This document provides instructions and sources for a GCSE history exam on Modern World History. It covers 10 topics relating to the 20th century, including Russia from 1914-1924, Weimar Germany, the USA in the 1920s, Stalin's USSR, Hitler's Germany, the Great Depression and New Deal, race relations in the USA from 1955-1968, the USA in Vietnam, Northern Ireland from 1960-1986, and the Middle East from 1956-1979. Students must choose 3 topics, answering all questions for each. The exam is 1 hour and 45 minutes with a maximum score of 60 marks.
The document discusses reasons for the US loss in the Vietnam War over multiple factors:
1) The US military faced difficulties in Vietnam due to unsuccessful tactics against guerilla warfare and losing the support of the American public through events broadcast on TV.
2) North Vietnam had strengths including experienced soldiers, knowledge of the terrain, support of locals, and aid from allies which countered US technology and strategy.
3) Factors that may have weakened the analysis include the usefulness of helicopters for the US and outdated Soviet weapons systems aiding North Vietnam. The document provides background on the war and guides analyzing reasons for the US loss through military, political, and social factors.
The document provides an overview of a history lesson on the reasons for the US loss in the Vietnam War. It outlines five key factors that could have contributed to the US defeat: 1) difficulties faced by the US military, 2) strengths of the North Vietnamese, 3) weaknesses of the South Vietnamese, 4) changing public opinion in the USA, and 5) international isolation of the USA. The document guides students on how to structure a response, including providing an introduction with background on the war and factors, and a conclusion evaluating the most important reason for the US loss. It also includes examples of body paragraphs addressing each factor and prompts for evidence and analysis.
One reason for the end of the Cold War was the failure of communism in Eastern Europe. Protests and demonstrations in countries like Poland and East Germany undermined Soviet control over the satellite states. When Soviet leaders refused to use military force to crush the unrest, it marked the beginning of the end for communist rule in Eastern Europe and removed a key ideological difference between East and West that had defined the Cold War. This development put pressure on Soviet leaders to allow more freedom and democracy and ultimately led to the demise of the Soviet Union itself.
The document provides background information on the Cuban Missile Crisis of 1962 for a history lesson. It explains the key factors that led to the crisis, including Castro's victory in Cuba, US foreign policy, Khrushchev's domestic political problems in the USSR, his view of underestimating President Kennedy, and the ongoing arms race between the US and USSR. Students are instructed to write a 20-mark essay identifying and explaining the most important factor that caused the crisis, with evidence from these five listed factors. The document provides guidance on introducing background, identifying factors, making an argument, writing practice paragraphs on individual factors, evaluating arguments, and concluding the essay.
The document is a quiz about war and peace topics across history. It is divided into 5 categories: War & Peace till 1900, Two World Wars, World in War & Peace now, and two open categories. Each category contains 9 multiple choice questions on related people, events, places and organizations. The questions cover a wide range of conflicts and peace efforts throughout time.
This document provides instructions for a GCSE History exam on international relations from 1919-2005. It outlines the format of the exam, which includes two parts. Part 1 focuses on aspects of international relations between 1919-1939, 1945-1975, or 1948-2005. Students must choose one section and answer two questions from it. Part 2 is a depth study on the USA from 1919-1941, where students must answer two questions. The document provides sample questions and sources to use for some questions. It instructs students on time allocation, writing requirements, and materials allowed.
The document discusses Hitler and his rise to power in Germany in the 1920s and 1930s. It provides background on factors that contributed to his popularity such as the harsh Treaty of Versailles, high unemployment, and his book Mein Kampf. It also describes how he prepared for war through remilitarization, annexation of territories, and alliances in a systematic rather than opportunistic way, showing he had long term aims and not just responding to events.
This document is an exam paper for a GCSE history exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The paper contains multiple choice and short answer questions requiring knowledge of events, treaties, organizations and leaders during these time periods. It provides instructions to candidates on how to fill out the answer booklet and allocates approximately 2 hours to complete the exam.
