Brown Family WW1
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The document examines how World War 1 had an increasing impact on civilians in Britain through analyzing pictures of the fictional Brown family from 1914 to 1917. It shows social and economic changes like more family members serving in the military, less spare money due to higher costs, and servants no longer being employed to save money. The war brought significant social and economic changes to the average British family on the home front.
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2) World War 1 began in 1914 after the assassination of Archduke Franz Ferdinand and his wife by a Bosnian revolutionary.
3) The USA initially remained neutral but entered the war in 1917 after German U-boats sank American ships and killed American citizens.
4) With the addition of American troops and resources, the Central Powers collapsed and an armistice was signed in 1918 ending World War 1.
Annotated poem
The document discusses the poem "My Last Duchess" by Robert Browning. It analyzes the character and voice of the speaker, the Duke. [The Duke takes the listener on a tour of a portrait of his deceased wife and reveals through his word choices that he secretly resented her easy manner with others and felt she did not properly appreciate him. The analysis discusses how the Duke's hidden feelings and insecurities are betrayed through his long-winded speech.]
The Emigree - Carol Rumens
The poem is about a speaker who emigrated from their birth country as a child but maintains vivid childhood memories of it. The speaker remembers the country as filled with sunlight, despite receiving news that it may be experiencing war or tyranny. Over time, the speaker's childhood memories of the country have become ingrained, and they imagine interacting with their memories of it as if revisiting a loyal pet or comforting doll. Though the speaker cannot actually return to their birth country, their memories provide sunlight and comfort through metaphorical dancing within the speaker's mind.
Causes of WWI
World War I was fought from 1914-1919 between two opposing alliances: the Allied Powers (France, UK, Italy, Russia, US) and the Central Powers (Germany, Austria-Hungary, Bulgaria, Ottoman Empire). The main causes of WWI included militarism as Europe engaged in an arms race, a system of alliances that pulled countries to defend allies, imperialism and competition for colonies, and rising nationalism among European powers and independence movements. The immediate trigger was the assassination of Archduke Franz Ferdinand of Austria by a Serbian nationalist in June 1914, leading Austria-Hungary to declare war on Serbia and activating the alliance system.
World War 1: US point of view
The document provides background information on World War I, including its causes, key events that drew the US into the war, and the impact of the war on America. It discusses the US initially maintaining neutrality but becoming engaged after German U-boats sank passenger ships like the Lusitania. Propaganda efforts convinced many Americans the war was necessary. The war had social and economic impacts domestically such as the Great Migration and increased roles for women. President Wilson advocated his Fourteen Points plan and League of Nations to promote peace after the war.
WWI Powerpoint
The document provides an overview of World War 1, including its causes such as militarism, alliances, and imperialism. It describes the major events and theaters of the war, from the initial Schlieffen Plan to the trench warfare on the Western Front. It also highlights the massive human costs of the war, with over 9 million soldiers killed and many civilian casualties due to new military technologies and a worldwide flu pandemic in 1918.
World War 1 - Chapter 27 Slides
This document contains sections from a chapter about World War I and the Russian Revolution. It discusses the alliances between European powers in the early 20th century, the causes of WWI including the assassination of Archduke Ferdinand, the new technologies used in the war, Russia's reasons for withdrawing from the war including the Russian Revolution, the Treaty of Versailles and its terms, and the creation of the League of Nations.
WORLD WAR 1 CAUSES AND EFFECTS
The document provides background information on the causes of World War I, including militarism, alliances, nationalism, imperialism, and assassination. It discusses key events that led to the outbreak of war in 1914, such as the assassination of Archduke Franz Ferdinand, Germany declaring war on Russia and France, and the invasion of Belgium. It also summarizes some major battles of WWI on the Western and Eastern Fronts, including the First Battle of the Marne in 1914, the Gallipoli Campaign in 1915, the Battles of Verdun and the Somme in 1916, and the German offensives and breaking of the Hindenburg Line in 1918.
World War I Power Point
The document summarizes the key causes and events of World War I. The main causes included militarism, alliances, imperialism, and nationalism in Europe. The assassination of Archduke Franz Ferdinand led to an escalating series of events where countries honored their alliances, leading Germany and the Allied powers into war. New weapons like machine guns, poison gas, tanks, airplanes and trench warfare led to military stalemate and over 8.5 million deaths. The Treaty of Versailles after the war assigned guilt to Germany and imposed harsh reparations.
