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This PPT is about European Dictators: Mussolini, Stalin and Hitler based on the 10th std Maharashtra State Board (SSC) Textbook. You can use this information for your projects.
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CAMBRIDGE A2 HISTORY: STALIN IMPACT ON CULTURE. It contains: the cultural system, the social role of the writers, the censorship, policy, repressed atmosphere, effects on theatre and film, painting and sculpture, socialist music.
CAMBRIDGE A2 HISTORY: STALIN IMPACT ON CULTURE. It contains: the cultural system, the social role of the writers, the censorship, policy, repressed atmosphere, effects on theatre and film, painting and sculpture, socialist music.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
In this lesson, we looked at the impact that Stalin had on the Soviet Union after he had taken over. We started out by considering his economic impact, which focused on his Five Year Plans.
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934George Dumitrache
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934. Contains: Mussolini main policy aims, methods and strategies 1920-1924, 1925-1935, 1936-1945, key successes and failures, judgement and effect of policies, homework.
nazism and rise of adolf hitler CHAPTER FORM HISTORYvanshika rana
HELLO KVians!!! here's a Power point presentation with voice for the sentences written and it's made with a big deal of effort and on your HISTORY's CHAPTER -NAZISM AND THE RISE OF HITLER!! real deal helpful and you will surely score a 10/10.... c'mon view it and download it!! watcha waitin for pals??
The rise of Adolf Hitler and the Nazi Party leading up to World War II.
adolf hitler, nazis, world war ii, wwii, propaganda, germany, reichstag fire, jews, lebesraum, mein kampf, otto von bismark, heinrich himmler, joseph geobbels, schutzstaffel, gestapo, kristallnacht, nuremberg laws, non-aggression pact, national socialist german worker's party, Nationalsozialistische Deutsche Arbeiterpartei, aryan, swastika
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I have made this PPT on the district 'Nagpur' in the state of Maharshtra. You can refer this information for making your projects at your school.
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I have made this PPT especially for the students of Maharashtra State Board (SSC). You can refer for making your projects.
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I have made this PPT on the Geography of North America. I have covered almost each and every topic related to it. So, you're welcome!
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I have made this PPT on Republic Day in India.I have mentioned each and everything based on it. So, you can refer it for your projects given to you at your schools.
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This PPT is all about terrorism and its roots, causes, effects and effective solution for stopping it. This information is for projects done by students at school.
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I have made this PPT especially for 10th Standard students of Maharashtra State Board (SSC). This PPT is made highly informative and illustrative, so that each and everyone of you can understand the basics of Science.
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Hello Friends,
I have made this PPT especially for 10th Standard students of Maharashtra State Board (SSC). This PPT is made highly informative and illustrative, so that each and everyone of you can understand the basics of Science.
Best of Luck!
Hello Friends,
I have made this PPT especially for 10th Standard students of Maharashtra State Board (SSC). This PPT is made highly informative and illustrative, so that each and everyone of you can understand the basics of Science.
Best of Luck!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Italy and Mussolini
• After WWI Italy’s leadership
was unstable and indecisive
• Mussolini, once a strong
promoter of socialism, helped
create a new political group
called the National Fascist
Party
• Wanted to build an Italian
empire that would be more
glorious than the Roman
Empire
• He believed fascism was
necessary to make Italy strong
• Fascism places the good of the
nation above all else, including
individual rights; an all-
powerful dictator makes all
major decisions
3. Mussolini in
Power
• Mussolini’s fascist party got a
lot of support, but he wanted
total control
• He organized a march on
Rome to force the king of Italy
to give him power, and the king
put Mussolini in charge
• Mussolini use propaganda to
promote his ideas and
convince the people that Italy
was the greatest country on
Earth
• Introduced new holidays and
festivals to remind people if
their Roman heritage
4. Ethiopia
• Mussolini wanted to display
Italy’s military strength and
expand his empire
• He chose to invade Ethiopia for
two reasons
• Ethiopia was an easy target
• It was the territory that had
defeated the Italian armies
during the Age of Imperialism
• The League of Nations refused
to stop Mussolini from
conquering Ethiopia because
they were afraid it would lead to
another world war
6. After Lenin
• Lenin did not choose a
successor to his position, so
when he died there was a
struggle for power
• Stalin eventually won the battle
for power and took over as
leader of the Soviet Union
• Unlike Lenin, Stalin did not
follow Karl Marx’s communist
theory to lead
• Instead of gradually reducing
government power, Stalin
turned the Soviet Union into a
totalitarian state
7. The Five-Year Plans
• Stalin wanted to improve the economy and implemented
five-year production goals for all factories and mines
• The plans increased production greatly, but they forced
the workers to meet increasingly high demands
8. Collectivization
• Stalin took away all
lands from peasant
farmers created large,
mechanized farms to
increase production
• When the peasants
protested, he had them
killed or sent to Siberia;
millions of resisters in
the Ukraine starved to
death when Stalin
refused to send them
food during a famine
9. The Purges
• Stalin constantly feared that
people were plotting against
him
• He had political opponents
arrested or killed, and then he
purged thousands of people in
his own government
• Stalin ordered secret police to
eliminate Russian citizens who
they thought might be anti-
communist
• People were very afraid of
appearing anti-communist, so
they did everything they could
to show their faith in the Soviet
Union
11. How did Hitler Turn the
Chancellorship into a
Dictatorship?