The document discusses reasons for the US loss in the Vietnam War over multiple factors:
1) The US military faced difficulties in Vietnam due to unsuccessful tactics against guerilla warfare and losing the support of the American public through events broadcast on TV.
2) North Vietnam had strengths including experienced soldiers, knowledge of the terrain, support of locals, and aid from allies which countered US technology and strategy.
3) Factors that may have weakened the analysis include the usefulness of helicopters for the US and outdated Soviet weapons systems aiding North Vietnam. The document provides background on the war and guides analyzing reasons for the US loss through military, political, and social factors.
The document provides an overview of a history lesson on the reasons for the US loss in the Vietnam War. It outlines five key factors that could have contributed to the US defeat: 1) difficulties faced by the US military, 2) strengths of the North Vietnamese, 3) weaknesses of the South Vietnamese, 4) changing public opinion in the USA, and 5) international isolation of the USA. The document guides students on how to structure a response, including providing an introduction with background on the war and factors, and a conclusion evaluating the most important reason for the US loss. It also includes examples of body paragraphs addressing each factor and prompts for evidence and analysis.
One reason for the end of the Cold War was the failure of communism in Eastern Europe. Protests and demonstrations in countries like Poland and East Germany undermined Soviet control over the satellite states. When Soviet leaders refused to use military force to crush the unrest, it marked the beginning of the end for communist rule in Eastern Europe and removed a key ideological difference between East and West that had defined the Cold War. This development put pressure on Soviet leaders to allow more freedom and democracy and ultimately led to the demise of the Soviet Union itself.
The document provides background information on the Cuban Missile Crisis of 1962 for a history lesson. It explains the key factors that led to the crisis, including Castro's victory in Cuba, US foreign policy, Khrushchev's domestic political problems in the USSR, his view of underestimating President Kennedy, and the ongoing arms race between the US and USSR. Students are instructed to write a 20-mark essay identifying and explaining the most important factor that caused the crisis, with evidence from these five listed factors. The document provides guidance on introducing background, identifying factors, making an argument, writing practice paragraphs on individual factors, evaluating arguments, and concluding the essay.
The document is a quiz about war and peace topics across history. It is divided into 5 categories: War & Peace till 1900, Two World Wars, World in War & Peace now, and two open categories. Each category contains 9 multiple choice questions on related people, events, places and organizations. The questions cover a wide range of conflicts and peace efforts throughout time.
This document provides instructions for a GCSE History exam on international relations from 1919-2005. It outlines the format of the exam, which includes two parts. Part 1 focuses on aspects of international relations between 1919-1939, 1945-1975, or 1948-2005. Students must choose one section and answer two questions from it. Part 2 is a depth study on the USA from 1919-1941, where students must answer two questions. The document provides sample questions and sources to use for some questions. It instructs students on time allocation, writing requirements, and materials allowed.
The document discusses Hitler and his rise to power in Germany in the 1920s and 1930s. It provides background on factors that contributed to his popularity such as the harsh Treaty of Versailles, high unemployment, and his book Mein Kampf. It also describes how he prepared for war through remilitarization, annexation of territories, and alliances in a systematic rather than opportunistic way, showing he had long term aims and not just responding to events.
This document is an exam paper for a GCSE history exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The paper contains multiple choice and short answer questions requiring knowledge of events, treaties, organizations and leaders during these time periods. It provides instructions to candidates on how to fill out the answer booklet and allocates approximately 2 hours to complete the exam.
The document is an examination paper from Canberra Secondary School in 2010 assessing students' knowledge of 20th century world history from 1910-1991. It consists of two sections - Section A requires students to answer source-based questions about Stalin's rule in the Soviet Union. Section B requires answering one structured essay question about establishing peace after World War 1, causes of World War 2, or the Cold War and collapse of the USSR. The sources provided include a French propaganda poster of Stalin, an account of a Communist Party meeting under Stalin, and Stalin announcing the results of the First Five-Year Plan.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
This document provides instructions for a GCSE history exam on international relations from 1919 to 2005. It outlines the format of the exam, which includes two parts. Part 1 focuses on aspects of international relations between 1919-1939, 1945-1975, or 1948-2005. Students must answer one question that requires using a provided source document and one other question. Part 2 is a depth study on the USA from 1919-1941 and requires answering one source-based question and one other. The document provides sample source-based and non-source questions for students to answer on the exam.
