The document appears to be a student worksheet asking for a name, class, and date at the top. It is titled "Geography Vocabulary Connections" which suggests it contains geography terms for students to learn and make connections between.
This document contains a series of reading and writing exercises in Portuguese for children focusing on words and syllables beginning with letters like P, B, and T. It includes activities like tracing letters, matching words and pictures, unscrambling syllables to form words, crossword puzzles, and reading short passages. The goal is to help students practice early literacy skills like phonics, spelling, reading, and writing.
The document discusses the principles and best practices of collaborative learning as outlined in the book Building Online Learning Communities by Paloff & Pratt. It covers establishing shared goals and guidelines between students and instructors, forming collaborative teams, developing problem-based assignments for groups to work on together, and providing feedback to hold all members accountable and encourage improvement. The overall focus is on how to effectively incorporate collaborative activities and projects into online course design and instruction.
This document appears to be an English test containing multiple choice and fill-in-the-blank questions about greetings, introductions, and basic conversations in English. It includes questions about writing greetings under pictures, rearranging scrambled words, choosing the correct greeting or response in sample dialogues, and completing short conversational exchanges. The test is assessing a student's understanding of common English phrases used for greetings, introductions, and basic polite interactions.
This document contains two copies of an English quiz with the same four questions. The quiz asks students to write five verbs in the present tense, five verbs in the past tense, five verbs in Spanish, and one sentence with any verb. It requests the student's name, group, and list number at the top.
This document appears to be a worksheet or outline for students to fill in connections between various people, events, organizations, and concepts that were important during the emergence of modern America. It includes topics related to industrialization, immigration, labor movements, capitalism, urbanization, and social reforms from this time period. However, without any additional context or explanations provided, it is difficult to determine the key information or overall purpose of the document.
The document discusses key events in World War 1 that drew the United States into the war, including German attacks on passenger ships like the Lusitania which violated American neutrality, as well as the Zimmerman Note proposing a German alliance with Mexico against the US. It also mentions some of the major technological developments of the war like tanks, airplanes, and chemical weapons, and American efforts that helped turn the tide on the Western Front like establishing a convoy system, clearing mines, and sending troops like the American Expeditionary Force.
This document lists several online classroom tools including Animoto for creating videos from photos and music, Glogster for making interactive posters with multimedia, and Preceden and TimeRime for building timelines. It also mentions tools for making comics, collaborative slideshows, speaking avatars, digital bulletin boards, websites, blogs, and word clouds.
George Washington was unanimously elected the first President of the United States. His cabinet included Thomas Jefferson as Secretary of State and Alexander Hamilton as Secretary of Treasury. Congress established the federal court system and drafted the Bill of Rights. Hamilton implemented a plan to assume state debts and establish the Bank of the United States, despite opposition from Jefferson. Washington's presidency established precedents and dealt with tensions with European powers like France and Great Britain, as well as internal issues such as the Whiskey Rebellion.
This document contains a series of reading and writing exercises in Portuguese for children focusing on words and syllables beginning with letters like P, B, and T. It includes activities like tracing letters, matching words and pictures, unscrambling syllables to form words, crossword puzzles, and reading short passages. The goal is to help students practice early literacy skills like phonics, spelling, reading, and writing.
The document discusses the principles and best practices of collaborative learning as outlined in the book Building Online Learning Communities by Paloff & Pratt. It covers establishing shared goals and guidelines between students and instructors, forming collaborative teams, developing problem-based assignments for groups to work on together, and providing feedback to hold all members accountable and encourage improvement. The overall focus is on how to effectively incorporate collaborative activities and projects into online course design and instruction.
This document appears to be an English test containing multiple choice and fill-in-the-blank questions about greetings, introductions, and basic conversations in English. It includes questions about writing greetings under pictures, rearranging scrambled words, choosing the correct greeting or response in sample dialogues, and completing short conversational exchanges. The test is assessing a student's understanding of common English phrases used for greetings, introductions, and basic polite interactions.
This document contains two copies of an English quiz with the same four questions. The quiz asks students to write five verbs in the present tense, five verbs in the past tense, five verbs in Spanish, and one sentence with any verb. It requests the student's name, group, and list number at the top.
