Unit 3, Lecture 1 - The 1920s. Covers the Harding and Coolidge presidencies, as well as the social and economic changes of the decade. Ends before the Crash.
This discussest the inter-war period for the United States, which we call ther Roaring 20s. It covers important social, political, and economic topics associated with the 1920s.
Unit 3, Lecture 1 - The 1920s. Covers the Harding and Coolidge presidencies, as well as the social and economic changes of the decade. Ends before the Crash.
This discussest the inter-war period for the United States, which we call ther Roaring 20s. It covers important social, political, and economic topics associated with the 1920s.
Liberty university hius 222 content quiz 4 complete solutions correct answers...Kelley King
Liberty University HIUS 222 content quiz 4 complete solutions correct answers key
More than 5 different versions
https://www.coursemerit.com/solution-details/23233/HIUS-222-content-quiz-4-complete-solutions-correct-answers-key
HY 1120, American History II 1 Course Learning Out.docxpoulterbarbara
HY 1120, American History II 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Describe the impact of industrial expansion on the evolution of big business in the United States.
1.1 Recognize how the New Deal attempted to impact business in America.
1.2 Describe the impact that the Great Depression had on America’s changing economic
landscape.
4. Summarize the impact of the Civil Rights Movement on America’s societal infrastructure.
4.1 Recognize the varied economic policies and New Deal programs that served as catalysts for
social growth.
4.2 Identify popular media figures associated with post-World War I (WWI) America.
4.3 Identify themes associated with the Great Depression era.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Readings: U.S. History
Unit IV Assessment
1.2
Unit Lesson
Readings: U.S. History
Unit IV Assessment
4.1
Unit Lesson
Readings: U.S. History
Unit IV Assessment
4.2
Unit Lesson
Readings: U.S. History
Unit IV Assessment
4.3
Unit Lesson
Readings: U.S. History
Unit IV Assessment
Reading Assignment
Throughout this course, you will be provided with sections of content from the online resource U.S. History.
You may be tested on your knowledge and understanding of the material listed below as well as the
information presented in the unit lesson. Click on the link below to access your material.
Click here to access this unit’s readings from U.S. History. The chapter/section titles are also provided below.
Chapter 25 (Sections 25.1–25.4): Brother, Can You Spare a Dime? The Great Depression, 1929-1932
Chapter 26 (Sections 26.1–26.3): Franklin Roosevelt and the New Deal, 1932-1941
Unit Lesson
Fallout of the Great War
For Americans, the decades between the world wars were times of contrast and change—and with good
reason. The visual images of the Great Depression, such as businessmen in bread lines, have etched
themselves into the nation’s memory, but that is only a part of the story. This would be a time of great joy and
UNIT IV STUDY GUIDE
The Great Depression and
the New Deal
https://online.columbiasouthern.edu/bbcswebdav/xid-78103443_1
HY 1120, American History II 2
UNIT x STUDY GUIDE
Title
heartbreak, triumph and adversity, and magic—perhaps best encapsulated in F. Scott Fitzgerald's 1924
masterpiece The Great Gatsby. This setting provides a backdrop to the attitudes and extravagances of
American society in the Roaring Twenties.
Although the more outrageous fads of the time would fade, some of the cultural gifts continue today. Perhaps
the most timeless, poignant donation is the fervent flowing radiance of jazz music, impassioned enough to
stimulate dance, decadence, and deception, but with the soul to personify both the highs and lows of the era.
Unit IV will focus on the fallout of the Great War, the realities of coming home in the wake of great c.
Liberty university hius 222 content quiz 3 complete solutions correct answers...Harry White
Liberty University HIUS 222 content quiz 3 complete solutions correct answers key
More than 5 different versions
https://www.coursemerit.com/solution-details/22984/HIUS-222-content-quiz-3-complete-solutions-correct-answers-key
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The 1920s Essay
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An Essay On The 1920s
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Unit Packet: 1920’s Name:___________________________________________
Bell 1
Week 1 Essential Questions DUE FRIDAY, November 12th
:
Write your answers in complete sentences on notebook paper.
Red Scare and the Palmer Raids; Immigrationreform:
1. What made Americans“afraid”of radical ideas?
2. What actionsdidthe federal governmenttake againstsuspectedradicals?
3. How didthischange immigrationtothe US?
4. What were the longtermeffectsof the RedScare?
The GreatMigration; Rise ofthe KKK:
1. What causedAfrican-Americanstomove fromthe South?
2. Why didconditionsinthe NorthappealedtoAfrican-Americans?
3. What impactdidthe Great Migrationhave onAmericanracial relations?
4. Why didthe Ku Klux Klanexperience arevival inthe 1920’s and how was it differentthanthe
KKKof the past?
Presidentsofthe 1920s; Economic Boom:
1. How didHardingand Coolidge reflectthe laissez-faire theory?
2. How didthe TeapotDome scandal affectthe AmericanPresidency?
3. Why wasthe 1920’s a “great time to be rich”?
4. Why wasthe wealthandeconomicsuccessof the 1920’s not feltbyfarmers?
Week 2 Essential Questions DUE FRIDAY, November 19th
:
Write your answers in complete sentences on notebook paper.
The automobile culture:
1. How didthe Model T revolutionize the Americaneconomy?
2. What isa consumerculture andwhydidit developinthe 1920s?
3. How didthe automobile revolutionizeAmericanculture?
4. How didthe automobile change livingpatterns?
Popular culture;radio; jazz; heroesofthe 20s:
1. Why dida national culture developinthe 1920s?
2. What impactdidthe radiohave on popularculture?
3. How didtrendsinfashionandmusicreflectthe spiritof the times?
4. Who were the mostpopularheroesof thistime?Whydidheroworshipbecome popular?
Organizedcrime; Cultural backlash; ScopesTrial:
1. Why didProhibitionleadtoorganizedcrime?
2. How didorganizedcrime affectthe Americanwayof life?
3. What isthe connectionbetweenthe religiousrevival of the 1920s and the ScopedTrial?
4. Why didthe Scopestrial become the “trial of the century”?
Harlem Renaissance:
1. What was the connectionbetweenthe GreatMigrationandthe HarlemRenaissance?
2. What was unique aboutthe artists’message?
3. How didthismovementaffectAmericanpopculture andperceptionsof African-Americans?
4. Who were the majorfiguresof the HarlemRenaissance?
3. Terms & People, p.2
1924 Immigration Act:
--Great Migration—Reasons to Move North:
2nd Ku Klux Klan: During1920’s Klanmembershipexplodesto4-5 million
--Factors that led to rise of 2nd KKK:
Birth of a Nation: 1915 silent film glorifying theKKK during theCivil War era
Warren G. Harding:
Teapot Dome Scandal:
Calvin Coolidge:
‘Coolidge Prosperity’:
--A Good Time to Be Rich:
--A Terrible Time to Be a Farmer:
Herbert Hoover:
Ford Model-T:
4. Terms & People, p. 3
Ford River Rouge Complex:
Consumer Economy:
Installment Plan:
Hero Worship:
Babe Ruth:
Charles Lindner:
Prohibition:
Speakeasy:
Organized Crime:
Al Capone:
Scopes Trial:
Clarence Darrow & WilliamJennings Bryan:
Jazz:
5. Terms & People, p. 4
The Jazz Age:
Louis Armstrong:
Duke Ellington:
The Apollo Theater:
Harlem Renaissance:
Langston Hughes:
Zora Neale Hurston:
Marcus Garvey:
Other notes:
