The First World War had a major impact on civilians in Britain. The government took control over many aspects of life, including food production and rationing due to losses from German attacks on shipping. Over 2.5 million men volunteered for the army in the first years of the war, but conscription was later introduced in 1916 due to the high casualty rate. Women contributed significantly to the war effort through work in hospitals near the front, in farms, factories, and recruiting more men to enlist. Propaganda was used to generate patriotic support among the public.
LEAGUE OF NATIONS: THE MANCHURIAN CRISIS.
The Manchurian Crisis 1931-1933 followed the Mukden Incident in which Japanese rail tracks were destroyed in an explosion. The issue was investigated by the League of Nations which found Japan to be at fault. The Japanese ignored the League of Nations and left the organisation.
LEAGUE OF NATIONS: THE MANCHURIAN CRISIS.
The Manchurian Crisis 1931-1933 followed the Mukden Incident in which Japanese rail tracks were destroyed in an explosion. The issue was investigated by the League of Nations which found Japan to be at fault. The Japanese ignored the League of Nations and left the organisation.
Chapter 2a: The Rise of Stalin (Lesson 1 of 2)
In this lesson, you will learn about the Russian Revolutions of 1917 and how they set the stage for Stalin's rise to power. We will get through a few key names and terms, such as the 'Bolsheviks', 'Communism' and 'Lenin'. You will also see a guest appearance by Les Miserables (which, I repeat, has absolutely no historical relevance to the rise of Stalin).
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
FLASH REVISE CARDS - THE DISARMAMENT COMMISSION OF THE LEAGUE OF NATIONSGeorge Dumitrache
FLASH REVISE CARDS - THE DISARMAMENT COMMISSION OF THE LEAGUE OF NATIONS,
To join the League of Nations, countries first had to commit to a policy of disarmament.
This meant that each nation had to take steps to reduce their arms buildup including soldiers and weapons. Those who signed the Treaty of Versailles also agreed to these terms as well.
To aid the process of disarmament the League of Nations held a disarmament conference in Geneva, Switzerland.
The Disarmament Conference sought to reduce a nations stockpiles of offensive weapons and ensure the independence of many countries. However, countries felt that the rate of disarmament was poor and many countries were not disarming fairly or at an even rate. This particularly annoyed Germany and Hitler who withdrew Germany from the conference in 1934.
This covers all of how America got into World War One through how we helped end the war in Europe. It also at the end discusses the treaty of Versailles.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
Chapter 2a: The Rise of Stalin (Lesson 1 of 2)
In this lesson, you will learn about the Russian Revolutions of 1917 and how they set the stage for Stalin's rise to power. We will get through a few key names and terms, such as the 'Bolsheviks', 'Communism' and 'Lenin'. You will also see a guest appearance by Les Miserables (which, I repeat, has absolutely no historical relevance to the rise of Stalin).
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
FLASH REVISE CARDS - THE DISARMAMENT COMMISSION OF THE LEAGUE OF NATIONSGeorge Dumitrache
FLASH REVISE CARDS - THE DISARMAMENT COMMISSION OF THE LEAGUE OF NATIONS,
To join the League of Nations, countries first had to commit to a policy of disarmament.
This meant that each nation had to take steps to reduce their arms buildup including soldiers and weapons. Those who signed the Treaty of Versailles also agreed to these terms as well.
To aid the process of disarmament the League of Nations held a disarmament conference in Geneva, Switzerland.
The Disarmament Conference sought to reduce a nations stockpiles of offensive weapons and ensure the independence of many countries. However, countries felt that the rate of disarmament was poor and many countries were not disarming fairly or at an even rate. This particularly annoyed Germany and Hitler who withdrew Germany from the conference in 1934.
This covers all of how America got into World War One through how we helped end the war in Europe. It also at the end discusses the treaty of Versailles.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
Cold war ocr gcse history revision mindmapsDave Wallbanks
Mind maps for GCSE History students following the OCR Modern World History course.
These cover the start of the Cold war, Cuban Missile Crisis and War in Vietnam
Life and death as a soldier in the First World WarDave Wallbanks
This was produced by Liz Bregazzi at Durham Records Office for a project we were running on life for soldiers on the Western Front in World War One. It's a selection of artefacts from the archives' huge range and would be ideal for teachers looking for interesting sources to use with their class. This project also led to a great website for students and a range of resources for teachers which is well worth visiting here
http://www.durhamrecordoffice.org.uk/Pages/WorldWarOneintroduction.aspx
Aqa international relations gcse history revision mindmapsDave Wallbanks
AQA Modern World History Course Paper1 topics 1,2 & 3
Causes of World War One
The Treaty of Versailles & End of World War One
Causes of the Second World War
This was produced by a fabulous student called Joe B who I was lucky to have taught GCSE History. As part of the class's work he was asked to produced an explanation of how propaganda was used by the Nazis to control the German people and this is his finished work
An amazing piece of work on the growth of the peace movement in USA at the time of the Vietnam War. This was produced by Abigayle B, an outstanding student at Philips High School, Whitefield.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How were civilians affected by the First World War?
1. How were civilians affected by
the war?
Aims of the lesson:
•To consider why and how food was
rationed during the war.
•To consider the impact of propaganda.
2. The First World War was a total war, which meant
that the entire population was involved and affected
– not just the front-line troops. The government
took control of many aspects of life which would
never have happened in peacetime.