This document appears to be a worksheet or outline for students to fill in connections between various people, events, organizations, and concepts that were important during the emergence of modern America. It includes topics related to industrialization, immigration, labor movements, capitalism, urbanization, and social reforms from this time period. However, without any additional context or explanations provided, it is difficult to determine the key information or overall purpose of the document.
The document discusses key events in World War 1 that drew the United States into the war, including German attacks on passenger ships like the Lusitania which violated American neutrality, as well as the Zimmerman Note proposing a German alliance with Mexico against the US. It also mentions some of the major technological developments of the war like tanks, airplanes, and chemical weapons, and American efforts that helped turn the tide on the Western Front like establishing a convoy system, clearing mines, and sending troops like the American Expeditionary Force.
This document lists several online classroom tools including Animoto for creating videos from photos and music, Glogster for making interactive posters with multimedia, and Preceden and TimeRime for building timelines. It also mentions tools for making comics, collaborative slideshows, speaking avatars, digital bulletin boards, websites, blogs, and word clouds.
George Washington was unanimously elected the first President of the United States. His cabinet included Thomas Jefferson as Secretary of State and Alexander Hamilton as Secretary of Treasury. Congress established the federal court system and drafted the Bill of Rights. Hamilton implemented a plan to assume state debts and establish the Bank of the United States, despite opposition from Jefferson. Washington's presidency established precedents and dealt with tensions with European powers like France and Great Britain, as well as internal issues such as the Whiskey Rebellion.
The document provides an overview of World War I and World War II. It notes that WWI was from 1914-1918 with US involvement from 1917-1918. WWII lasted from 1937-1945 in Asia and 1939-1945 in Europe and Africa, with US involvement from 1941-1945. Both wars resulted in major economic, social, and political changes globally and impacted civilian populations, governments, and economies.
The Supreme Court considers cases through a multi-step process where they first decide whether to accept a case, lawyers then submit written briefs and have oral arguments before the Justices, who privately discuss the cases on Wednesdays and Fridays before issuing at least one written opinion per major case decided.
This document appears to be an assignment asking students to compare the diplomatic policies of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson by identifying their policies and creating campaign buttons or summarizing them in 140 characters or less. However, the document does not provide any actual information about their diplomatic policies to summarize.
This document discusses American imperialism between 1867-1919. It provides context for the political, economic, and cultural factors that fueled U.S. expansion overseas. These included the desire for military strength to compete with other global powers, the need for new markets and raw materials to support industrialization, and a belief in cultural and racial superiority. As a result of these factors, the U.S. extended its political and military control by acquiring Alaska from Russia in 1867, and taking control of Hawaii through orchestrated regime change and annexation despite resistance from native Hawaiians.
The document appears to be a student worksheet asking for a name, class, and date at the top. It is titled "Geography Vocabulary Connections" which suggests it contains geography terms for the student to learn or make connections between.
The document summarizes the key causes and events of the War of 1812 between the United States and Britain. The causes included interference with American shipping during the Napoleonic Wars, the impressment of American sailors into the British navy, tensions with Native Americans allied with the British in the Northwest, and a failed embargo on trade with Europe. Major battles included American invasions of Canada, naval victories on the Great Lakes, the burning of Washington D.C., and Andrew Jackson's victory at New Orleans after the Treaty of Ghent had already ended the war in 1814.
The document summarizes the rise of mass democracy in the United States between 1824-1840. It describes how voting rights expanded to more white men and the two-party system emerged between Democrats and Whigs. It focuses on Andrew Jackson's presidency, how he drew support from common folk by opposing the establishment. Key events discussed include the Indian Removal Act, conflicts over tariffs and the national bank, which Jackson worked to eliminate, leading to an economic panic in 1837.
The document provides instructions to draw a town landscape including a river crossed by a bridge, roads intersecting and initial buildings such as 5 houses, a church, cemetery, store and park. Further instructions are given to add structures like mansions, factories near the river without smoke, additional roads, bridges, tenements, stores, pubs and to include smoke from factories. The town is further developed with additions like a coal mine, an iron bridge, railroad connecting factories to coal mines, street lamps, hospitals, theaters and schools.
