03. SOVIET CONTROL OF EASTERN EUROPE: Country by country takeoverGeorge Dumitrache
In Western Europe, the term Eastern Bloc generally referred to the USSR and Central and Eastern European countries in the Comecon (East Germany, Poland, Czechoslovakia, Hungary, Romania, Bulgaria, and Albania). In Asia, the Soviet Bloc comprised Mongolia, Vietnam, Laos, Kampuchea, North Korea and China.
03. SOVIET CONTROL OF EASTERN EUROPE: Country by country takeoverGeorge Dumitrache
In Western Europe, the term Eastern Bloc generally referred to the USSR and Central and Eastern European countries in the Comecon (East Germany, Poland, Czechoslovakia, Hungary, Romania, Bulgaria, and Albania). In Asia, the Soviet Bloc comprised Mongolia, Vietnam, Laos, Kampuchea, North Korea and China.
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
A powerpoint lesson about the Road to WWI, designed for history students. Perfect for those at the high school level and a good introduction to some of the factors that led to the first world war.
In the late nineteenth century, the politics and culture of the Boer Republics clashed with the modernizing movement of the Uitlanders on the quickly rising Reef.
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
A powerpoint lesson about the Road to WWI, designed for history students. Perfect for those at the high school level and a good introduction to some of the factors that led to the first world war.
In the late nineteenth century, the politics and culture of the Boer Republics clashed with the modernizing movement of the Uitlanders on the quickly rising Reef.
Community economie, ontwikkelingen in de HR markt, veranderingen in HR instrumenten, 10 principles of community economy, nieuwe structuren: profile -> connect -> collaborate, Wikinomics, e-Portfolio, open innovatie,
community software.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
3. Learning Objective: To understand the key events in Sassoon’s
‘Suicide in the Trenches’.
To know what life
in the trenches was
like during WW1.
To analyse the key
events in Sassoon’s
poem.
To predict the
content of
Sassoon’s poem.
Steps to Success
4. To know what life in the trenches
was like during WW1.
Step to Success
LO: To understand the key
events in Sassoon’s ‘Suicide in
the Trenches’.
Activity
Using your own
knowledge and what
you have learnt,
think about what
soldiers in the
trenches might...
SEE
HEAR
TOUCH
SMELL
FEEL
8. LO: To know what life in the trenches was like during WW1.
I can see...
•
•
•
I can hear...
•
•
•
I can touch...
•
•
•
I can feel...
•
•
•
I can smell...
•
•
•
Extension: How do you think soldiers in the trenches might have felt? Write
in full sentences e.g. They may have felt sad because they missed home.
•
•
•
9. Learning Objective: To understand the key events in Sassoon’s
‘Suicide in the Trenches’.
To know what life
in the trenches was
like during WW1.
To analyse the key
events in Sassoon’s
poem.
To predict the
content of
Sassoon’s poem.
Steps to Success
10. To predict the content of Sassoon’s
poem.
Step to Success
LO: To understand the key
events in Sassoon’s ‘Suicide in
the Trenches’.
Activity
Listen carefully to the
information about
Siegfried Sassoon’s life.
Use this information, as
well as your knowledge of
life in the trenches, to
predict what might
happen in Sassoon’s
poem.
Think about words you
might expect to see.
11. Siegfried Sassoon
• He joined the army when war was declared in
1914.
• In November 1915, his younger brother was
killed in battle.
• He became horrified by the realities of the
war. This horror was reflected in his poetry.
• Another friend – David Thomas – died in 1917,
leaving Sassoon devastated.
• He eventually left the army, refusing to fight
on, and was admitted to hospital for shell
shock.
12. LO: To predict the content of Sassoon’s poem.
Siegfried Sassoon’s poem was called ‘SUICIDE IN THE TRENCHES’.
Predict what might happen
in Sassoon’s poem:
I think that...
I think this because...
Words I
might see in
the poem
are...
13. Learning Objective: To understand the key events in Sassoon’s
‘Suicide in the Trenches’.
To know what life
in the trenches was
like during WW1.
To analyse the key
events in Sassoon’s
poem.
To predict the
content of
Sassoon’s poem.
Steps to Success
14. To analyse the key events in
Sassoon’s poem.
Step to Success
LO: To understand the key
events in Sassoon’s ‘Suicide in
the Trenches’.
Activity
Answer the questions about
each stanza of Sassoon’s
poem.
Success criteria:
• You have made a clear
point e.g. (I think that...)
• You have backed it up with
evidence from the poem.
• You have linked your
answer to your own
knowledge of WW1.
16. Siegfried Sassoon: Suicide In The Trenches
I knew a simple soldier boy
Who grinned at life in empty joy,
Slept soundly through the lonesome dark,
And whistled early with the lark.
In winter trenches, cowed and glum,
With crumps and lice and lack of rum,
He put a bullet through his brain.
No one spoke of him again.
You smug-faced crowds with kindling eye
Who cheer when soldier lads march by,
Sneak home and pray you'll never know
The hell where youth and laughter go.
(1) lark = bird (2) cowed = scared (3) kindling = burning, alight
17. LO: To analyse the key events in Sassoon’s poem.
Stanza Analysis Mark
I knew a simple soldier boy
Who grinned at life in empty joy,
Slept soundly through the lonesome dark,
And whistled early with the lark.
Q: How is the soldier feeling in this stanza? How do you know?
A:
In winter trenches, cowed and glum,
With crumps and lice and lack of rum,
He put a bullet through his brain.
No one spoke of him again.
Q: What happens to the soldier? Why does this happen?
A:
You smug-faced crowds with kindling eye
Who cheer when soldier lads march by,
Sneak home and pray you'll never know
The hell where youth and laughter go.
Extension Q: What does the poet think of the crowds?
A:
18. Learning Objective: To understand the key events in Sassoon’s
‘Suicide in the Trenches’.
To know what life
in the trenches was
like during WW1.
To analyse the key
events in Sassoon’s
poem.
To predict the
content of
Sassoon’s poem.
Steps to Success
19. Plenary
Success criteria:
• You have made a clear point (1 mark)
• You have backed it up with evidence
from the poem. (2 marks)
• You have linked your answer to your
own knowledge of WW1. (3 marks)
Self-assess your work. Give yourself a mark for each question.