Ib History Internal Assessment--William J. Tolleywilliamjtolley
How did colonial legacy impact the formation and challenges of post-colonial governments in Ghana and Kenya?
neo-colonialism
and Cold War
•Conflict with
neighbours
•Lack of political
experience
•Economic issues
•Social, religious
and cultural issues
Source A is partly useful as evidence of the treatment of Jews in Nazi Germany between 1933-1939. The source was written by modern historians in 2000, so it benefits from hindsight and more available evidence. However, it omits some key details, such as the impact on Jewish women and the use of propaganda posters to spread anti-Semitism. While it provides some accurate information on events like Kristallnacht and the sending of Jews to concentration camps, the source's usefulness is limited by these omissions.
This document provides an introduction to a webquest on the Cold War between 1945-1990. It outlines several major events of the Cold War including the Korean War, Vietnam War, Bay of Pigs Invasion, Cuban Missile Crisis, Berlin Wall, Berlin Airlift, and the Space/Arms Race. For each event, it lists 5 questions to guide students' research into the reasons for conflict, countries involved, outcomes, and key historical figures. Students are directed to specific online resources to find the answers to each question.
Two events from different media texts will be analyzed to demonstrate how events are represented across media. When representing events, the ideology, construction, selection, focus, and intended audience of the text must be considered. Through language, images, and other techniques, media representations construct versions of events that can influence how audiences think and feel.
The Cold War was a period of tensions between the United States and Soviet Union from 1947-1990. The two superpowers had opposing goals - the Soviet Union aimed to spread communism worldwide while the US sought to contain communism and undermine the communist bloc. This ideological battle led to proxy wars, arms races, and a constant threat of global nuclear war that dominated international politics for decades.
This document provides information about representing events in the media. It includes:
- Different levels of learning objectives around deconstructing media texts using representation techniques.
- An overview of how events could be represented through language, images, and other codes.
- Brief descriptions of the perspectives of different parts of the political spectrum in the UK.
- A list of common news values that influence what stories are reported.
- Short case studies on The Sun, The Guardian and The i newspapers outlining their ownerships, political leanings and target audiences.
If the Emperor of Japan were watching what happened to China with European imperialism in 1855:
1. His policy towards Europeans would be to adopt some of their modern ways, like technology and military, in order to strengthen Japan against potential imperialist threats.
2. He would want to avoid China's fate of being colonized by engaging in limited cooperation and trade with Europeans while maintaining Japanese independence and traditions.
3. The Emperor would likely continue to isolate Japan from unchecked European influence, as was the policy, but also begin preparing Japan's military to potentially fight off imperialist encroachment as needed.
This document provides context about the political and social themes that contributed to the success of early blockbuster films and discusses how film became more accessible starting in the 1950s. It then outlines some of the core themes of modernism in the postwar West, including reinforcement of strict roles and demonization of things like sex and socialism. The document introduces postmodernism as a response that challenged modernism by creating works with unusual structures and characters as well as criticisms of modernist ideals. The intent section explains that the document will discuss why cult films of the past were successful, focusing on how their themes aligned with cultural revolutions of the time and how they extended the postmodern art movement.
Ib History Internal Assessment--William J. Tolleywilliamjtolley
How did colonial legacy impact the formation and challenges of post-colonial governments in Ghana and Kenya?
neo-colonialism
and Cold War
•Conflict with
neighbours
•Lack of political
experience
•Economic issues
•Social, religious
and cultural issues
Source A is partly useful as evidence of the treatment of Jews in Nazi Germany between 1933-1939. The source was written by modern historians in 2000, so it benefits from hindsight and more available evidence. However, it omits some key details, such as the impact on Jewish women and the use of propaganda posters to spread anti-Semitism. While it provides some accurate information on events like Kristallnacht and the sending of Jews to concentration camps, the source's usefulness is limited by these omissions.
This document provides an introduction to a webquest on the Cold War between 1945-1990. It outlines several major events of the Cold War including the Korean War, Vietnam War, Bay of Pigs Invasion, Cuban Missile Crisis, Berlin Wall, Berlin Airlift, and the Space/Arms Race. For each event, it lists 5 questions to guide students' research into the reasons for conflict, countries involved, outcomes, and key historical figures. Students are directed to specific online resources to find the answers to each question.
