living plants.
10. Which of the following provides the best explanation for why Australia has so many organisms unique to that continent?
a. punctuated equilibrium
b. the biological species concept
c. convergent evolution
d. continental drift
e. cladistics
11. Scientists think that a meteor that fell in ____________________ may have led to the extinction of the dinosaurs.
a. Australia
b. the Yucatán peninsula
c. The Galápagos Islands
d. Pangaea
e. India
12. The great diversit.
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SAMPLE OUTLINE
Research Paper Outline
Title: Rebellious Libya
Thesis: The United States should not get involved with Libya’s conflicts.
I.
Introduction:
A.
Start with the question, what is war? Explain briefly.
B.
Talk about the wars of the United States.
C.
What were the outcomes of some of those wars?
II.
Narration:
A.
Give some background on Libya.
B.
Explain how Col. Muammar Gaddafi became the leader of Libya
C.
Talk about why the citizens of Libya want to overthrow Gaddafi.
D.
Explain why the people feel that the United States should get involved in Libya’s conflicts.
III.
Partition:
A.
Thesis: I believe that the United States should not get involve with Libya’s conflicts.
B.
Essay Map.
1.
Cost of war.
2.
Using money in other Departments other defense.
3.
Killing innocent civilians and soldiers.
4.
Helping unknown rebels
5.
Involvement of foreign wars
IV.
Arguments:
A.
The cost of war is rising by the minute. The Obama Administration proposed a budget of $553 billion dollars for the department.
B.
Instead of spending all that money on war, we should be investing that money on health care and education.
C.
This conflict has caused the lives of many innocent civilians. NATO openly admitted to have killed innocent civilians, due to misguidance.
D.
The rebels fighting against Gaddafi are in need of military supplies. I don’t think that it is a good idea to help unknown rebels. We helped the Afghanistan rebels when they were fighting Russia. After they were victorious, they later became the “Taliban” and used those weapons to attack the US.
E.
Getting involved in foreign wars is not a good idea. The US has been involved in many foreign wars lately. These wars have been in foreign countries where Islam is the prominent religion. Libya is one of these countries. The involvement of the US in these places, builds a bad reputation worldwide and among the Muslim community.
V.
Refutation:
A.
Gaddafi’s actions against the civilians of Libya are totally wrong. Killing your own people is bad and therefore, we should help the rebels overthrow him.
B.
Gaddafi has been in power for many years. In fact, he holds the record for most years in power in a single country. This type of power can potentially lead to corruption and mistreatment of civilians.
C.
The people of Libya deserve to have democracy. They should have the right to elect their own leader.
D.
If Al Qaeda is threatening NATO and Libyan mercenaries then we should help them fight terrorism.
VI.
Conclusion:
A.
Summarize my arguments.
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1. Kemal Ataturk carried out policies that distanced the new Turkish republic of the 1920s from the Ottoman past. Why? What specific policies did Ataturk pursue? 2. Why many Arabs felt betrayed by the British (and the French) after the First World War? 3. Discuss at least three features of patrimonial leadership. List three or more Middle Eastern states where such type of political leadership persists 4. Describe the key processes (both internal and external) that initiated political and economic disintegration of the Ottoman Empire in the nineteenth century. 5. European military superiority in the late eighteenth century prompted Ottoman rulers to respond with what specific political measures? 6. The Zionist political movement originated in Europe rather than in the Middle East. Explain why and how. 7. After the Second World War, several Arab countries went through the process of transition from constitutional monarchies to republics. Identify three such countries and describe the course of events that brought about this transition. 8. How is religious Zionism different from secular Zionism? What is the relevance of this difference for the creation of the state of Israel? Has the relative influence of the two remained stable since the creation of the Israeli state? 9. What was the principle source of political legitimacy of the Ottoman Empire? 10. While most Ottoman European provinces, riding the tide of the nineteenth century nationalism, sought and won independence from Istanbul, Ottoman Arab provinces maintained their political loyalty to the Ottomans. What explains this difference between Arab and European provinces? 11. Social and political forces in favor of a constitutional reform in Iran (1905-1911) were markedly different from the groups that promoted constitutional limitations on executive powers of the sultan in the Ottoman Empire prior to the First World War? Explain this difference. 12. What are some of the key features of Arab socialisms? Which Arab leaders adopted socialist ideology? Which Arab leaders were opposed to it? 13. After the First World War, the new Middle Eastern protectorates (e.g., Syria, Lebanon, Iraq) were expected to develop into modern secular states. What specific policies did France and Britain try to implement? How successful have theses policies been? 14. The 1967 war was a watershed event for all major actors in the Middle East. Explain the consequences of the war for domestic politics in Israel and Egypt respectively.