· 0 out of 1 pointsWhich of these aggressive acts of pol.docxgerardkortney
The document appears to be a set of multiple choice questions about events and decisions related to World War II in Europe and the United States' involvement. It includes questions about Hitler's early aggressive acts in Europe, Stalin's views on the postwar peace, the Battle of Midway, the Hitler-Stalin nonaggression pact dividing Poland, factors contributing to the start of WWII, Roosevelt's executive order banning discrimination in defense industries, Churchill becoming prime minister of Britain, and events at the Potsdam Conference.
The document provides background information on the beginnings of the Cold War between 1945-1949. It discusses the breakdown of the wartime alliance between the US and USSR, with the USSR gaining control over Eastern Europe and the US responding. Students are asked to consider who was more to blame for the outbreak of the Cold War - the US or the USSR. Primary sources from the Yalta Conference suggest tensions and disagreements between Roosevelt, Stalin and Churchill behind their public displays of unity.
The document provides revision material for a history exam focusing on three time periods:
1) International relations before 1939, including the Treaty of Versailles and rise of Hitler.
2) International relations after 1945, including the Cold War.
3) The Weimar Republic and Nazi Germany.
The revision material outlines sample exam questions, recommended timing, and topics that could be covered in different exam sections. It provides guidance on answering different types of exam questions and using sources.
This document outlines the origins of World War 2 and President Franklin D. Roosevelt's response to the escalating crisis in Europe and Asia between 1936-1940. It provides context and prompts for students to take on the role of FDR in responding to reporters' questions and drafting 30-second segments of his "Fireside Chat" radio addresses regarding how the US should respond to aggression by Germany, Italy and Japan. The document guides students through FDR's evolving foreign policy as the threat of war intensified year by year on the road to America's eventual entry into World War 2.
This document provides instructions and questions for a GCSE history exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam is divided into two parts - Part 1 covers aspects of international relations with three time periods to choose from and Part 2 focuses on the depth study of the USA. For each part, students must answer an initial source-based question and then one additional essay question from their chosen time period or depth study section. The document provides sources and questions for students to respond to for the exam.
The document provides an overview of the history and techniques of propaganda. It discusses how propaganda was used during World Wars I and II to influence public opinion and recruit soldiers. It also outlines 11 common techniques of propaganda such as glittering generalities, name calling, and testimonials. Finally, it profiles some famous propagandists such as Dmitri Moor, James Flagg, and Shepard Fairey and analyzes some iconic propaganda posters from the 20th century.
This document provides context about World War 2 and efforts by Allied nations to rally support for the war effort. It discusses FDR's 1941 "Four Freedoms" speech promoting democracy. The speech inspired Norman Rockwell's famous paintings of the four freedoms. It also details how Hollywood movies like "Casablanca" and popular artists like N.C. Wyeth who created recruitment posters aimed to influence hearts and minds. Comic books depicted Axis powers as evil to inspire youth. The document examines various cultural influences that shaped public opinion in favor of Allied involvement in World War 2.
The document contains an exam paper for a Higher History qualification in Scotland from 2007. The paper includes three options (A, B, C) on different time periods of history. Each option contains two sections - one on Scottish and British history, and one on European and world history. Within each section are multiple choice questions testing knowledge of the time period. The exam tests both breadth of understanding across a time period as well as depth through targeted questions. It provides context and questions to assess understanding of medieval, early modern and later modern history.
nhhs sec 2 Common test preparation papersguesta59df6
This document is an exam paper for a history test on twentieth century world history from 1910-1991. It contains 5 sources related to the start of World War II and Germany's foreign policy in the 1930s. Students are asked a series of questions requiring them to analyze, compare and evaluate the sources, and use them to assess how responsible Germany was for starting WWII. The exam paper also contains two multi-part essay questions about establishing peace after WWI and the rise of authoritarian regimes.