Two events from different media texts will be analyzed to demonstrate how events are represented across media. When representing events, the ideology, construction, selection, focus, and intended audience of the text must be considered. Through language, images, and other techniques, media representations construct versions of events that can influence how audiences think and feel.
The Cold War was a period of tensions between the United States and Soviet Union from 1947-1990. The two superpowers had opposing goals - the Soviet Union aimed to spread communism worldwide while the US sought to contain communism and undermine the communist bloc. This ideological battle led to proxy wars, arms races, and a constant threat of global nuclear war that dominated international politics for decades.
This document provides information about representing events in the media. It includes:
- Different levels of learning objectives around deconstructing media texts using representation techniques.
- An overview of how events could be represented through language, images, and other codes.
- Brief descriptions of the perspectives of different parts of the political spectrum in the UK.
- A list of common news values that influence what stories are reported.
- Short case studies on The Sun, The Guardian and The i newspapers outlining their ownerships, political leanings and target audiences.
If the Emperor of Japan were watching what happened to China with European imperialism in 1855:
1. His policy towards Europeans would be to adopt some of their modern ways, like technology and military, in order to strengthen Japan against potential imperialist threats.
2. He would want to avoid China's fate of being colonized by engaging in limited cooperation and trade with Europeans while maintaining Japanese independence and traditions.
3. The Emperor would likely continue to isolate Japan from unchecked European influence, as was the policy, but also begin preparing Japan's military to potentially fight off imperialist encroachment as needed.
This document provides context about the political and social themes that contributed to the success of early blockbuster films and discusses how film became more accessible starting in the 1950s. It then outlines some of the core themes of modernism in the postwar West, including reinforcement of strict roles and demonization of things like sex and socialism. The document introduces postmodernism as a response that challenged modernism by creating works with unusual structures and characters as well as criticisms of modernist ideals. The intent section explains that the document will discuss why cult films of the past were successful, focusing on how their themes aligned with cultural revolutions of the time and how they extended the postmodern art movement.
2009 Contemporary History Fall Final ReviewGreg Lehr
The final exam will cover 6 units on 20th century US history through a series of questions requiring specific examples and evidence. Students must choose one question from each of the 6 units to answer on the exam. Questions will be graded on ideas and content, development, originality, and control. Example questions from Unit 1 on the Gilded Age ask students to compare "Robber Barons" to modern business and evaluate attitudes toward poverty. The exam covers topics through US entry into World War I, the 1920s, and the Great Depression.
2nd semester eq final review (spring 2010)Greg Lehr
The document provides a review of topics and essential questions for a World History final exam, organized by time period. It includes 3 questions for each of the following topics: Industrial Revolution, German Unification and Meiji Restoration, Imperialism, Anti-Colonial Rebellions, World War I, Russian Revolution, Totalitarianism, World War II, and the Middle East. Students are instructed to choose one question from each section to answer for the exam.
Here are some questions for discussion about Willa Cather's "The Novel Démeublé":
1. What does Cather mean by calling for novels that are "démeublé" or "unfurnished"? How does this relate to her critique of realist novels?
2. Cather argues that younger writers are trying to "break away from mere verisimilitude." What is verisimilitude and why does she see it as a limitation?
3. How does Cather see the relationship between modern painting and modern fiction? What can novels learn from developments in painting according to her?
4. What does Cather mean by saying writers should "interpret imaginatively the material
The document provides an overview of sociology as a discipline. It discusses the sociological imagination and how sociologists view individual acts in a broader social context. It then covers the historical development of sociology from figures like Copernicus, Galileo and the Enlightenment. Key founders of sociology discussed include Comte, Durkheim, Marx and Weber. Early sociologists aimed to establish sociology as a scientific discipline to study and explain social change, with the goal of improving society. Contemporary sociological theories introduced include functionalism, conflict theory and symbolic interactionism.
The document discusses the origins and nature of human creativity. It argues that creativity stems from evolutionary advantages conferred by play and rule-breaking behavior during childhood. Creativity also arises from the nonlinear and unpredictable nature of living beings. The document contrasts the instincts for imitation and innovation in nature and society, noting that innovation is typically met with resistance initially. It suggests that periods of great instability and change tend to correspond with peaks in human creativity.