The document summarizes key events around the extension of slavery in the United States between 1848-1854. It discusses several attempts at compromise over slavery, including the Compromise of 1850 which admitted California as a free state but also strengthened the Fugitive Slave Act. The 1852 election of Democrat Franklin Pierce, who supported the Compromise, is also summarized. Finally, the document outlines Stephen Douglas' Kansas-Nebraska Act of 1854 which allowed slavery in those territories through popular sovereignty, contradicting the Missouri Compromise and further inflaming sectional tensions over slavery.
The document summarizes changes to American society and economy between 1790-1840. It saw a dramatic increase in population, especially in the Old Northwest territory including Ohio, Indiana, Michigan and Wisconsin. Farming transitioned from subsistence to commercial, fueled by new technologies and reliant on eastern and foreign markets. The cotton gin and slavery expanded in the Old Southwest. Transportation was revolutionized by steamboats, canals and emerging railroads. Textile mills concentrated in cities like Lowell, Massachusetts, while inequality grew between the urban rich and poor. High immigration rates increased ethnic tensions.
By 1900, the American frontier was largely settled, prompting many to seek new opportunities in cities like New York, Chicago, and San Francisco, where they joined millions of immigrants working in factories and living in overcrowded and unsanitary housing, though technological advances would soon allow cities to grow vertically and horizontally.
Manifest Destiny assumed that God had granted all land between the Atlantic and Pacific Oceans to the United States. Thousands settled in Texas in the 1840s and traveled west on the dangerous Oregon Trail. Settlers displaced Native Americans who had lived on the Great Plains for centuries. James K. Polk was elected in 1844 on a pro-expansion platform and sought to acquire California and Texas from Mexico. When Mexico refused to sell California, tensions rose and Polk provoked war by sending troops to the Rio Grande, allowing him to acquire these territories in the Treaty of Guadalupe Hidalgo in 1848.
The Second Great Awakening sparked religious revivalism and the growth of utopian societies in early 19th century America. Mass camp meetings attracted thousands to hear preachers call for spiritual renewal. Reforms also aimed to address social problems through temperance, education, abolition, and women's rights movements. The era saw a rise in religiously-inspired reformers advocating for causes like banning alcohol, establishing public schools, and ending slavery.
The document summarizes America's involvement in the Spanish-American War from 1867-1919. It describes how Cubans rebelled against Spanish rule starting in 1868 and launched several unsuccessful revolts. In 1895, Jose Marti returned to Cuba to lead another independence movement. Spain's harsh response, which involved relocating Cuban civilians to concentration camps where thousands died, increased support for the Cuban rebels in America. Yellow journalism from Hearst and Pulitzer exaggerated the conflict and tensions further rose after the USS Maine exploded in Havana Harbor. The U.S. declared war on Spain in 1898 and quickly defeated Spanish forces in Cuba and the Philippines. As a result, Spain lost control of Cuba and ceded Puerto Rico, Guam, and
This document provides an overview of World War I and World War II. It outlines the major alliances and causes of WWI, including political alliances, the arms race, conflicts in the Balkans, and the assassination of Franz Ferdinand. It also describes the tactics used in WWI such as trenches, artillery, machine guns, and gas warfare. For WWII, it lists the causes including nationalism, fascism, remilitarization of Germany, alliances, and a powerless League of Nations. It identifies the major Allied and Axis powers and outlines the consequences of WWII such as the occupation administrations, division of Germany, creation of the UN, and Cold War between the US and Soviet Union.
The document discusses different types of natural resources and their development. It categorizes resources based on their origin, renewability, ownership, and development status. Key points include: (1) Resources are biotic, abiotic, renewable, or non-renewable; (2) Individual, community, national, and international ownership models; (3) Potential, developed, stock, and reserve classifications based on development; and (4) Sustainable development and Agenda 21 goals for managing resources. The document also examines land use and soil types in India as important natural resources.
