This document provides an overview of content covered in Civics Week 4, including learning objectives and topics such as wars in the 20th century, the Great Depression, the Civil Rights Movement, and September 11, 2001. It then provides more detailed information on some of these topics, including lists of wars and key events in the 1900s, as well as biographies of important figures like Eisenhower, Roosevelt, and Wilson. The document concludes with exercises reviewing simple past tense verbs.
Slide 7 WestCal Political Science 5 Western Political Thought 2016WestCal Academy
Political Science 5 - Western Political Thought provides an overall perspective of major political movements of history from the rising of Egyptian, Greek and Roman Empires to Fascism and Communism as seen by great political thinkers from Plato, Aristotle, and St. Augustine, Machiavelli, Marx, and Lenin. Students will analyze the most important ideas and theories that have been developed from the time of the ancient Greeks to the present day. Students will learn that the American Founding Fathers designed a viable representative government by first dedicating themselves to careful study of the political philosophy of Europeans, with particular attention given to British political thinkers from the 16th and 17th century. The founding fathers focused primarily on the natural rights of man, which in turn varied according to the individual philosopher studied. Over the course of their study, the founding fathers openly discussed their opinions with one another so as to properly bring forth differing views in order to prudently construct a government that would protect individual liberty, as well as determine what was required of government to protect civil liberties. The class is taught from the perspective of industry professionals with knowledge of how classical and modern political continues to influence American government. Students will learn of multiple career options relating to the field of political science.
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This Tutorial contains 2 Papers/PPT for each Assignment (Only 1
Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
For more course tutorials visit
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This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Unit 2 Exam Part 1 (40 points)Attached Files Documencorbing9ttj
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
2. Learning Objectives for this Week
• Listen to, read, write, and speak using simple
past tense verbs correctly.
• Pronounce regular simple past verbs (-ed)
correctly
• Listen to, read, write, and speak about civics
content:
– Wars in the 20th century
– The Great Depression
– The Civil Rights Movement
– September 11, 2001
3. America in
the 1900s
Wars:
WWI
WWII
The Cold War
Korean War
Vietnam War
Persian Gulf War
Other Events:
The Great Depression
The Civil Rights Movement
September 11, 2001
People:
Dwight D. Eisenhower
Franklin D. Roosevelt
Woodrow Wilson
Adolph Hitler
Martin Luther King, Jr.
Rosa Parks
4. Many countries became
Communist in the 1900s.
Communist governments
owned all the property.
There are still some
Communist countries
today.
5. Present Tense
Many countries became
Communist in the 1900s.
Communist governments
owned all the property.
There are still some
Communist countries
today.
6. Past Tense
Many countries became
Communist in the 1900s.
Communist governments
owned all the property.
There are still some
Communist countries
today.
8. 8
CHAPTER
CONTENT
2-1 EXPRESSING PAST TIME: THE SIMPLE PAST
(a) Our family ate lunch outside yesterday.
(b) Adrianna studied English for six hours
last Wednesday.
THE SIMPLE PAST
9. 9
CHAPTER
CONTENT
activities or situations
SIMPLE PAST began and ended in past
(yesterday, last night, in 2007)
2-1 EXPRESSING PAST TIME: THE SIMPLE PAST
(a) Our family ate lunch outside yesterday.
(b) Adrianna studied English for six hours
last Wednesday.
THE SIMPLE PAST
10. 10
CHAPTER
CONTENT
watch
2-1 EXPRESSING PAST TIME: THE SIMPLE PAST
(c) They watched the movie last night.
(d) Alexandra answered the question yesterday.
THE SIMPLE PAST
+ed = watched
answer +ed = answered
12. 12
CHAPTER
CONTENT
2-1 EXPRESSING PAST TIME: THE SIMPLE PAST
(e) We slept in tents at camp last summer.
(f) I understood most of the directions yesterday.
THE SIMPLE PAST
Irregular past:
sleep slept
understand understood
eat ate
13. 13
CHAPTER
CONTENT
Simple past forms of be was and were
2-1 EXPRESSING PAST TIME: THE SIMPLE PAST
(g) I was a lifeguard last summer.