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League of Nations 1930s
The document discusses the League of Nations and its success and failure in the 1920s and 1930s. It provides lesson plans and tasks for students, including examining why the League began to fail in the 1930s due to economic depression. Students are assigned a timed essay arguing whether the League was a complete failure throughout the 1920s and 1930s or not.
How Were British Civilians Affected By World War
This document provides instructions for students to create a PowerPoint presentation on the effects of World War 1 on civilian life in Britain. Students are told to use sources and text from provided handouts and their textbooks to make notes under slides with topics like civilian life, recruitment, conscription, casualties, and shortages. They are then asked to turn their notes into a presentation explaining how civilians were affected by the war, adding any additional researched content.
Lesson 7
This document provides instruction and context for learning about why the League of Nations failed to achieve its aims during the 1930s. It discusses key events like the Abyssinia Crisis and Manchuria Crisis, and has students analyze similarities and differences between these crises. It also addresses why disarmament failed, who was to blame, and where a different approach may have led to success. Students are tasked with timelines, diagrams, and assessments of the League's performance to explore reasons for its failures and evaluate if it was ultimately a success or not.
Sample: Homework and Projects
This document contains a student's economics homework on creating a business, including identifying factors of production, designing a product, and graphing supply and demand curves. It also includes mock civics assignments such as registering to vote, running for class president, and participating in a mock congress.
Abyssinia-LON
The document discusses a political cartoon drawn in 1935 by David Low commenting on Mussolini's invasion of Abyssinia (Ethiopia). It provides context for the cartoon, noting that Mussolini invaded claiming he would bring them "civilization." Students are asked to explain what is depicted in the cartoon and its message regarding the invasion.
Answer the following four questions. 1. You are an educated in.docx
Answer the following four questions.
1. You are an educated individual in the 19th century. You see the anti-Chinese propaganda and sentiment in society. Draft a public declaration on your position regarding it. 10 sentences minimum. Be sure to bring up particular events discussed in the film(s) to add detail to your thoughts.
2. You are an educated individual in the early 20th century. Pick one of the following issues, and describe write a public declaration on your passionate thoughts regarding one of the following: WWI, double consciousness, race riots, exploitation of the poor, or women's suffrage. 10 sentences minimum. 10 sentences minimum.
3. What were the causes of World War 1?
Specifically reference information from both the following:
Crash Course
,
A People's History.
10 sentences minimum.
4. Choose one of the World War 1 primary sources found in
Voices.
What did this person have to say about U.S. involvement in World War 1? Why did they feel the way that they did? Provide
specific detail from the reading to support your answer.
10 sentences minimum.
.
Calls For Help
1) The document discusses the responses of Canadian Prime Ministers Mackenzie King and R.B. Bennett to the Great Depression.
2) Initially, King refused to provide financial assistance to the provinces, saying he would "not give them a 5 cent piece." Bennett implemented various measures like tariffs and work programs.
3) However, Bennett spent too much money and later had to cut back, worsening the situation. When King returned to power in 1935, he took action like creating a new trade treaty with the USA and providing grants to provinces.
How You Spend Your Winter Holiday Essay
Anton is haunted by his past from World War 2 and the loss of his family. He considers seeking the truth about his past from a man named Takes, knowing it could give him a new perspective but may also be dangerous. Mulisch uses metaphors like Anton's decision cooling off and him fishing for the paper with Takes' contact information to depict Anton making a definite choice to learn about his past despite the potential risks.
LONstructure
The document discusses the League of Nations during the 1920s and provides guidance for students on writing an essay evaluating the League. It outlines four levels of possible essays, from a simplistic general answer to a well-balanced response examining both successes and failures of the League. It also includes instructions for students to complete tasks analyzing the structure of the League of Nations, such as a SWOT analysis in pairs.
The impact of world war ii americans
This document provides guidance for students to create newsreels about the impact of World War II on different groups of Americans on the home front. It outlines a 6-step process for students to take on roles, research their assigned group, brainstorm content, write scripts, rehearse, and present their newsreel. Key terms are provided for different groups, including American GIs, Japanese Americans, women, African Americans, Jewish Americans, and Mexican Americans. Discussion questions at the end ask students to consider common hardships and opportunities Americans faced during the war and how it impacted ideals of opportunity.
