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This document lists ideas related to social justice and social injustice, including issues like racism, taxation, education, hunger, healthcare, slavery, and discrimination. It provides over 20 examples of social and political issues that raise questions of fairness and equality around the world, such as genocide, world hunger, homelessness, unequal pay across countries, and lack of access to education and healthcare.
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Der Prophet Yusuf.pptx
Das Leben von Prophet Yusuf und seine schöne Geschichte in Form von Quranischer Erzählung. Die Präsentation dient ganz gut als Unterrichtsmaterial in den Volkschulen und Mittelschulen. Außerdem sind ganz viele Bilder und Darstellungen um die schwierigen Wörter verständlicher zu machen und um die schönste Geschichte von Yusuf in beste Weise vorzustellen. Yusuf war ein Kind in Palästina und hat mit seine Brüdern gelebt. Er war klug und sehr hübsch. Sein Vater hat ihn geliebt. Seine elf Brüder waren auf ihm eifersüchtig , weil sie dachten, dass der Vater ihn mehr liebt. Als er noch klein war, sah er einen Traum und erzählte ihn seinem Vater er sagte: „O mein Vater! Ich sah elf Sterne, die Sonne und den Mond; und ich sah sie wirklich sich vor mir niederwerfen.“ Yakub wusste schon, dass Yusuf ein besonderer Mensch sein wird. Deswegen machte er sich Sorgen um Yusuf und sagte zu ihm: „Mein lieber Sohn! Erzähle deinen Traum nicht deinen Brüdern, sonst werden sie dir etwas Böses tun.“ Außer Bünjamin waren alle seine Brüder eifersüchtig auf Yusuf und wollten ihn loswerden. Eines Tages nahmen sie ihn zum Spielen mit und gingen weit weg vom Haus. Sie wollten ihn eigentlich töten. Aber sie dachten, dass das Töten eine sehr schlimme Tat ist. Sie warfen ihn in einen tiefen Brunnen und schmierten falsches Blut auf sein Hemd. Am Abend kamen sie weinend nach Hause und erzählten eine erfundene Geschichte und sagten: „O Vater! Ein Wolf hat Yusuf gefressen. Der arme kleine Yusuf saß in dem tiefen Brunnen. Rundherum die feuchten kalten Wände, sonst gab es nichts für ihn zu sehen. Kein Geräusch war zu hören, denn außer ihm war keiner in der Nähe. Wie schrecklich muss er sich gefühlt haben, als seine eigenen Brüder ihn in den Brunnen warfen. Aber bei all dem hatte Yusuf keine Angst, denn er wusste, wenn auch nichts zu sehen und hören war, so war er doch nicht allein, denn Allah war immer mit ihm und deshalb brauchte er sich nicht zu fürchten. Während er in dem dunklen Brunnen saß, offenbarte ihm Allah: „Eines Tages wirst du deinen Brüdern an diese Tat erinnern, doch sie werden dich nicht erkennen.“ Während Yusuf noch immer im Brunnen saß, hörte er plötzlich Geräusche. Eine Karawane näherte sich, und da die Reisenden durstig waren, gingen sie Wasser holen. Doch in dem Brunnen war kein Wasser.
„Welch ein Glück“ rief der Wasserholende, „hier ist ein Bub“.
Sie versteckten Yusuf zwischen ihren Sachen und nahmen ihn mit, um ihn zu verkaufen. So kam Yusuf nach Ägypten.
Der Mann, der Yusuf kaufte, war ein sehr reicher und guter Mann, der keine Kinder hatte. Und so hatte Allah gewollt, dass Yusuf bei einer reichen Familie in Ägypten, weit weg von seinen Eltern, aufwuchs. Da wohnte er in einem richtigen Palast.
Eines Tages kam Yusuf ins Gefängnis, obwohl er unschuldig war. Yusuf kam zuerst in den Brunnen dann in den Palast und jetzt ins Gefängnis. Doch er war nicht traurig, er wusste, dass Allah ihn auch hier rausholen wird. Er wartete geduldig. Mit ihm waren noch zwei andere
Nuremburg Laws
The Nuremberg Laws passed in 1935 stripped German Jews of their citizenship and rights. The laws prohibited marriages and sexual relations between Jews and Germans deemed Aryan, as well as the employment of German women under 45 in Jewish households. The laws classified citizens based on race and ancestry, categorizing people as Jews if they had three or four Jewish grandparents. The laws aimed to segregate Jews from the rest of German society.