This document summarizes the key topics covered in the final lecture of an anthropology course, including challenges facing anthropology today, the development of world anthropologies, and reflections on the field. It discusses how anthropologists have become more diverse in background and how theory has evolved from a focus on race to culture to discourse and power. It also addresses trends in American anthropology toward greater internationalization and the development of diverse national anthropological traditions.
The document discusses the emergence and characteristics of modern humans from both secular scientific and creationist perspectives. It outlines debates around definitions of terms like "human" and examines evidence from anatomy, intelligence, behavior and tool-making abilities. A key point discussed is whether modern humans appeared suddenly or gradually, and whether their origins were through an undirected evolutionary process or special creation. The document also summarizes models of human evolution and milestones in early human civilization.
This document outlines four major cultural movements in Western history:
1. The Renaissance, which began in 14th century Italy and involved a revival of classical art and literature. Major figures included Petrarch, Poggio Bracciolini, and Machiavelli.
2. The Age of Enlightenment in the 18th century, which emphasized reason and science over tradition. Major figures were Spinoza, Locke, Bayle, Newton, and Voltaire.
3. Modernism from the late 19th to mid-20th century, beginning as a reaction to rapid technological change. It influenced painting and literature through techniques like stream-of-consciousness.
4. Postmodern
Chapter 11. What is organizational behavior2. Define the fiel.docxcravennichole326
Chapter 1
1. What is organizational behavior?
2. Define the fields of psychology and sociology. How have the fields of psychology and sociology contributed to our understanding of organizational behavior?
3. What is withdrawal behavior? What are some of the forms of withdrawal behavior? What is the impact on organizations?
4. What is group cohesion? When is a group cohesive? When is a group not cohesive?
Chapter 2
1. What are the 2 major forms of workplace diversity? Define them and give at least 3 examples of each.
2. List and define 3 (of the 6) different kinds of workplace discrimination.
3. Discuss the effects of diversity within a group on group performance, both helpful and not helpful.
Chapter 3
1. What are the five major causes of job satisfaction? Discuss each of them.
2. List, compare and contrast the four ways that employees can express job dissatisfaction.
Chapter4
1. Explain how emotions and moods are different from each other. List the six basic emotions.
2. Explain the significance of emotions.
Chapter 12
1. What is leadership? How is it different from management?
2. What are the conclusions of trait theories of leadership?
3. What are the three key characteristics of charismatic leaders?
Chapter 13
1. Contrast leadership and power. What are at least 2 differences between them?
2. List and discuss the three (3) bases of formal power.
GESM 110 “Surrealism in France, Spain and Mexico”, Fall 2016
Material to be covered on the midterm:
Three short films:
La Coquille et le clergyman, Germaine Dulac, screenplay by Antonin Artaud,
1928.
Le Retour à la Raison, Man Ray, 1923.
L’Étoile de mer, Man Ray, 1928.
http://www.openculture.com/2011/07/the_seashell_and_the_clergyman_the_world
s_first_surrealist_film.html
http://www.openculture.com/2012/04/man_ray_and_the_icinema_puri_four_surrea
list_films_from_the_1920s.html
Breton, André. Manifesto of Surrealism, 1924.
Breton, André. Soluble Fish, 1924.
Nadeau, Maurice. The History of Surrealism through Part Three, p172.
Freud, Sigmund. The Interpretation of Dreams, Chapters 1 & 2, posted on Bb.
You will write two essays, choosing from 4 options. Please bring blue books to
the midterm. Plan to spend 30-35min per essay question, with 5-10min to read
over your work. Organize your essays into an introduction, body of your
argument and conclusion.
You will need to be able to define Surrealism, using your own words or quoting
from the readings. Be prepared to discuss when and where the Surrealist
movement took place, as well as the historical context. You may be asked to
incorporate information from your presentation in a reflection-type question.
(Which artist/writer did you study, why were they an important/significant part
of the movement, some specific pieces they created, and lasting effects of their
ideas/art/writing as well as the “limits” of Surrealism or Surrealist thought.)
http://www.openculture.com/2011/07/the ...