This document provides biographical details about American aviator Amelia Earhart in 3 paragraphs:
Earhart was a pioneering female aviator who made many firsts, including being the first woman to fly solo across the Atlantic Ocean. She had a passion for aviation from an early age despite facing obstacles as a woman. In 1928, she was chosen to be the first woman passenger on a transatlantic flight, though the pilots flew the plane. While this helped raise her profile, it was just the beginning of her record-breaking aviation career and quest to empower women in a male-dominated field. Tragically, in 1937 Earhart disappeared over the Pacific Ocean on a flight attempting to circ
The document categorizes different types of natural resources as being either renewable or non-renewable, and lists examples of biological and agricultural resources around the world, including vegetation, wildlife, sugarcane, rice, wheat, pulses, cotton, tobacco, cereals, potatoes, tea, coffee, coconuts, spices and tropical fruits. It also mentions flow resources like wind and geographical features like the Himalayas.
This document discusses power sharing models in Belgium and Sri Lanka. Belgium has implemented a power sharing system that gives equal representation to Dutch, French, and German language communities in government. This has helped unite the country while respecting different communities. In contrast, Sri Lanka's system dominated the Tamil minority, failing to share power and causing alienation and civil war. The document argues power sharing is desirable in democracies as it reduces conflict, increases stability, and gives diverse groups a voice in governance.
A teacher plays three key roles as a manager: pre-teaching, teaching, and post-teaching. In pre-teaching, the teacher analyzes content, selects portions, and sets objectives based on students' levels and context. During teaching, the teacher provides instruction. In post-teaching, the teacher evaluates their own performance. Co-curricular activities are important for students' holistic development and involve literary, physical, aesthetic, civic, and other types of activities. The teacher plays an important role in organizing these activities by planning, leading, innovating, directing, organizing, recording, evaluating, managing, advising, motivating, communicating, and coordinating. Difficulties include issues faced by
This document contains 20 grids of letters that appear to represent election results. Each grid contains 10 rows and 10 columns of either the letters "R", "D", or blank spaces. The repetition of the grids suggests this may be an example of how electoral maps can be manipulated through gerrymandering to favor one political party over another.
This document provides instructions for creating a newspaper assignment on World War II. Students must include 4 articles: 1) a report on the war in Europe with an interview, 2) a report on the war in the Pacific with an interview, 3) an editorial on the home front impact, and 4) a biography of an Allied leader. Each article is worth 20 points and must be 3-4 paragraphs with a visual. Additional elements like advertisements, charts, maps, and timelines are worth 5 points each. Spelling, grammar, and proofreading account for 10% of the grade in each section.
The document provides an overview of World War I and World War II. It notes that WWI was from 1914-1918 with US involvement from 1917-1918. WWII lasted from 1937-1945 in Asia and 1939-1945 in Europe and Africa, with US involvement from 1941-1945. Both wars resulted in major economic, social, and political changes globally and impacted civilian populations, governments, and economies.
The Supreme Court considers cases through a multi-step process where they first decide whether to accept a case, lawyers then submit written briefs and have oral arguments before the Justices, who privately discuss the cases on Wednesdays and Fridays before issuing at least one written opinion per major case decided.
This document appears to be an assignment asking students to compare the diplomatic policies of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson by identifying their policies and creating campaign buttons or summarizing them in 140 characters or less. However, the document does not provide any actual information about their diplomatic policies to summarize.
This document discusses American imperialism between 1867-1919. It provides context for the political, economic, and cultural factors that fueled U.S. expansion overseas. These included the desire for military strength to compete with other global powers, the need for new markets and raw materials to support industrialization, and a belief in cultural and racial superiority. As a result of these factors, the U.S. extended its political and military control by acquiring Alaska from Russia in 1867, and taking control of Hawaii through orchestrated regime change and annexation despite resistance from native Hawaiians.
The document appears to be a student worksheet asking for a name, class, and date at the top. It is titled "Geography Vocabulary Connections" which suggests it contains geography terms for the student to learn or make connections between.
The document summarizes the key causes and events of the War of 1812 between the United States and Britain. The causes included interference with American shipping during the Napoleonic Wars, the impressment of American sailors into the British navy, tensions with Native Americans allied with the British in the Northwest, and a failed embargo on trade with Europe. Major battles included American invasions of Canada, naval victories on the Great Lakes, the burning of Washington D.C., and Andrew Jackson's victory at New Orleans after the Treaty of Ghent had already ended the war in 1814.