Trabajo para Orientación de diciembre 2014 HISTORY S1lennyambrosini
This document contains three sections with history exam questions for Professor Ambrosini's class. The first section asks students to define key words related to World War 1 and answer questions about the causes of WWI and the plans and concerns of countries involved. The second section contains crossword and essay questions about the Treaty of Versailles and League of Nations. The third section includes a crossword and short answer questions about post-WWI America, along with an essay question about intolerance in American society in the 1920s. Students are to prepare definitions, timelines, short answers and essays analyzing events leading up to and following World War 1.
The document discusses social changes in Germany under the Nazi regime from 1933-1945. It describes how the Nazi government exerted control over young people through the Hitler Youth and League of German Maidens organizations. It also discusses how the Nazis promoted a traditional role for women as mothers and homemakers to increase the birth rate of the "Aryan race." Opposition to the Nazis came from some young people, churches, and military officers.
The Cold War began in the late 1940s and lasted until 1991. By 1946, the wartime allies of the United States and Soviet Union had become hostile towards each other due to growing distrust. A propaganda war developed as each side denounced the other's policies. The term "Cold War" was coined to describe the tense relationship and threat of war between the two superpowers despite the lack of direct military conflict.
The document discusses a lesson where students watched a video about mining and its impacts. They were asked questions to reflect on the damage to land and harm to people. Students then had to give their opinion on how the problem was solved and propose alternative solutions. The lesson aims to develop problem solving, decision making, critical thinking skills, and caring for the environment.
The document discusses a lesson where students watched a video about mining and its impacts. They were asked questions to reflect on the damage to land and harm to people. Students then had to give their opinion on how the problem was solved and propose alternative solutions. The lesson aims to develop problem solving, decision making, critical thinking skills, and caring for the environment.
The document provides a performance assessment for students to analyze primary sources related to civil rights during World War II. It includes background information on key figures like A. Philip Randolph and Walter White. Students are asked to read and analyze letters, notes, and executive orders from 1940-1941 between civil rights leaders and President Roosevelt. They are to determine the central messages and compare how Roosevelt's responses changed over time, leading to the issuance of Executive Order 8802 prohibiting discrimination in defense industries. The assessment examines what civil rights leaders demanded from Roosevelt and how sustained pressure was necessary to create positive change.
This document is an exam paper for a GCSE history exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - the first part contains three sections (A, B, C) on different time periods of international relations where students must choose one section and answer two questions. The second part focuses on the USA depth study where students must answer two questions. The document provides the exam instructions, outlines the different sections and questions, and provides various sources for the questions that require source analysis.
The document discusses a political cartoon drawn in 1935 by David Low commenting on Mussolini's invasion of Abyssinia (Ethiopia). It provides context for the cartoon, noting that Mussolini invaded claiming he would bring them "civilization." Students are asked to explain what is depicted in the cartoon and its message regarding the invasion.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The document is an examination paper from Canberra Secondary School in 2010 assessing students' knowledge of 20th century world history from 1910-1991. It consists of two sections - Section A requires students to answer source-based questions about Stalin's rule in the Soviet Union. Section B requires answering one structured essay question about establishing peace after World War 1, causes of World War 2, or the Cold War and collapse of the USSR. The sources provided include a French propaganda poster of Stalin, an account of a Communist Party meeting under Stalin, and Stalin announcing the results of the First Five-Year Plan.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
This document provides instructions for a GCSE history exam on international relations from 1919 to 2005. It outlines the format of the exam, which includes two parts. Part 1 focuses on aspects of international relations between 1919-1939, 1945-1975, or 1948-2005. Students must answer one question that requires using a provided source document and one other question. Part 2 is a depth study on the USA from 1919-1941 and requires answering one source-based question and one other. The document provides sample source-based and non-source questions for students to answer on the exam.