ME Eng 7 Q3 1301_PS_Key Events During the Period of Emergence.pptxanalynclarianes3
- The document provides information about key events during the Period of Emergence in Philippine literature from 1935-1945. It discusses how writers during this time consciously created a national literature and gained mastery of the English language. Notable writers from this period aimed to explore social consciousness, craftsmanship, and local color in their works. Important organizations for writers were also founded, such as the Philippine Book Guild and Philippine Writer's Guild. The Period of Emergence greatly influenced modern Philippine literature until it was interrupted by the Japanese occupation during World War 2.
Globalization can be defined in several ways depending on one's perspective. It generally refers to the increasing ease of interaction and interconnectedness between people and places worldwide. Some see it as opportunities for growth and development, while others view it as a form of colonization. Globalization is also a dynamic process that is changing as human society develops. To understand it better, metaphors of natural solids and modern liquid phenomena have been used - where solids refer to barriers and liquids refer to increasing ease of movement globally in the modern world.
This document provides an agenda and instructions for an English literature class. It discusses spelling errors, introduces the topic of Modernist Manifestos, and provides instructions for group work. Students will discuss Modernist Manifestos and their authors. They will be assigned to groups to earn participation points by answering questions and contributing to discussions. Guidelines are provided for group composition and point tracking. An introduction is then given on F. Scott Fitzgerald and his novel The Great Gatsby. Students are assigned to read the novel and have discussion questions to respond to.
The Renaissance, Reformation and Exploration Lesson 2 - Education During the ...Lyricus
The document discusses the impacts and developments during the Renaissance period. It addresses how the printing press revolutionized society by increasing literacy and the spread of ideas. It also discusses how humanism led to a greater focus on education in subjects like history, philosophy and literature of the classical period. A humanist education aimed to maximize a person's potential. Vernacular languages became more widely used in writing in addition to Greek and Latin. Political realism studied actual behaviors of rulers rather than ideals. Realism also impacted science by encouraging observations and development of the scientific method. Music changed as well, with more people able to read music sheets and a growth in vocal music. Major changes resulting from Renaissance ideas included the Reformation, Age of Discovery,
The document discusses the key ideas and figures of the Enlightenment period in Europe. It began as an expansion of ideas from the Scientific Revolution and Renaissance, emphasizing reason and secularism over tradition and superstition. Major Enlightenment thinkers like Kant and Voltaire advocated using reason to understand the world and promote tolerance. They helped establish the "Republic of Letters" through salons and publications like Diderot's Encyclopedia, which aimed to compile all knowledge.
The document discusses the key ideas and figures of the Enlightenment period in Europe. It began as an expansion of ideas from the Scientific Revolution and Renaissance, emphasizing reason and secularism over tradition and superstition. Major Enlightenment thinkers like Kant and Voltaire advocated using reason to understand the world and promote tolerance. They sought to apply scientific methods to society and reject irrational beliefs. The Enlightenment also saw the rise of salons and the "Republic of Letters" where elites would gather and discuss new ideas.
This document provides an overview of topics to be covered in an English literature class. It discusses spelling errors, team assignments, and an agenda covering Modernist Manifestos. For team assignments, rules are outlined regarding composition of groups and earning participation points. An introduction is provided on Literary and Artistic Modernism. Key points are summarized from several Modernist Manifestos, including those by Marinetti, Loy, Pound, Cather, Williams and Hughes. Lastly, an introduction to F. Scott Fitzgerald and The Great Gatsby is presented, along with discussion questions.
This document outlines a unit plan for teaching high school students about domestic policies during the Cold War era, including how the US government used propaganda to promote anti-communism. The unit focuses on critical thinking skills and having students analyze primary sources to understand how the government portrayed communism as a threat and influenced public opinion through its actions. Key aspects to be covered include the causes of the Cold War, what constitutes propaganda, and different government policies and investigations presented as protecting national security but that infringed on civil liberties.
Ted hans rosling rise of asia answer keyMeagan Kaiser
Hans Rosling discusses how Asia's rise to power is inevitable based on historical and economic data. He predicts that Asia, led by China and India, will regain its position as the dominant economic force in the world by 2048. However, he worries that tensions could emerge and war could potentially result if the transition is not handled carefully and inclusively to avoid resentment from formerly powerful countries and ensure Asia is prepared to responsibly manage its growing influence.
