The document provides questions about three different historical topics: the Era of the Great War, the Atlantic Slave Trade, and Hitler and Nazi Germany. The questions about the Era of the Great War focus on conditions faced by Scottish soldiers, economic difficulties after WWI, use of technology on the Western Front, women's suffrage movement, political protests, women's work, labor strikes, military recruitment, wartime laws, and treatment of conscientious objectors. The questions on the Atlantic Slave Trade center on how people became slaves, abolitionist methods, slave preparation and sales, the Triangular Trade system, the Middle Passage, and British profits from slavery. The Hitler and Nazi Germany questions cover the Beer Hall Putsch, Hitler
CAMBRIDGE AS HISTORY: CORFU INCIDENT. It contains: the disputants, the League and the disputants, the League and the results, the background, diplomatic setbacks, frictions, naval threats, national dignity of Italy, appeal to the League of Nations, Mussolini resented the League of Nations, Greece responsible, France and Greece, quick settlements.
History Chapter 7 Part 1- Life after the World War IIGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce the first part of Lower Secondary History Chapter 7: Life after World War II to the Secondary 2 students who are studying for the Singapore syllabus.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
THE ROAD TO WAR 1939 - RHINELAND 1936.
On March 7, 1936, Adolf Hitler sent over 20,000 troops back into the Rhineland, an area that was supposed to remain a demilitarized zone according to the Treaty of Versailles. The area known as the Rhineland was a strip of German land that borders France, Belgium, and the Netherlands.
Industrial Reform1. Describe some of the living and working cond.docxaltheaboyer
Industrial Reform
1. Describe some of the living and working conditions of the Industrial Revolution
2. Explain the trend towards urbanization during the second half of the 19
th
Century.
3. Evaluate the methods that reformers used to solve the problems of the Industrial Revolution.
Define / Identify
Mary Wollstonecraft Robert Owen Emmeline Pankhurst
John Stuart Mill David Ricardo Karl Marx Adam Smith
Nationalism in Europe
1. As Prime Minister of Sardinia, Count Camillo di Cavour stood for four principles. Name them.
2. What was Garibalbi’s main contribution to the unification of Italy?
3. How were Sardinia and Prussia similar in the movement of Nationalism?
4. Otto von Bismark’s policy of realpolitik meant that he:
5. Why was Prussia was eager to go to war with France in 1870?
6. Describe ways that Austria-Hungary and the Ottoman Empire were similar in the 1880s and 1890s.
7. List several of the many ethnic groups in Austria Hungary.
8. In 1876, Emperor Francis Joseph created the Dual Monarchy of Austria –Hungary to satisfy the demands of the ________.
9. Nationalism can serve as both a unifying and divisive force. Give examples of each in different parts of the world and explain what factors make it happen each way.
Imperialism
Terms to define / People to Know
Menelik II Muhammad Ali David Livingstone
Colony protectorate sphere of influence
Berlin Conference Matthew Perry Opium War
Banana republics Zulu Uprising Roosevelt Corollary
1. List examples for each of the following reasons for Imperialism:
A. political B. economic C. social
2. What theory was used by European imperialists to justify their exploitation of the native peoples in Asia, Africa, and the Americas?
3. List four results of reforms made during the Meiji period in Japan
4. What is the main reason that the Japanese began the Seclusion policy (keeping out Europeans)?
5. While most of Africa was under European control, which two countries maintained independence?
6. How did native peoples generally view European imperialism?
7. What did the Sino-Japanese War and the Russo-Japanese War have in common?
8. By 1914, what was the situation in the Ottoman Empire?
9. Explain the change in China’s attitude toward Imperialism and trade with the West from the 1600s to the 1800s.
10. What was unethical about the way that Great Britain opened trade with China?
11. What was the goal of the Boxers in China?
12. List three improvements the British made in India.
13. Explain why the Sepoy Rebellion occurred.
14. The Suez Canal was built by the combined efforts of what two countries?
15. How d.
CAMBRIDGE AS HISTORY: CORFU INCIDENT. It contains: the disputants, the League and the disputants, the League and the results, the background, diplomatic setbacks, frictions, naval threats, national dignity of Italy, appeal to the League of Nations, Mussolini resented the League of Nations, Greece responsible, France and Greece, quick settlements.
History Chapter 7 Part 1- Life after the World War IIGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce the first part of Lower Secondary History Chapter 7: Life after World War II to the Secondary 2 students who are studying for the Singapore syllabus.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
THE ROAD TO WAR 1939 - RHINELAND 1936.
On March 7, 1936, Adolf Hitler sent over 20,000 troops back into the Rhineland, an area that was supposed to remain a demilitarized zone according to the Treaty of Versailles. The area known as the Rhineland was a strip of German land that borders France, Belgium, and the Netherlands.
Industrial Reform1. Describe some of the living and working cond.docxaltheaboyer
Industrial Reform
1. Describe some of the living and working conditions of the Industrial Revolution
2. Explain the trend towards urbanization during the second half of the 19
th
Century.