· 0 out of 1 pointsWhich of these aggressive acts of pol.docxgerardkortney
The document appears to be a set of multiple choice questions about events and decisions related to World War II in Europe and the United States' involvement. It includes questions about Hitler's early aggressive acts in Europe, Stalin's views on the postwar peace, the Battle of Midway, the Hitler-Stalin nonaggression pact dividing Poland, factors contributing to the start of WWII, Roosevelt's executive order banning discrimination in defense industries, Churchill becoming prime minister of Britain, and events at the Potsdam Conference.
The document provides background information on the beginnings of the Cold War between 1945-1949. It discusses the breakdown of the wartime alliance between the US and USSR, with the USSR gaining control over Eastern Europe and the US responding. Students are asked to consider who was more to blame for the outbreak of the Cold War - the US or the USSR. Primary sources from the Yalta Conference suggest tensions and disagreements between Roosevelt, Stalin and Churchill behind their public displays of unity.
The document provides revision material for a history exam focusing on three time periods:
1) International relations before 1939, including the Treaty of Versailles and rise of Hitler.
2) International relations after 1945, including the Cold War.
3) The Weimar Republic and Nazi Germany.
The revision material outlines sample exam questions, recommended timing, and topics that could be covered in different exam sections. It provides guidance on answering different types of exam questions and using sources.
This document outlines the origins of World War 2 and President Franklin D. Roosevelt's response to the escalating crisis in Europe and Asia between 1936-1940. It provides context and prompts for students to take on the role of FDR in responding to reporters' questions and drafting 30-second segments of his "Fireside Chat" radio addresses regarding how the US should respond to aggression by Germany, Italy and Japan. The document guides students through FDR's evolving foreign policy as the threat of war intensified year by year on the road to America's eventual entry into World War 2.
This document provides instructions and questions for a GCSE history exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam is divided into two parts - Part 1 covers aspects of international relations with three time periods to choose from and Part 2 focuses on the depth study of the USA. For each part, students must answer an initial source-based question and then one additional essay question from their chosen time period or depth study section. The document provides sources and questions for students to respond to for the exam.
The document provides an overview of the history and techniques of propaganda. It discusses how propaganda was used during World Wars I and II to influence public opinion and recruit soldiers. It also outlines 11 common techniques of propaganda such as glittering generalities, name calling, and testimonials. Finally, it profiles some famous propagandists such as Dmitri Moor, James Flagg, and Shepard Fairey and analyzes some iconic propaganda posters from the 20th century.
This document provides context about World War 2 and efforts by Allied nations to rally support for the war effort. It discusses FDR's 1941 "Four Freedoms" speech promoting democracy. The speech inspired Norman Rockwell's famous paintings of the four freedoms. It also details how Hollywood movies like "Casablanca" and popular artists like N.C. Wyeth who created recruitment posters aimed to influence hearts and minds. Comic books depicted Axis powers as evil to inspire youth. The document examines various cultural influences that shaped public opinion in favor of Allied involvement in World War 2.
The document contains an exam paper for a Higher History qualification in Scotland from 2007. The paper includes three options (A, B, C) on different time periods of history. Each option contains two sections - one on Scottish and British history, and one on European and world history. Within each section are multiple choice questions testing knowledge of the time period. The exam tests both breadth of understanding across a time period as well as depth through targeted questions. It provides context and questions to assess understanding of medieval, early modern and later modern history.
nhhs sec 2 Common test preparation papersguesta59df6
This document is an exam paper for a history test on twentieth century world history from 1910-1991. It contains 5 sources related to the start of World War II and Germany's foreign policy in the 1930s. Students are asked a series of questions requiring them to analyze, compare and evaluate the sources, and use them to assess how responsible Germany was for starting WWII. The exam paper also contains two multi-part essay questions about establishing peace after WWI and the rise of authoritarian regimes.