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Der Prophet Yusuf.pptx
Das Leben von Prophet Yusuf und seine schöne Geschichte in Form von Quranischer Erzählung. Die Präsentation dient ganz gut als Unterrichtsmaterial in den Volkschulen und Mittelschulen. Außerdem sind ganz viele Bilder und Darstellungen um die schwierigen Wörter verständlicher zu machen und um die schönste Geschichte von Yusuf in beste Weise vorzustellen. Yusuf war ein Kind in Palästina und hat mit seine Brüdern gelebt. Er war klug und sehr hübsch. Sein Vater hat ihn geliebt. Seine elf Brüder waren auf ihm eifersüchtig , weil sie dachten, dass der Vater ihn mehr liebt. Als er noch klein war, sah er einen Traum und erzählte ihn seinem Vater er sagte: „O mein Vater! Ich sah elf Sterne, die Sonne und den Mond; und ich sah sie wirklich sich vor mir niederwerfen.“ Yakub wusste schon, dass Yusuf ein besonderer Mensch sein wird. Deswegen machte er sich Sorgen um Yusuf und sagte zu ihm: „Mein lieber Sohn! Erzähle deinen Traum nicht deinen Brüdern, sonst werden sie dir etwas Böses tun.“ Außer Bünjamin waren alle seine Brüder eifersüchtig auf Yusuf und wollten ihn loswerden. Eines Tages nahmen sie ihn zum Spielen mit und gingen weit weg vom Haus. Sie wollten ihn eigentlich töten. Aber sie dachten, dass das Töten eine sehr schlimme Tat ist. Sie warfen ihn in einen tiefen Brunnen und schmierten falsches Blut auf sein Hemd. Am Abend kamen sie weinend nach Hause und erzählten eine erfundene Geschichte und sagten: „O Vater! Ein Wolf hat Yusuf gefressen. Der arme kleine Yusuf saß in dem tiefen Brunnen. Rundherum die feuchten kalten Wände, sonst gab es nichts für ihn zu sehen. Kein Geräusch war zu hören, denn außer ihm war keiner in der Nähe. Wie schrecklich muss er sich gefühlt haben, als seine eigenen Brüder ihn in den Brunnen warfen. Aber bei all dem hatte Yusuf keine Angst, denn er wusste, wenn auch nichts zu sehen und hören war, so war er doch nicht allein, denn Allah war immer mit ihm und deshalb brauchte er sich nicht zu fürchten. Während er in dem dunklen Brunnen saß, offenbarte ihm Allah: „Eines Tages wirst du deinen Brüdern an diese Tat erinnern, doch sie werden dich nicht erkennen.“ Während Yusuf noch immer im Brunnen saß, hörte er plötzlich Geräusche. Eine Karawane näherte sich, und da die Reisenden durstig waren, gingen sie Wasser holen. Doch in dem Brunnen war kein Wasser.
„Welch ein Glück“ rief der Wasserholende, „hier ist ein Bub“.
Sie versteckten Yusuf zwischen ihren Sachen und nahmen ihn mit, um ihn zu verkaufen. So kam Yusuf nach Ägypten.
Der Mann, der Yusuf kaufte, war ein sehr reicher und guter Mann, der keine Kinder hatte. Und so hatte Allah gewollt, dass Yusuf bei einer reichen Familie in Ägypten, weit weg von seinen Eltern, aufwuchs. Da wohnte er in einem richtigen Palast.
Eines Tages kam Yusuf ins Gefängnis, obwohl er unschuldig war. Yusuf kam zuerst in den Brunnen dann in den Palast und jetzt ins Gefängnis. Doch er war nicht traurig, er wusste, dass Allah ihn auch hier rausholen wird. Er wartete geduldig. Mit ihm waren noch zwei andere
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The Nuremberg Laws passed in 1935 stripped German Jews of their citizenship and rights. The laws prohibited marriages and sexual relations between Jews and Germans deemed Aryan, as well as the employment of German women under 45 in Jewish households. The laws classified citizens based on race and ancestry, categorizing people as Jews if they had three or four Jewish grandparents. The laws aimed to segregate Jews from the rest of German society.
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1. The document provides instructions for creating a digital graffiti tag using the website graffiticreator.net.
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Images of social justice
This document provides instructions for a social justice art project. Students are asked to first complete a social justice worksheet, then sketch a scene from the worksheet on the back without words or peace symbols. They should redraw the sketch large onto black paper with pencil before neatly applying oil or colored pencils. When finished, students can draw a superhero or villain as optional additional artwork. The project aims to create powerful wordless images about social justice topics.
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The Treaty of Neuilly was signed in 1919 between Bulgaria and the Allies after World War I. It required Bulgaria to lose 10% of its land to Greece, Romania, and Yugoslavia. Bulgaria's army was limited to 20,000 men and it had to pay reparations of 90 million pounds. The terms imposed on Bulgaria were less harsh than those of other defeated powers due to concerns of starting a new war in the Balkans.