3. Recruitment
Between August 1914 and March 1916,
2.5 million men volunteered for the British
army. The recruitment campaign launched
by the government in 1914 worked far
better than was predicted. Around
750,000 men joined up during the first few
weeks of the campaign alone. Sometimes,
whole groups of friends from one area
joined up together as a ‘pals’ battalion’.
However, despite the steady flow of
volunteers, there was a high casualty rate
at the front, so more troops were needed.
By late 1915, the British government was
considering conscription (compulsory
military service).
4.
5. This was highly controversial and a debate
raged through the winter of 1915-16. the
original proposal was for only unmarried
men to be conscripted. However, by May
1916 the needs of war and unrest in Ireland
meant that the government was given the
power to conscript all men aged 18-41
under the Military Services Act. According
to the Act:
• Only men involved in ‘reserved
occupations’, such as munitions work or
mining, were exempt from military
service.
Conscientious objectors (often known as
‘conchies’) had to appear before local
tribunals to explain why they refused to
fight. (Most conchies joined up to do war
work in the medical or support services.
About 1500 conchies went to prison until
the end of the war.)
6. Government control – DORA
In August 1914 the government passed the Defence of the Realm Act,
usually known as DORA. The Act gave the government wide-ranging
powers over the media, food production, industry and many other
areas.
• The government took over the coal mines. Miners were not
conscripted into the army and the government fixed profits and
wages.
• Similar action was taken with the railways and with shipping.
Early in 1915 it was clear that private enterprise was unable to supply
the munitions the army needed. David Lloyd George became Minister
of Munitions. He reorganised production and set up new state-run
factories. By the end of the war the government controlled about
20.000 factories.
7. Food and rationing
• DORA also allowed the government to take control
of food supplies. Britain did not suffer serious
shortages before 1916, but food prices did rise
dramatically (about 60 per cent). However, when
the German U-boats began to attack shipping on a
large scale the situation became serious.
• The government tried to increase food production
by bringing all available land into production (3
million extra acres of land by 1918). There were
also women workers in the Women’s Land Army to
help harvest the crops.
• However, this was not enough. Voluntary rationing
schemes in 1916 and 1917 did not work so the
government introduced compulsory rationing in
1918.
• Sugar, meat, butter, jam and margarine were all
rationed. As a general rule, most people supported
rationing because it was fair and kept prices under
control.
• There was a black market in goods, but penalties
under DORA were very severe.
8. Civilian casualties
Civilian casualties were very light in
Britain compared to the military
casualties. Nevertheless, about 1500
civilians were killed by enemy actions:
• In December 1914 German
warships shelled towns in north-
east England.
• In January 1915 giant Zeppelin
airships began bombing raids on
England. They made a total of 57
raids.
• In March 1917 German Gotha
bombers began the first of 27 raids
on British towns.
9. Propaganda
DORA allowed the government to control
newspapers and other media during the war.
There was censorship, particularly of the
national press. The pacifist newspaper the
Tribunal was shut down and the Socialist paper
the Daily Herald was closely monitored.
However, the general impression of historians it
that British people and publishers largely
supported the war effort.
10.
11.
12.
13. • After the war, twelve newspaper owners were given
knighthoods for their wartime services. Circulation of
patriotic newspapers such as the Daily Express went up
dramatically during the war.
• Leading authors – Rudyard Kipling, Thomas Hardy and H.G.
Wells – all produced patriotic material for no fee. These
were bought in their thousands.
• Propaganda was aimed directly at children through books,
games and toys. This seems to have been the most
effective type.
• Patriotic films such as For the Empire and The Battle of the
Somme reached huge audiences at the cinema (possibly 20
million for The Battle of the Somme). These films were not
produced by the government by they were distributed by
the War Department. It is also worth noting that The Battle
of the Somme was a more realistic view of warfare
compared to some of the earlier films made during the war,
even though many of the scenes were faked.
14.
15. How did women contribute to the
war effort?
When Britain went to war in August 1914,
women seemed no nearer getting the vote.
Despite this, the women’s movements threw
themselves behind the war effort. Of course,
even more women who were not part of the
suffrage movement also threw themselves into
the war effort.
16. Women on the front line
Women did not fight in the trenches but
they were close to the front-line action.
• The British army soon copied the French
system of hospital units in France and
Belgium staffed mainly by female nurses.
• Thousands of women worked for
voluntary organisations. In France and
Belgium, the Salvation Army provided
soup kitchens, many of which were run
by women, for convalescing soldiers and
front-line troops as well.
• The Women’s Auxiliary Army Corps
(WAAC) was formed in 1918. These
women worked mainly as drivers,
secretaries and officials on the Western
Front.
17. Women and recruitment
• Women members of the
Active Service League
encouraged young men
to enlist.
• The Mothers’ Union
published posters
criticising mothers who
stopped their sons
joining up.
18. Women and war work
• Government departments took on
200,000 women during the war.
• There was a bit more resistance to
women workers in industry. Trade
unions feared women would work for
less and wages for make workers
would drop. However, by the end of
the war hundreds of thousands of
women were working in industry. For
example, 800,000 women worked in
engineering by the end of the war.
• Around 260,000 women worked on
Britain’s farms in the Women’s Land
Army helping farmers to produce as
much food as possible.
• Women even kept some of the works
football teams going during the war!
19. Women and munitions
The best known work done by
women was in the munitions
factories. Thousands of women
worked in private and
government-owned munitions
factories. On the one hand,
munitions work gave women
status and money. On the other
hand, it was dangerous work
because of the chance of
explosions and also adverse
health effects of dangerous
chemicals in the munitions.