Trabajo para Orientación de diciembre 2014 HISTORY S1lennyambrosini
This document contains three sections with history exam questions for Professor Ambrosini's class. The first section asks students to define key words related to World War 1 and answer questions about the causes of WWI and the plans and concerns of countries involved. The second section contains crossword and essay questions about the Treaty of Versailles and League of Nations. The third section includes a crossword and short answer questions about post-WWI America, along with an essay question about intolerance in American society in the 1920s. Students are to prepare definitions, timelines, short answers and essays analyzing events leading up to and following World War 1.
The document discusses social changes in Germany under the Nazi regime from 1933-1945. It describes how the Nazi government exerted control over young people through the Hitler Youth and League of German Maidens organizations. It also discusses how the Nazis promoted a traditional role for women as mothers and homemakers to increase the birth rate of the "Aryan race." Opposition to the Nazis came from some young people, churches, and military officers.
The Cold War began in the late 1940s and lasted until 1991. By 1946, the wartime allies of the United States and Soviet Union had become hostile towards each other due to growing distrust. A propaganda war developed as each side denounced the other's policies. The term "Cold War" was coined to describe the tense relationship and threat of war between the two superpowers despite the lack of direct military conflict.
The document discusses a lesson where students watched a video about mining and its impacts. They were asked questions to reflect on the damage to land and harm to people. Students then had to give their opinion on how the problem was solved and propose alternative solutions. The lesson aims to develop problem solving, decision making, critical thinking skills, and caring for the environment.
The document discusses a lesson where students watched a video about mining and its impacts. They were asked questions to reflect on the damage to land and harm to people. Students then had to give their opinion on how the problem was solved and propose alternative solutions. The lesson aims to develop problem solving, decision making, critical thinking skills, and caring for the environment.
The document provides a performance assessment for students to analyze primary sources related to civil rights during World War II. It includes background information on key figures like A. Philip Randolph and Walter White. Students are asked to read and analyze letters, notes, and executive orders from 1940-1941 between civil rights leaders and President Roosevelt. They are to determine the central messages and compare how Roosevelt's responses changed over time, leading to the issuance of Executive Order 8802 prohibiting discrimination in defense industries. The assessment examines what civil rights leaders demanded from Roosevelt and how sustained pressure was necessary to create positive change.
This document is an exam paper for a GCSE history exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - the first part contains three sections (A, B, C) on different time periods of international relations where students must choose one section and answer two questions. The second part focuses on the USA depth study where students must answer two questions. The document provides the exam instructions, outlines the different sections and questions, and provides various sources for the questions that require source analysis.
The document discusses a political cartoon drawn in 1935 by David Low commenting on Mussolini's invasion of Abyssinia (Ethiopia). It provides context for the cartoon, noting that Mussolini invaded claiming he would bring them "civilization." Students are asked to explain what is depicted in the cartoon and its message regarding the invasion.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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
1. General Certificate of Secondary Education
June 2011
History Specification B 40452
Modern World History
Unit 2: Twentieth Century Depth Studies
Tuesday 14 June 2011 1.30pm to 3.15pm
For this paper you must have:
an AQA 12-page answer book.
Time allowed
1 hour 45 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is 40452.
Choose three topics – one from Section A and two from Section B.
Answer all of the questions on each of your chosen topics.
Do all rough work in your answer book. Cross through any work you do not want to be marked.
Information
The topics are on the following pages:
Section A
Topic 1: From Tsardom to Communism: Russia, 1914–1924 Pages 2–3
Topic 2: Weimar Germany, 1919–1929 Pages 4–5
Topic 3: The Roaring 20s: USA, 1918–1929 Pages 6–7
Section B
Topic 4: Stalin’s Dictatorship: USSR, 1924–1941 Page 8
Topic 5: Hitler’s Germany, 1929–1939 Page 9
Topic 6: Depression and the New Deal: USA, 1929–1941 Page 10
Topic 7: Race Relations in the USA, 1955–1968 Page 11
Topic 8: The USA and Vietnam, 1964–1975 Page 12
Topic 9: Britain: the challenge in Northern Ireland, 1960–1986 Page 13
Topic 10: The Middle East: 1956–1979 Page 14
The marks for questions are shown in brackets.