The document summarizes the rise of mass democracy in the United States between 1824-1840. It describes how voting rights expanded to more white men and the two-party system emerged between Democrats and Whigs. It focuses on Andrew Jackson's presidency, how he drew support from common folk by opposing the establishment. Key events discussed include the Indian Removal Act, conflicts over tariffs and the national bank, which Jackson worked to eliminate, leading to an economic panic in 1837.
The document provides instructions to draw a town landscape including a river crossed by a bridge, roads intersecting and initial buildings such as 5 houses, a church, cemetery, store and park. Further instructions are given to add structures like mansions, factories near the river without smoke, additional roads, bridges, tenements, stores, pubs and to include smoke from factories. The town is further developed with additions like a coal mine, an iron bridge, railroad connecting factories to coal mines, street lamps, hospitals, theaters and schools.
The document summarizes key events around the extension of slavery in the United States between 1848-1854. It discusses several attempts at compromise over slavery, including the Compromise of 1850 which admitted California as a free state but also strengthened the Fugitive Slave Act. The 1852 election of Democrat Franklin Pierce, who supported the Compromise, is also summarized. Finally, the document outlines Stephen Douglas' Kansas-Nebraska Act of 1854 which allowed slavery in those territories through popular sovereignty, contradicting the Missouri Compromise and further inflaming sectional tensions over slavery.
The document summarizes changes to American society and economy between 1790-1840. It saw a dramatic increase in population, especially in the Old Northwest territory including Ohio, Indiana, Michigan and Wisconsin. Farming transitioned from subsistence to commercial, fueled by new technologies and reliant on eastern and foreign markets. The cotton gin and slavery expanded in the Old Southwest. Transportation was revolutionized by steamboats, canals and emerging railroads. Textile mills concentrated in cities like Lowell, Massachusetts, while inequality grew between the urban rich and poor. High immigration rates increased ethnic tensions.
By 1900, the American frontier was largely settled, prompting many to seek new opportunities in cities like New York, Chicago, and San Francisco, where they joined millions of immigrants working in factories and living in overcrowded and unsanitary housing, though technological advances would soon allow cities to grow vertically and horizontally.
Manifest Destiny assumed that God had granted all land between the Atlantic and Pacific Oceans to the United States. Thousands settled in Texas in the 1840s and traveled west on the dangerous Oregon Trail. Settlers displaced Native Americans who had lived on the Great Plains for centuries. James K. Polk was elected in 1844 on a pro-expansion platform and sought to acquire California and Texas from Mexico. When Mexico refused to sell California, tensions rose and Polk provoked war by sending troops to the Rio Grande, allowing him to acquire these territories in the Treaty of Guadalupe Hidalgo in 1848.
The Second Great Awakening sparked religious revivalism and the growth of utopian societies in early 19th century America. Mass camp meetings attracted thousands to hear preachers call for spiritual renewal. Reforms also aimed to address social problems through temperance, education, abolition, and women's rights movements. The era saw a rise in religiously-inspired reformers advocating for causes like banning alcohol, establishing public schools, and ending slavery.
The document summarizes America's involvement in the Spanish-American War from 1867-1919. It describes how Cubans rebelled against Spanish rule starting in 1868 and launched several unsuccessful revolts. In 1895, Jose Marti returned to Cuba to lead another independence movement. Spain's harsh response, which involved relocating Cuban civilians to concentration camps where thousands died, increased support for the Cuban rebels in America. Yellow journalism from Hearst and Pulitzer exaggerated the conflict and tensions further rose after the USS Maine exploded in Havana Harbor. The U.S. declared war on Spain in 1898 and quickly defeated Spanish forces in Cuba and the Philippines. As a result, Spain lost control of Cuba and ceded Puerto Rico, Guam, and
This document provides an overview of World War I and World War II. It outlines the major alliances and causes of WWI, including political alliances, the arms race, conflicts in the Balkans, and the assassination of Franz Ferdinand. It also describes the tactics used in WWI such as trenches, artillery, machine guns, and gas warfare. For WWII, it lists the causes including nationalism, fascism, remilitarization of Germany, alliances, and a powerless League of Nations. It identifies the major Allied and Axis powers and outlines the consequences of WWII such as the occupation administrations, division of Germany, creation of the UN, and Cold War between the US and Soviet Union.