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
09 15-11-eng
This document summarizes an 8th grade English class where students discussed the historical context of segregation leading up to the Plessy v. Ferguson Supreme Court case. Key points discussed include the 13th, 14th, and 15th amendments granting rights to freed slaves after the Civil War, but unintended consequences allowing continued discrimination through policies like Black Codes and the Court ruling segregation legal in Plessy v. Ferguson. Students analyzed quotes from Warriors Don't Cry and were assigned reading on these topics and completing grammar assignments to prepare for an upcoming quiz.
Journal 1 What will you want future historians to know about to.docx
Journal 1: What will you want future historians to know about today?
Everything that has happened up until this moment is part of history. Historians reconstruct the past based on documents and artifacts that are available to them, and what may be available to a given historian may differ depending on a variety of factors.
In this unit, we have been learning about the events and culture of the United States during the Reconstruction Era, roughly 150 years ago.
For this journal entry, imagine what an historian conducting research 150 years from now would want to know about what is happening in the United States today. Write for 15 minutes, or about 250 words, about what you think that historian would want and need to know. Think of your journal entry as a "primary source document" that will be uncovered in 150 years - your journal entry will help that historian understand the United States today.
Journal 2: Contesting the West
During the Gilded Age, Anglo settlers moved into the Great Plains and Mountain West regions in increasing numbers, setting up conflicts with Native American Indians who had lived on the land for many generations.
Imagine you are either a Plains Indian, or an Anglo farmer, in the West. Write for 15 minutes, or approximately 250 words, about your experiences. Be sure to write in complete sentences and in your own words.
Journal 3: Reflecting on Immigration
As you have read in Chapter 17 and watched in the accompanying video lesson, immigration was a major feature and driver of change during the Gilded Age. Immigration is also a major issue today, with some calling for restrictions on immigration, and others calling for immigrants to be welcomed into the United States, even as Texas generally and Dallas specifically have among the highest concentrations of immigrants from around the world.
Reflect on the extent to which our local and national economy and society relies on immigration, and reflect on the extent to which immigrants play a role in your daily life. Write for approximately 15 minutes, or 250 words, about your thoughts on immigrants and immigration in the 21st century.
Journal 4: Module 4 Journal: Ideologies and Empire
You have learned about both domestic racial and gender relations, as well as the beginnings of the United States' overseas empire at the turn of the 20th Century, from the chapters and video lessons.
In what ways do you think that attitudes about race and gender in the United States, intersect with ideas about the projection of U.S. economic and military power abroad, in the current era? Write for 15 minutes, or approximately 250 words, on this subject. Please write in complete sentences and in your own words.
Journal 5: Progressive Reforms Today
As you have read in Chapter 19 and watched in the accompanying video lesson, the Progressive Era was characterized by a series of significant reforms that were advanced at both the state and federal level. Many of these reforms continue with us today.
Journal 1 What will you want future historians to know about to.docx
Journal 1: What will you want future historians to know about today?
Everything that has happened up until this moment is part of history. Historians reconstruct the past based on documents and artifacts that are available to them, and what may be available to a given historian may differ depending on a variety of factors.
In this unit, we have been learning about the events and culture of the United States during the Reconstruction Era, roughly 150 years ago.
For this journal entry, imagine what an historian conducting research 150 years from now would want to know about what is happening in the United States today. Write for 15 minutes, or about 250 words, about what you think that historian would want and need to know. Think of your journal entry as a "primary source document" that will be uncovered in 150 years - your journal entry will help that historian understand the United States today.
Journal 2: Contesting the West
During the Gilded Age, Anglo settlers moved into the Great Plains and Mountain West regions in increasing numbers, setting up conflicts with Native American Indians who had lived on the land for many generations.
Imagine you are either a Plains Indian, or an Anglo farmer, in the West. Write for 15 minutes, or approximately 250 words, about your experiences. Be sure to write in complete sentences and in your own words.
Journal 3: Reflecting on Immigration
As you have read in Chapter 17 and watched in the accompanying video lesson, immigration was a major feature and driver of change during the Gilded Age. Immigration is also a major issue today, with some calling for restrictions on immigration, and others calling for immigrants to be welcomed into the United States, even as Texas generally and Dallas specifically have among the highest concentrations of immigrants from around the world.