The maximum mark for this paper is 60.
The sources in this paper have been simplified to make them easier to understand.
You are reminded of the need for good English and clear presentation in your answers. All
questions should be answered in continuous prose. Quality of Written Communication will be
assessed in all answers.
Advice
You are advised to spend about 35 minutes on each of your chosen topics.
40452M/Jun11/40452
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Section A
Choose one topic from this section.
Answer all questions on your chosen topic.
Total for this question: 20 marks
Topic 1: From Tsardom to Communism: Russia, 1914–1924
Study Sources A and B and then answer questions 0 1 0 2 and 0 3 .
Source A Russia in 1914
5
Although they were very poor, most Russian peasants were very loyal to their
country and to the Tsar. The peasants were religious and obeyed their priests by
being patriotic and by thinking of the Tsar as a father-figure. The army was loyal
to the Tsar. Not everybody in the Russian Empire was happy, but it seemed as
though nothing would ever change.
Source B The Bolshevik seizure of power in October/November 1917
The painting, entitled The Storming of the Winter Palace, is by the Soviet artist,
Sokolov-Skalya. It was painted in Communist USSR during the 1930s.
3. Turn over
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0 1 What does Source A suggest about the power of Tsar Nicholas II over the Russian
Empire in 1914? (4 marks)
0 2 After the Bolsheviks seized power in October/November 1917, there was a civil war from
1918 to 1921.
Explain why the weaknesses of the Whites led to their failure in this civil war. (6 marks)
0 3 How useful is Source B for studying the Bolshevik seizure of power in
October/November 1917?
Use Source B and your knowledge to explain your answer. (10 marks)
If you have answered the questions on Topic 1,
turn now to page 8 for Section B
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Topic 2: Weimar Germany, 1919–1929
Study Sources C and D and then answer questions 0 4 0 5 and 0 6 .
Source C The Weimar Republic under Stresemann, 1924–1929
5
Germany in the later 1920s was more stable than it had been at any time since
1919. Support for extremist parties, such as the Communists and the National
Socialists, went down. Support for the moderate Social Democrats grew.
Germany still had problems and its economy depended heavily on US loans.
After 1927 industrial growth started to slow down and there was a depression in
farming.
Source D A German view of the terms of the Treaty of Versailles
This cartoon was published in 1919 in a German magazine.
It was called Clemenceau the Vampire and shows the French Prime Minister sucking the
blood from Germany.
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0 4 What does Source C suggest about Stresemann’s achievements in Germany in the later
1920s? (4 marks)
0 5 Explain the consequences of the Munich Putsch for Hitler and the Nazi Party in the
years 1923–1929. (6 marks)
0 6 How useful is Source D for studying Germany’s reaction to the terms of the Treaty of
Versailles?
Use Source D and your knowledge to explain your answer. (10 marks)
If you have answered the questions on Topic 2,
turn now to page 8 for Section B
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Topic 3: The Roaring 20s: USA, 1918–1929
Study Sources E and F and then answer questions 0 7 0 8 and 0 9 .
Source E The Jazz Age
Jazz was a new form of music that developed from early kinds of black music.
Jazz music appealed to young people because it was often played in bars and
clubs which sold illegal alcohol. These places were therefore seen as daring and
exciting. The jazz too seemed wild and dramatic and it soon became a craze.
Source F Al Capone on the front cover of the popular US magazine, Time, 1930
The magazine covered stories about rich and famous celebrities.
7. Turn over
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0 7 What does Source E suggest about the popularity of Jazz in the 1920s in the USA?
(4 marks)
0 8 Explain why the Stock Market boom developed in the 1920s. (6 marks)
0 9 How useful is Source F for studying American attitudes towards organised crime and
gangsters during the period of Prohibition?
Use Source F and your knowledge to explain your answer. (10 marks)
If you have answered the questions on Topic 3,
turn over for Section B
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Section B
Choose two topics from this section.
Answer both questions on your chosen topics.