12. January 1933
The depression
after the Wall
Street Crash made
many more people
vote for the Nazis
because they
promised to rebuild
Germany
In 1933 advisors
convinced
Hindenburg that
Hitler should
become Chancellor
14. February 1933
The Reichstag, the building where the
German government met, burned down
A communist was found inside the building.
He admitted responsibility after having “a
little chat” with Nazi officials
Chancellor Hitler was able to convince
people that the Communists were trying to
take power by terrorism
He was able to have the Communists
banned from the Reichstag
15. March 1933
HITLER CAN
RULE ALONE
FOR FOUR
YEARS WITHOUT
HAVIINGTO
CONSULT THE
REICHSTAG
With the Communists
banned from the Reichstag
Hitler was able to pass:
16. The Enabling Act allowed Hitler to make his own
laws, so he banned all other political parties!
17.
18. June 1934
•Now I have got rid of opposition
political groups, I can now deal
with opposition in my party.
•The head of the S.A. is very
unpopular with the German army
leaders who have the power to
overthrow me
•I’ve been worried about him for
a while, so this is a good excuse
to get rid of him
19. The Night of the Long Knives
• Hitler had to get
rid of the head of
the S.A. He was too
much of a threat
• On the night of
June 30 1934,
Hitler’s S.S. killed
over 1000 SA
members including
their leader
• The army was
pleased and Hitler
gained their
support
20. August 1934
A final note
PRESIDENT HINDENBURG’S
ALLOWED HITER TO COMBINE
THE ROLE OF CHANCELLOR
AND PRESIDENT. HE CALLED
HIMSELF ‘DER FUHRER’.
25. Germany 1933
By January 1933, unemployment
had reached 6,000,000.
No one would loan Germany
money to run the country
The Weimar Government couldn’t
do anything to help the
unemployed
Hitler was elected on a promise to
give the German people ‘Bread &
Jobs’
28. RAD – The National Labor Service
Gave men jobs in public
work schemes
Men in RAD had to wear a
uniform & live in camps
They were given free meals
and pocket money
They built drainage ditches,
schools, a new network of
motorways and planted new
forests
29. What was the goal
of Hitler’s Public
Works Program?
Kick start the
Cycle of
Prosperity
To improve the public
transport network for
industrial & military use
To improve the
living conditions of
the German people
To build impressive
buildings so that the
German people
would feel proud
30. Autarky – National
Self Sufficiency
Hitler wanted to make
Germany a strong
independent country that was
sufficient in food and materials
Germany had lost WWI
because it had run out of food
and war materials
German scientists developed
all sorts of artificial substitutes
such as gas from coal and
coffee from acorns
These new substitutes were
made in Germany and gave
the unemployed jobs in new
industries
Hitler also encouraged the
growth of the car industry
31. The Car Industry
Designed by Porsche
and nicked named ‘The
Peoples Car’, known
today as the ……?
32. Car Industry
Created Jobs in
other industries
because of the
need for
standardized parts.
Car Production could
easily be switched to the
production of military
vehicles
Produced low cost
cars which helped to
keep the German
people happy
Steel
Glass
Rubber
Leather
Cycle of Prosperity
33. What Other Things Did Hitler Do to Reduce
Unemployment?
By 1934 all Jews were fired from civil service jobs which
were then given to German workers.
Unemployed Jews were not registered.
Women lost their jobs which were given to men.
People who refused jobs offered by the labor service were
arrested and put into concentration camps.