The document discusses different types of natural resources and their development. It categorizes resources based on their origin, renewability, ownership, and development status. Key points include: (1) Resources are biotic, abiotic, renewable, or non-renewable; (2) Individual, community, national, and international ownership models; (3) Potential, developed, stock, and reserve classifications based on development; and (4) Sustainable development and Agenda 21 goals for managing resources. The document also examines land use and soil types in India as important natural resources.
This document provides biographical details about American aviator Amelia Earhart in 3 paragraphs:
Earhart was a pioneering female aviator who made many firsts, including being the first woman to fly solo across the Atlantic Ocean. She had a passion for aviation from an early age despite facing obstacles as a woman. In 1928, she was chosen to be the first woman passenger on a transatlantic flight, though the pilots flew the plane. While this helped raise her profile, it was just the beginning of her record-breaking aviation career and quest to empower women in a male-dominated field. Tragically, in 1937 Earhart disappeared over the Pacific Ocean on a flight attempting to circ
The document categorizes different types of natural resources as being either renewable or non-renewable, and lists examples of biological and agricultural resources around the world, including vegetation, wildlife, sugarcane, rice, wheat, pulses, cotton, tobacco, cereals, potatoes, tea, coffee, coconuts, spices and tropical fruits. It also mentions flow resources like wind and geographical features like the Himalayas.
This document discusses power sharing models in Belgium and Sri Lanka. Belgium has implemented a power sharing system that gives equal representation to Dutch, French, and German language communities in government. This has helped unite the country while respecting different communities. In contrast, Sri Lanka's system dominated the Tamil minority, failing to share power and causing alienation and civil war. The document argues power sharing is desirable in democracies as it reduces conflict, increases stability, and gives diverse groups a voice in governance.
A teacher plays three key roles as a manager: pre-teaching, teaching, and post-teaching. In pre-teaching, the teacher analyzes content, selects portions, and sets objectives based on students' levels and context. During teaching, the teacher provides instruction. In post-teaching, the teacher evaluates their own performance. Co-curricular activities are important for students' holistic development and involve literary, physical, aesthetic, civic, and other types of activities. The teacher plays an important role in organizing these activities by planning, leading, innovating, directing, organizing, recording, evaluating, managing, advising, motivating, communicating, and coordinating. Difficulties include issues faced by
This document contains 20 grids of letters that appear to represent election results. Each grid contains 10 rows and 10 columns of either the letters "R", "D", or blank spaces. The repetition of the grids suggests this may be an example of how electoral maps can be manipulated through gerrymandering to favor one political party over another.
This document provides instructions for creating a newspaper assignment on World War II. Students must include 4 articles: 1) a report on the war in Europe with an interview, 2) a report on the war in the Pacific with an interview, 3) an editorial on the home front impact, and 4) a biography of an Allied leader. Each article is worth 20 points and must be 3-4 paragraphs with a visual. Additional elements like advertisements, charts, maps, and timelines are worth 5 points each. Spelling, grammar, and proofreading account for 10% of the grade in each section.
The Great Depression was caused by a combination of factors, both domestic and worldwide. The stock market crash of 1929 led to a loss of over $30 billion and bank failures throughout the 1930s that caused people to lose their savings. Additionally, overproduction by factories using assembly lines led to underconsumption as people had less money to purchase goods. American economic policies also reduced international trade and a drought in 1930 exacerbated economic conditions for many farmers.
The document appears to be a worksheet or assignment asking students to connect terms related to the emergence of modern America in the late 19th and early 20th century, such as capitalism, corporations, labor unions, immigration, political machines, industrialists like Rockefeller and Carnegie, urbanization, and social reform movements. Students are tasked with writing in the blanks to describe the relationships between these various economic, political, social, and industrial terms that shaped the Gilded Age and Progressive Era in American history.