Topic 4: Stalin’s Dictatorship: USSR, 1924–1941
Study Source G and then answer questions 1 0 and 1 1 .
Source G A cartoon making fun of the Show Trials in the USSR
The cartoon is from an American newspaper in the 1930s.
1 0 Use Source G and your knowledge to describe the Purges and Show Trials of the
1930s in Stalin’s USSR. (8 marks)
1 1 ‘Stalin’s Five Year Plans were a great success in the years 1928–1941.’
Do you agree? Explain your answer. (12 marks)
9. Turn over
9
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Topic 5: Hitler’s Germany, 1929–1939
Study Source H and then answer questions 1 2 and 1 3 .
Source H Nazis campaigning to stop Germans buying from Jewish shops
The message on the placards is ‘Germans! Stand up for yourselves! Don’t buy from the
Jews’.
1 2 Use Source H and your knowledge to describe Nazi policies towards the Jews in the
years 1933–1939. (8 marks)
1 3 ‘Hitler was able to establish a dictatorship because he banned other political parties.’
Do you agree? Explain your answer. (12 marks)
Turn over for the next question
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Topic 6: Depression and the New Deal: USA, 1929–1941
Study Source J and then answer questions 1 4 and 1 5 .
Source J A cartoon from 1936 showing Congress and the President telling the Supreme
Court to support Roosevelt’s New Deal
SUPREME
COURT
CONGRESS
PRESIDENT
1 4 Use Source J and your knowledge to describe criticism of, and opposition to, the
policies of the New Deal in the years 1933–1939. (8 marks)
1 5 ‘President Hoover’s failure to deal with the Depression in the years 1929–1932 made
sure that Roosevelt would be elected as President.’
Do you agree? Explain your answer. (12 marks)
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Topic 7: Race Relations in the USA, 1955–1968
Study Source K and then answer questions 1 6 and 1 7 .
Source K A Freedom Ride, 1961
The photograph shows White Americans trying to stop Freedom Riders boarding a bus.
1 6 Use Source K and your knowledge to describe the Freedom Rides and Freedom
Marches in the USA in the early 1960s. (8 marks)
1 7 ‘In the 1950s the most important victories won by Black Americans were in the area of
education.’
Do you agree? Explain your answer. (12 marks)
Turn over for the next question
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Topic 8: The USA and Vietnam, 1964–1975
Study Source L and then answer questions 1 8 and 1 9 .
Source L The last members of the US embassy staff in Saigon being air-lifted from the
embassy roof, 1975
1 8 Use Source L and your knowledge to describe the US withdrawal from Vietnam and
the fall of Saigon, 1973–1975. (8 marks)
1 9 ‘The My Lai Massacre (1968) was the main reason why American public opinion turned
against US involvement in Vietnam.’
Do you agree? Explain your answer. (12 marks)
13. Turn over
13
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Topic 9: Britain: The challenge in Northern Ireland, 1960–1986
Study Source M and then answer questions 2 0 and 2 1 .
Source M Table showing political life in Londonderry in the 1960s
Catholic (%) Protestant (%)
Population 76 24
Council members 40 60
Key jobs held in the council 6 94
Housing committee membership 0 100
2 0 Use Source M and your knowledge to describe the political and economic inequalities
that existed in Northern Ireland before the start of the Troubles. (8 marks)
2 1 ‘The IRA bombings in Britain in 1983–1984 were the main evidence that showed that
Northern Ireland was far from reaching a peaceful settlement.’
Do you agree? Explain your answer. (12 marks)
Turn over for the next question
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Topic 10: The Middle East: 1956–1979
Study Source N and then answer questions 2 2 and 2 3 .
Source N The importance of the Suez Canal for oil to reach Europe
2 2 Use Source N and your knowledge to describe the Suez Crisis of 1956. (8 marks)
2 3 ‘The Yom Kippur War (1973) showed that the Arab nations had no chance of defeating
Israel in battle.’
Do you agree? Explain your answer. (12 marks)
END OF QUESTIONS