(h) They were in Belgium last month.
THE SIMPLE PAST
16. 16
CHAPTER
CONTENT
2-2 FORMS OF THE SIMPLE PAST: REGULAR VERBS
STATEMENT
NEGATIVE
I-You-She-He-It-We-They
started school last week.
I-You-She-He-It-We-They
did not start school last week.
17. 17
CHAPTER
CONTENT
2-2 FORMS OF THE SIMPLE PAST: REGULAR VERBS
QUESTION
SHORT
ANSWER
I-you-she-he-it-we-they
start school last week?
Did
I-you-she-he-it-we-they did.Yes,
I-you-she-he-it-we-they didn’t.No,
21. 21
CHAPTER
CONTENT
QUESTION
I-she-he-it home last week?Was
2-3 FORMS OF THE SIMPLE PAST: BE
we-you-they home last week?Were
SHORT
ANSWER
I-she-he-it was.
we-you-they were.
Yes,
Yes,
I-she-he-it- wasn’t.
we-you-they weren’t.
No,
No,
22. 22
CHAPTER
CONTENT
They _______ at the movies last night at 8:00.
2-1, 2-2, 2-3 Let’s Practice
They ____ at the grocery store last night at 8:00.
weren’t
were
is
They were at the movies last
night at 8:00.?
ACCURATE, AFFIRMATIVE STATEMENT:
NEGATIVE STATEMENT:
23. 23
CHAPTER
CONTENT
2-1, 2-2, 2-3 Let’s Practice
This airplane was made
in 1625.
This airplane ______ made in 1625.
This airplane ___ made in 1943.
wasn’t
was
?
1943 is
ACCURATE, AFFIRMATIVE STATEMENT:
NEGATIVE STATEMENT:
24. 24
CHAPTER
CONTENT
ACCURATE, AFFIRMATIVE STATEMENT:
2-1, 2-2, 2-3 Let’s Practice
Did Carla get a bad grade
on her test?
Carla ________ a bad grade on her test.
Carla ________ an excellent grade on her test.
didn’t get
got
NEGATIVE STATEMENT:
get
?
25. Do you know the past tense forms of
these verbs?
• Do the “Lesson 1” section of your verb chart.
• Some are regular. Some are irregular.
26. Infinitive Form
of Verb
Simple Past
Tense Form
Infinitive Form
of Verb
Simple Past
Tense Form
be was/were do did
fight fought live lived
make made join joined
invade invaded go went
begin began involve involved
try tried decide decided
end ended grow grew
crash crashed lose lost
create created put put
call called come came
believe believed want wanted
attack attacked declare declared
die died become became
regular irregular
27. World War I: The Great War
1914 - 1918
The U.S. entered in
1917 as an Ally.
28. M.A.I.N. Causes of WWI
• Militarism – collecting weapons
• Alliances – secret friendships
• Imperialism – wanting to take over
other countries
• Nationalism – thinking one country
is better than others
Catalyst: Franz Ferdinand
was assassinated.
43. Ask Your Partner
• Who was President during World War 1?
• Who was President during the Great
Depression and World War 2?
• Who did the United States fight in World War
2?
• Before he was President, Eisenhower was a
general. What war was he in?
44. Let’s Check: Ask Your Partner
Questions
• Who was President during
World War 1?
• Who was President during
the Great Depression and
World War 2?
• Who did the United States
fight in World War 2?
• Before he was President,
Eisenhower was a general.
What war was he in?
Answers
• Woodrow Wilson
• Franklin D. Roosevelt
• Japan, Germany, and
Italy
• World War II
45. Do you know the past tense forms of
these verbs?
• Do the “Lesson 2” section of your verb chart.
• Some are regular. Some are irregular.