3. Evaluate the methods that reformers used to solve the problems of the Industrial Revolution.
Define / Identify
Mary Wollstonecraft Robert Owen Emmeline Pankhurst
John Stuart Mill David Ricardo Karl Marx Adam Smith
Nationalism in Europe
1. As Prime Minister of Sardinia, Count Camillo di Cavour stood for four principles. Name them.
2. What was Garibalbi’s main contribution to the unification of Italy?
3. How were Sardinia and Prussia similar in the movement of Nationalism?
4. Otto von Bismark’s policy of realpolitik meant that he:
5. Why was Prussia was eager to go to war with France in 1870?
6. Describe ways that Austria-Hungary and the Ottoman Empire were similar in the 1880s and 1890s.
7. List several of the many ethnic groups in Austria Hungary.
8. In 1876, Emperor Francis Joseph created the Dual Monarchy of Austria –Hungary to satisfy the demands of the ________.
9. Nationalism can serve as both a unifying and divisive force. Give examples of each in different parts of the world and explain what factors make it happen each way.
Imperialism
Terms to define / People to Know
Menelik II Muhammad Ali David Livingstone
Colony protectorate sphere of influence
Berlin Conference Matthew Perry Opium War
Banana republics Zulu Uprising Roosevelt Corollary
1. List examples for each of the following reasons for Imperialism:
A. political B. economic C. social
2. What theory was used by European imperialists to justify their exploitation of the native peoples in Asia, Africa, and the Americas?
3. List four results of reforms made during the Meiji period in Japan
4. What is the main reason that the Japanese began the Seclusion policy (keeping out Europeans)?
5. While most of Africa was under European control, which two countries maintained independence?
6. How did native peoples generally view European imperialism?
7. What did the Sino-Japanese War and the Russo-Japanese War have in common?
8. By 1914, what was the situation in the Ottoman Empire?
9. Explain the change in China’s attitude toward Imperialism and trade with the West from the 1600s to the 1800s.
10. What was unethical about the way that Great Britain opened trade with China?
11. What was the goal of the Boxers in China?
12. List three improvements the British made in India.
13. Explain why the Sepoy Rebellion occurred.
14. The Suez Canal was built by the combined efforts of what two countries?
15. How d.
The Suppression of the African Slave-Trade to the United States of America from 1638 to 1870. Harvard Historical Studies. Liberty Education Series. Gloucester, Virginia Links and News website. Visit us for incredible content.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
HY 1020, Western Civilization II 1 UNIT VI STUDY GUIDE .docxwilcockiris
HY 1020, Western Civilization II 1
UNIT VI STUDY GUIDE
World War II & Redefining the West
after World War II
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the expectations concerning war in the 1920s and 1930s.
2. Describe how European hopes and fears led to armed conflict in both
Europe and Asia.
3. Explain how Nazi Germany conquered the continent of Europe by 1941.
4. Discuss why the Allies won in 1945.
5. Explain how and why the war against the Jews took place and what its
consequences were.
6. Discuss what total war meant on the home front.
7. Explain why and how the world moved from World War II to the Cold
War.
8. Discuss the impact of decolonization and the Cold War on the global
balance of power.
9. Identify the patterns that characterized the history of the Soviet Union
and Eastern Europe after the death of Stalin.
10. Describe the patterns that characterized the history of Western Europe
in the 1950s and 1960s.
Unit Lesson
Twenty years after the end of World War I, Europe and the world were again
engulfed in total war. The immediate cause was Hitler’s desire for a German
empire in Eastern Europe, but there were other, longer-term factors that explain
the origins of the war.
The origins of the Second World War are tied to the settlements of the first. The
treaties signed after 1918 created a fragile peace for three reasons. First,
redrawing the map of central and Eastern Europe did not fulfill the nationalist
ambitions of all groups. Second, the League of Nations was too weak to be the
basis of a new international order. Third, the peace settlements created new
resentments among both the winners and the losers.
The Great Depression increased international instability as the various countries
used tariff barriers to protect their economies, and some political leaders saw
territorial expansion as a solution to their economic problems. In the face of the
democracies’ passivity, Hitler made his first moves, withdrawing Germany from
the League of Nations in 1933 and openly violating the terms of the Treaty of
Versailles in 1935 by rearming Germany. In 1936, Hitler signed an alliance with
Italy, creating the Rome-Berlin Axis. Hitler again violated the Treaty of Versailles
in 1936 by sending troops into the Rhineland and again in 1938 by annexing
Austria to Germany, in a move called the Anschluss. In neither case did France
or Britain act against Germany.
Early German military successes were the result of a new technology of modern
offensive warfare that utilized a mobile, mechanized offensive force. Hitler’s plan
for a German empire–the Third Reich–in Europe centered on the conquest of the
Reading
Assignment
Chapter 27:
World War II, pp. 858-861,
864, 866, 869-870, 872,
875-885
Chapter 28:
Redefining the West after
World War II, pp. 891-897,
900-910, 912-915
Supplemental
Reading
See information bel.