This document contains a weekly schedule grid for a student. The grid includes spaces for the student's name, class, and date. It then lists the days of the week Monday through Friday. For each day, there are 5 lines to write assignments or activities for that day, along with a line each for an admit slip and exit slip. This grid allows a student to plan out their weekly assignments and activities.
This document outlines an assignment to research and report on various aspects of a given decade such as historical events, prominent people, facts and figures, popular culture, technology, and lifestyle. Students are instructed to write paragraphs providing details on five major historical events, three influential people, and answering multiple choice questions in categories such as population, income, costs of living, popular inventions, media, fashion, and pastimes.
This document appears to be a sign-up sheet for a student tournament, asking for the student's name, class, and date. It references "Tournament of Champions #1", indicating this is the first in a series of tournaments for students.
This document appears to be the beginning of a tournament bracket listing over 50 notable historical American figures from the colonial and revolutionary eras such as George Washington, Abraham Lincoln, Thomas Jefferson, Benjamin Franklin, Christopher Columbus, Harriet Tubman, and others. The names are listed but no additional information is provided about each individual or how they would be paired together in the tournament.
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.
American expansionism in the late 19th century had three main causes: economic interests, security concerns, and social/cultural factors. This worksheet asks students to identify those three causes and explain which one each of two cartoons depicts based on imagery and context clues.
This document provides an overview of America's rise to global power in the late 19th and early 20th centuries. It outlines key events, policies, and terms related to American expansionism, the Spanish-American War, and the country's growing involvement in world affairs under Roosevelt, Taft, and Wilson. It also discusses the causes and effects of US entry into World War I as well as social, political, and economic changes that occurred domestically during the war. The learning targets and guiding question suggest the document is intended to help students understand America's emergence as a global power in this time period.
The document outlines a lesson plan on the global issue of poverty. It includes sections for geography terms, defining poverty, and 5 case studies examining poverty in different areas of the world. For each case study, students are prompted to discuss the current poverty situation, timeline, affected populations, and importance of addressing the issue. Online resources are also to be provided for further research.
This document provides a framework for discussing the global issue of disease. It includes sections for listing relevant geography terms, defining the overall issue, and presenting 5 case studies about specific diseases in different parts of the world. Each case study asks the reader to address the current situation, timeline, affected populations, and importance of the issue. Online resources are also to be included for further research.
The document provides a template for discussing the global issue of human rights. It includes sections for listing relevant geography terms, defining the issue, and presenting 5 case studies analyzing specific human rights concerns in different parts of the world. Each case study asks the reader to address the current situation, timeline, affected populations, and importance of the issue. Online resources are also to be included for each case study.
This document provides a framework for discussing the global issue of conflict. It includes sections for listing relevant geography terms, defining the issue, and presenting 5 case studies of specific conflict situations around the world. Each case study asks the reader to address the current situation, timeline, affected populations, and importance of the conflict. Online resources are also to be included for each case study.
The document outlines a global issue project on the environment. It includes instructions to list relevant geography terms, define the overall issue, and provide 5 case studies analyzing specific environmental concerns in different places. Each case study should address the current situation, timeline, affected populations, and importance of the issue. Online resources are to be cited for additional information.
The document provides instructions for a school project where students must create a metaphor comparing the modern Middle East to something else. They must choose a metaphor like "a garden" or "a building" and illustrate it on a poster board with labels explaining the comparison. The poster must include labels comparing elements of the overview of the Middle East, state formation in the region, and the Arab-Israeli conflict to parts of the metaphorical image. It must also include a 5-7 sentence summary statement explaining the metaphor.
This document provides an overview of the rise of mass democracy in the United States between 1824 and 1840. It outlines key events such as Andrew Jackson's election in 1828, which marked a triumph of the new democracy, and his implementation of policies like Indian removal and battles over the Bank of the United States. The document also mentions the Nullification Crisis over tariffs, the Trail of Tears, the Panic of 1837 during Martin Van Buren's presidency, and the development of the two-party system with Democrats and Whigs promoting different visions of liberty and equality. It concludes with learning targets and discussion questions about Jackson's legacy and the weaknesses of the economic policies pursued during this period.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.