46. Infinitive
Form of Verb
Simple Past
Tense Form
Infinitive
Form of Verb
Simple Past
Tense Form
have had get got
tear tore play played
own owned share shared
separate separated start started
return returned
regular irregular
48. Capitalist/Market Economy
• System of government is
democratic
• Property is privately owned
• Driven by free enterprise
• Wealth distributed
unevenly
• Education and health care
provided by private entities
• Freedom of the press
• Class distinctions: upper
class, middle class and
working class
• Focus is on the individual
and his/her own progress in
life
Communist/Command Economy
• System of government is
totalitarian
• Property is owned by the state
• No free enterprise is allowed
• Wealth distributed equally
• Education and health care
provided by the state
• Press controlled and owned by
the state
• Classless society: all members of
society are considered to be
equal
• Focus is on the progress of the
community as a whole
video
51. Do you know these words?
• Do Exercise 4B on page 44
• Let’s Check:
1. e
2. b
3. d
4. c
5. f
6. a
52. 100 Years of War
• Page 45
• Listen and read along.
53. Ask Your Partner
• What is the economic system in the United
States?
• Name one war fought by the United States in
the 1900s.
• During the Cold War, what was the main
concern of the United States?
54. Let’s Check
Questions
1. What is the economic
system in the United
States?
2. Name one war fought by
the United States in the
1900s.
3. During the Cold War, what
was the main concern of
the United States?
Answers
1. capitalist or market
economy
2. WW1, WW2, Korean War,
Vietnam War, Persian Gulf
War
3. Communism
55. Read these sentences aloud…
• Hitler invaded many countries.
• The US played a role in many wars.
• Japan attacked Pearl Harbor.
56. Now just these words…
• Hitler invaded many countries.
• The US played a role in many wars.
• Japan attacked Pearl Harbor.
These all end in –ed,
but have 3 different
pronunciations.
Let’s review and
practice…
71. I started to call you
yesterday, but then
something happened.
My friend called me
from the airport.
No problem. I talked to
our boss, and he wanted
us to work yesterday. He
decided he needed extra
help.
82. Simple Past Verbs Preview – Lesson 3
Infinitive Form
of Verb
Simple Past
Tense Form
Infinitive Form
of Verb
Simple Past
Tense Form
protest accept
speak boycott
work tell
continue pass
can lead
give talk
sit say
ask want
decide stop
walk share
win continue
83. Simple Past Verbs Preview – Lesson 3
Infinitive Form
of Verb
Simple Past
Tense Form
Infinitive Form
of Verb
Simple Past
Tense Form
protest protested accept accepted
speak spoke boycott boycotted
work worked tell told
continue continued pass passed
can could lead led
give gave talk talked
sit sat say said
ask asked want wanted
decide decided stop stopped
walk walked share shared
win won continue continuedregular irregular
84. I Have a Dream Speech
• Video
• Write in the missing
words you hear.
85. Let’s Check
1. equal
2. slaves
3. injustice
4. character
5. racists
6. join
7. hope
8. children
9. New York
10.California
11.ring
12.state
86. I Have a Dream
• Silently read “I Have a Dream” on page 49
• Try to find the answers to these questions:
– What movement tried to end racial
discrimination?
– What did Martin Luther King, Jr. do?
90. Before You Read
• Exercise 3
• Page 52
• Let’s Check:
1. terrorist
2. hijack
3. crash
4. event
5. security
6. military
91. Simple Past Verbs Preview – Lesson 4
Infinitive
Form of
Verb
Simple Past
Tense Form
Infinitive
Form of
Verb
Simple Past
Tense Form
happen hijack
fly fall
turn hear
realize take
change adopt
92. Simple Past Verbs Preview – Lesson 4
Infinitive
Form of
Verb
Simple Past
Tense Form
Infinitive
Form of
Verb
Simple Past
Tense Form
happen happened hijack hijacked
fly flew fall fell
turn turned hear heard
realize realized take took
change changed adopt adopted
regular irregular
94. America Under Attack
• Listen and read along.
• Page 53
• Go back and answer the
T/F questions on page
52
95. Let’s Check
1. T
2. F (New York, Virginia,
and Pennsylvania)
3. F (4 airplanes)
4. T
5. F (1 airplane crashed
into the Pentagon in
Virginia. OR Two
airplanes crashed into
the WTC in NYC.
6. T
7. T
8. F (NYC created the
expression “If you see
something, say
something.”)
96. Writing Practice
• Close your books
• Write 3-5 sentences
summarizing what
happened on
September 11, 2001.