The Russian Revolution and the Rise of Dictators Between Two Fires.docxjoshua2345678
The Russian Revolution and the Rise of Dictators / Between Two Fires
Terms to define / People to Know
Leon Trotsky Fascists Benito Mussolini
Mohandas Gandhi Mustafa Kemal (Attaturk)
1. Why did Russia make a separate peace treaty with Germany in World War I?
2. The Bolsheviks slogan called for revolution on the part of:
3. Explain how Stalin, Hitler, and Mussolini exemplify the Key Traits of Totalitarianism
4. The outbreak of what disease followed immediately after WWI? What was the result?
5. What new technology, popularized between the two World Wars, brought world events more directly into people’s daily lives?
6. Why were people in Italy and Germany so willing to accept the dictators that rose to power in their countries in the 1920s and 1930s?
7. Why did governments become increasingly involved in their national economies after WWI?
8. How did economic depressions in major world power nations impact less developed parts of the world?
9. List Hitler’s main goals in Germany.
10. Both Hitler and Mussolini sponsored large, military style youth leagues that encouraged what characteristics?
11. Starting in the 1920s, Japan began militaristic expansion in Asia. Where did they invade and why did they do so?
12. The League of Nations’ response to Japan’s aggression in Manchuria proved …
13. Outline the progress of Nationalist movements in China, India, and Turkey between the World Wars.
World War II and the Holocaust
Terms to define / People to Know
Scorched earth policy
kamikaze
Erwin Rommel
Winston Churchill Benito Mussolini Franklin D. Roosevelt
Charles de Gaulle Douglas MacArthur Dwight D. Eisenhower
appeasement Neville Chamberlin Harry S. Truman
Bernard Montgomery Rescue at Dunkirk Island Hopping
Genocide anti-Semitism
Kristallnacht
1. What German action finally caused Britain and France to declare war?
2. What was the “phony war”?
3. What was agreed in the Nazi-Soviet Nonaggression Pact?
4. After the fall of France, a puppet government was set up in the city of
5. What city was the target of a Nazi “
blitz
” for 57 straight nights?
6. The United States was able to help its allies and still remain neutral through what three policies?
7. What event led to the United States entry into the war?
8. D-Day refers to what event?
9. Explain what is meant by the term “Turning Point Battle.” Be able to site and explain examples.
10. What was the main factor in Germany’s inability to take Moscow?
11. Where were atomic bombs dropped in Japan and in what order?
12. The Soviet victory at which city is viewed as a major turning point in the war?
13. Capturing the island of _______ allowed the Allies to fly bombing raids over.
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.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
How libraries can support authors with open access requirements for UKRI fund...
Example National 5 History questions - Describe
1. Describe questions
Era of the Great War
1. Describe the conditions Scottish soldiers faced in the trenches
2. Describe the economic difficulties faced by Scotland after the Great War
3. Describe the use of technology on the Western Front
4. Describe the peaceful activities of women campaigning for the vote
5. Describe political protests in Scotland between 1915 and 1919.
6. Describe the methods used by women to campaign for the vote in the
period 1900 to 1914
7. Describe examples of women’s work during World War One
8. Describe events during the 1915 Glasgow Rent Strikes
9. Describe methods used to recruit soldiers during World War One
10. Describe rules introduced by the Defence of the Realm Act
11. Describe the treatment of conscientious objectors during the Great War
12. Describe political problems faced by the Weimar Republic between 1919
and 1923
13. Describe the economic difficulties faced by Scotland after 1918
The Atlantic Slave Trade
1. Describe the different ways that people became slaves.
2. Describe the methods used by abolitionists to try and end the slave trade.
3. Describe the ways that slaves were prepared and sold in the Americas.
4. Describe the different stages of the Triangular Trade.
2. 5. Describe conditions for slaves during the Middle Passage.
6. Describe what happened to slaves at the end of the Middle Passage.
7. Describe the ways that Britain profited from the Slave Trade.
8. Describe the tactics used by people who opposed slavery to win support for
their cause.
9. Describe the methods used to discipline slaves on the plantations
Hitler and Nazi Germany
1. Describe the events of the Munich Beer Hall Putsch in 1923.
2. Describe the appeal of Adolf Hitler to many Germans between 1929 and
1933
3. Describe the treatment of the Jews in Nazi Germany
4. Describe the rights all Germans had in the Weimar Republic
5. Describe Hitler’s foreign policy plans after 1933
6. Describe steps taken by Hitler to increase Germany’s military strength
7. Describe events at the 1933 Reichstag Fire
8. Describe the conditions of the Treaty of Versailles
9. Describe events at the 1919 Spartacist Revolt
10. Describe actions taken by the Nazis to improve Germany’s economy
11. Describe the actions of groups opposing the Nazis, 1933-1939
12. Describe actions taken by the Nazis to influence young people, 1933-39
13. Describe the propaganda of the Nazi Party, 1933-39
14. Describe the political system in Weimar Germany
15. Describe the changes the Nazis made to the education system