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The document discusses the reunification of Germany, including the key events that led to it and its impact today. It provides background on the division of Germany during the Cold War and the policies of Mikhail Gorbachev that helped enable reforms. Major events covered include the fall of the Berlin Wall in 1989 and the Two-Plus-Four Treaty in 1990 that finalized reunification plans. The document also examines Germany 25 years after reunification and discusses whether Germans feel a sense of national unity today.
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Right-wing and nationalist groups violently challenged the new Weimar government through various revolts and assassinations from 1919-1923. The first major revolt was the 1920 Kapp Putsch, led by Wolfgang Kapp, which saw 12,000 Freikorps members seize control of Berlin for a brief period. From 1919-1922, the secretive Organisation Consul group murdered over 350 people, including prominent politicians like Walther Rathenau. Another key challenge was the 1923 Munich Putsch led by Adolf Hitler, where Nazis took control of Munich for a day before the revolt was suppressed. While these challenges failed to overthrow the government, the lenient treatment of right-wing revolutionaries encouraged further instability.
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Aquesta va ser una de les pràctiques que més em van agradar d'aquesta assignatura.
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This political murder was the catalyst propelling the world into a global war at the turn of the century. The visit to Sarajevo murders is a great example of worst case scenarios and of value to security practitioners in designing protective measures.
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The document discusses whether German opinions of the unfairness of the Treaty of Versailles were justified. It provides context on the German government strongly encouraging public hatred of the treaty's terms. While territory and military conditions were less punitive than what Germany previously imposed on Russia, the loss of land and reduced military damaged German pride. There is debate around whether the German government undermined defeat by portraying soldiers as victors, and if blaming all the war guilt on Germany dishonored soldiers. Historians have different views on whether Germans understandably saw themselves as victims due to being excluded from negotiations.
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2. Users select a font, enter text, adjust features like size, rotation, and customize effects like bubbles and colors.
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The document provides an overview of graffiti, including its origins, history, definitions, types, and issues surrounding it. It traces graffiti back 40,000 years to early cave paintings and discusses its emergence in the 1960s in Philadelphia and proliferation in New York City in the 1970s-1980s. The document also explores modern graffiti styles and the various public approaches to handling graffiti.
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Images of social justice
This document provides instructions for a social justice art project. Students are asked to first complete a social justice worksheet, then sketch a scene from the worksheet on the back without words or peace symbols. They should redraw the sketch large onto black paper with pencil before neatly applying oil or colored pencils. When finished, students can draw a superhero or villain as optional additional artwork. The project aims to create powerful wordless images about social justice topics.
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The document outlines standards, processes, and resources for a digital art project integrating visual arts, history, and English/Language Arts for grades 7-12. Students will create a poster merging an image of a historical or literary figure with quotes and themes to convey meaning. They will manipulate the image, add text, and present their work for critique using Google Slides. Resources include tutorials, templates, and free online tools for image editing, animation, and interactive presentations. Suggested additional digital art project ideas are also provided.
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This document provides tips for saving work in PixlrPhotoEditor to prevent loss of data if the program crashes. It recommends saving work often in PXD format while still working on it to maintain layers, and saving in PNG format when work is finished to share high resolution files. It also gives instructions for how to resize objects, undo actions, deselect selections, and troubleshoot issues with clicking not working as expected.
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The document provides questions about the children's book The Snowy Day by Ezra Jack Keats. It asks about the characters, story, time, and place. It discusses how the pictures help understand the story and how they were likely made. It then introduces artist Heather Galler and discusses pattern in her artwork. Students are asked to compare Galler's art to those in The Snowy Day and use her work as inspiration to draw a cup of cocoa for the story's character Peter.
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The document provides instructions for turning a portrait photo into text using three steps:
1. Manipulate the photo into a black and white contrast portrait in Microsoft Office.
2. Upload the contrast portrait to Tagxedo.com to generate a word cloud from 55 words about yourself.
3. Assemble the word cloud image and your name in Microsoft Publisher to create a finished draft for printing and submission.
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not originally mine. If you are the owner, please let me know; I would like to credit your creation.
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The document provides instructions for creating an animated GIF using Pixlr and Gifmaker.me. It involves using Pixlr to edit an image file called "Le Coq", adding layers and manipulating one to create animation, and saving the files. The files are then uploaded to Gifmaker.me which generates the animated GIF, and the final GIF is saved and submitted.
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- 18. Ideas of Social Justice • Racism (not for this project though) • More tax for the wealthy • Underage drinking • Food for the hungry • Education for everyone • Free school food • Free higher education (college etc.) • Need for peace • Find a way to lower crime • African Genocide • World Hunger • Homelessness • Favoring one group over another • Government being wasteful • Unfair pay –other countries • World Healthcare • Border Control • Slavery (different types) • Dictatorships in the Middle East • Disappearing Middle Class • Abortion: pro choice/pro life • Political unrest in the middle eas • Sexist behavior
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