.
1. If we consider a gallon of gas as having 100 units of energy, and.docx
1. If we consider a gallon of gas as having 100 units of energy, and 25 of those units are used to move the car, what law of thermodynamics accounts for the other 75 units of energy? (Points : 2)
the first law
the second law
2. Which of these is not a component of a molecule of adenosine triphosphate (ATP)? (Points : 3)
adenosine
phosphate
deoxyribose sugar
ribose sugar
3. Glycolysis is a sequence of ______ chemical reactions. (Points : 3)
nine
six
five
ten
4. Exergonic reactions produce products with a ___ energy level than that of the initial reactants. (Points : 3)
lower
higher
the same
5. When chemical X is reduced, which of these expressions would be an accurate representation of its reduced state? (Points : 3)
XO
XH
X
HX
6. Most enzymes are which kind of organic compound? (Points : 3)
carbohydrates
lipids
proteins
none of the above
7. The area on an enzyme where the substrate attaches is called the: (Points : 3)
active site
allosteric site
anabolic site
inactive site
8. Which of the following creatures would not be an autotroph? (Points : 3)
cactus
cyanobacteria
fish
palm tree
9. The process by which most of the world's autotrophs make their food is known as: (Points : 3)
glycolysis
photosynthesis
chemosynthesis
herbivory
10. Plants are the only organisms that use ATP for the transfer and storage of energy. (Points : 2)
True
False
11. The colors of light in the visible range (from longest wavelength to shortest) are: (Points : 3)
ROYGBIV
VIBGYOR
GRBIYV
ROYROGERS
12. Chlorophyll is a green pigment because it absorbs only the green part of the visible light spectrum. (Points : 2)
True
False
13. The photosynthetic pigment that is essential for the process to occur is: (Points : 3)
chlorophyll a
chlorophyll b
beta carotene
xanthocyanin
14. A photosystem is: (Points : 3)
a collection of hydrogen-pumping proteins
a series of electron-accepting proteins arranged in the thylakoid membrane
a collection of photosynthetic pigments arranged in a thylakoid membrane
found only in prokaryotic organisms
15. Which of these molecules is NOT a product of the Electron Transport System? (Points : 3)
ATP
Water
Pyruvate
NAD+
16. The dark reactions require all of these chemicals to proceed except: (Points : 3)
ATP
NADPH
carbon dioxide
oxygen
17. The structural unit of photosynthesis, where the photosystems are located, are called: (Points : 3)
chlorophylls
eukaryotes
stroma
thylakoids
18. Which of the following does NOT occur during the light independent process? (Points : 3)
CO2 is used to form carbohydrates
NADPH converts to NADP
ADP converts to ATP
ATP converts to ADP
19. The production of ATP that occurs in the presence of oxygen is called: (Points : 3)
aerobic respiration
anaerobic respiration
chemiosmosis
photosynthesis
20. The first stable chemical formed by the Calvin Cycle is: (Points :.
1. In 200-250 words, analyze the basic issues of human biology as th.docx
1. In 200-250 words, analyze the basic issues of human biology as they relate to chronic conditions and describe the interaction between disability, disease, and behavior. Examine and discuss the impact of biological health or illness on social, psychological, and physical problems from the micro, mezzo, and macro perspectives. Choose a chronic condition from those provided in your text and consider how you might feel, think, and behave differently if the condition were affecting you versus if the condition were affecting a stranger. How might you think differently about this chronic condition if it were affecting someone close to you, your neighbor, or someone in your community? Please include at least two supporting scholarly resources.
2.Our stage of life, intellectual/cognitive abilities, and sociocultural position in life, affect our perspectives and resultant behaviors about a number of conditions including cancer. Consider the information provided in the
“Introduction to the Miller Family”
document. Both Ella and Elías have been diagnosed with cancer. Ella has been fighting cancer with complementary and alternative methods with some success for many years. Elías, her grandson, is 10 years old and has recently been diagnosed with leukemia but has not yet begun treatment. Putting yourself in either Ella or Elías’s place, what might your perspective on your cancer be? Integrate how the stage of life, cognitive abilities, and sociocultural position of your chosen person impacts her/his perspective on his/her individual disease.
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