Reflect on the extent to which our local and national economy and society relies on immigration, and reflect on the extent to which immigrants play a role in your daily life. Write for approximately 15 minutes, or 250 words, about your thoughts on immigrants and immigration in the 21st century.
Journal 4: Module 4 Journal: Ideologies and Empire
You have learned about both domestic racial and gender relations, as well as the beginnings of the United States' overseas empire at the turn of the 20th Century, from the chapters and video lessons.
In what ways do you think that attitudes about race and gender in the United States, intersect with ideas about the projection of U.S. economic and military power abroad, in the current era? Write for 15 minutes, or approximately 250 words, on this subject. Please write in complete sentences and in your own words.
Journal 5: Progressive Reforms Today
As you have read in Chapter 19 and watched in the accompanying video lesson, the Progressive Era was characterized by a series of significant reforms that were advanced at both the state and federal level. Many of these reforms continue with us today ...
Paul Revere and the Boston Massacre 2.pptx
This document discusses Paul Revere's engraving of the Boston Massacre and how it was used as propaganda. Propaganda uses information to promote a political viewpoint. Revere's engraving depicted the events of the Boston Massacre in a way that persuaded colonists to oppose British rule. While it was based on facts, Revere's engraving exaggerated elements to influence opinions against the British. Students are tasked with comparing the known facts of the Boston Massacre to Revere's propaganda engraving.
June 2011
This document provides instructions for a GCSE History exam on international relations from 1919-2005. It outlines the format of the exam, which includes two parts. Part 1 focuses on aspects of international relations between 1919-1939, 1945-1975, or 1948-2005. Students must choose one section and answer two questions from it. Part 2 is a depth study on the USA from 1919-1941, where students must answer two questions. The document provides sample questions and sources to use for some questions. It instructs students on time allocation, writing requirements, and materials allowed.
Causes WWI
The document provides an overview of the curriculum and assessments for a history course covering the period from 1750-1920, including the industrial revolution, British Empire, World War 1, and the Treaty of Versailles. It outlines topics, objectives, key questions, and activities to be covered over two assessment cycles, including causes of World War 1 and its impact. Students will analyze political, economic and social changes through this time as well as perspectives on historical events.
Poverty In The World Essay. Business paper: Poverty in the world essay
Impact of Poverty on the Society - Free Essay Example | PapersOwl.com. Essay on Poverty | Poverty | Poverty & Homelessness. Poverty essay. Facts About Poverty - Sample Essay. Essay about poverty - The Oscillation Band. World Poverty Research Paper Example | Topics and Well Written Essays .... Poverty Essay 3 | Poverty | Poverty & Homelessness. Poverty Essay. Sample Essay on Poverty | Ultius. Student essays: What is poverty essay. essay | Poverty | Poverty & Homelessness.
Lesson 6 b
The document discusses the Manchuria Crisis of the 1930s. It outlines key events such as Japan taking control of Manchuria in 1931 and setting up a puppet government there in 1932 against League of Nations rules. When China appealed to the League, it ruled Japan's actions unlawful but was powerless to enforce its decision. Japan then withdrew from the League and continued its aggression in China. The League failed to stop Japanese expansion due to weaknesses in both its structure and lack of commitment from member nations.
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Answer the following four questions. 1. You are an educated in.docx
Answer the following four questions. 1. You are an educated in.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
Journal 1 What will you want future historians to know about to.docx
Journal 1 What will you want future historians to know about to.docx
Journal 1 What will you want future historians to know about to.docx
Journal 1 What will you want future historians to know about to.docx
Poverty In The World Essay. Business paper: Poverty in the world essay
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1. The document discusses several social reforms passed by the British government between 1890-1918, including establishing a minimum pension age of 70, national insurance to protect against illness/unemployment, and labor exchanges to help unemployed workers find jobs.
2. It also covers women's suffrage movements and the Representation of the People Act of 1918 that granted the vote to all women over the age of 30.
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The document summarizes key events in international relations from 1919 to 1939 following World War 1, including the Treaty of Versailles and the formation and failures of the League of Nations. It discusses the peace settlements imposed on Germany and its allies after WWI and rising militarism in Germany, Italy, and Japan in the 1930s. It also covers the policy of appeasement pursued by Britain and France toward Hitler as he remilitarized Germany and annexed territories like the Rhineland, Austria, Czechoslovakia, and invaded Poland.
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The document provides revision guidance for a GCSE Modern World History exam covering three sections:
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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