The document provides an activity for students to learn about totalitarian regimes like fascist Germany or communist Soviet Union. Students must pick one regime and analyze aspects like one party rule, human rights violations, secret police, and state supremacy over individual rights. They will be graded based on answering questions about modern American views of these issues and putting themselves in the role of Hitler or Stalin to explain their techniques. Students can complete a movie, children's book, skits, newspaper article, or other approved project. They must also submit a rubric evaluating their perspective and work quality.
Totalitarian governments exercise absolute control over all aspects of society through tools like one-party rule, human rights violations, secret police forces, prioritizing state power over individual rights, censorship and propaganda. Examples given include fascist states like Nazi Germany and communist states like Stalinist Russia, which sought to collectivize property and serve the interests of the eternal state above all individuals.
More Related Content
Similar to Mr. Lehr's 2009 1st Semester World History Final Review
2009 Contemporary History Fall Final ReviewGreg Lehr
The final exam will cover 6 units on 20th century US history through a series of questions requiring specific examples and evidence. Students must choose one question from each of the 6 units to answer on the exam. Questions will be graded on ideas and content, development, originality, and control. Example questions from Unit 1 on the Gilded Age ask students to compare "Robber Barons" to modern business and evaluate attitudes toward poverty. The exam covers topics through US entry into World War I, the 1920s, and the Great Depression.
2nd semester eq final review (spring 2010)Greg Lehr
The document provides a review of topics and essential questions for a World History final exam, organized by time period. It includes 3 questions for each of the following topics: Industrial Revolution, German Unification and Meiji Restoration, Imperialism, Anti-Colonial Rebellions, World War I, Russian Revolution, Totalitarianism, World War II, and the Middle East. Students are instructed to choose one question from each section to answer for the exam.
Here are some questions for discussion about Willa Cather's "The Novel Démeublé":
1. What does Cather mean by calling for novels that are "démeublé" or "unfurnished"? How does this relate to her critique of realist novels?
2. Cather argues that younger writers are trying to "break away from mere verisimilitude." What is verisimilitude and why does she see it as a limitation?
3. How does Cather see the relationship between modern painting and modern fiction? What can novels learn from developments in painting according to her?
4. What does Cather mean by saying writers should "interpret imaginatively the material
The document provides an overview of sociology as a discipline. It discusses the sociological imagination and how sociologists view individual acts in a broader social context. It then covers the historical development of sociology from figures like Copernicus, Galileo and the Enlightenment. Key founders of sociology discussed include Comte, Durkheim, Marx and Weber. Early sociologists aimed to establish sociology as a scientific discipline to study and explain social change, with the goal of improving society. Contemporary sociological theories introduced include functionalism, conflict theory and symbolic interactionism.
The document discusses the origins and nature of human creativity. It argues that creativity stems from evolutionary advantages conferred by play and rule-breaking behavior during childhood. Creativity also arises from the nonlinear and unpredictable nature of living beings. The document contrasts the instincts for imitation and innovation in nature and society, noting that innovation is typically met with resistance initially. It suggests that periods of great instability and change tend to correspond with peaks in human creativity.
This document summarizes the key topics covered in the final lecture of an anthropology course, including challenges facing anthropology today, the development of world anthropologies, and reflections on the field. It discusses how anthropologists have become more diverse in background and how theory has evolved from a focus on race to culture to discourse and power. It also addresses trends in American anthropology toward greater internationalization and the development of diverse national anthropological traditions.
The document discusses the emergence and characteristics of modern humans from both secular scientific and creationist perspectives. It outlines debates around definitions of terms like "human" and examines evidence from anatomy, intelligence, behavior and tool-making abilities. A key point discussed is whether modern humans appeared suddenly or gradually, and whether their origins were through an undirected evolutionary process or special creation. The document also summarizes models of human evolution and milestones in early human civilization.
This document outlines four major cultural movements in Western history:
1. The Renaissance, which began in 14th century Italy and involved a revival of classical art and literature. Major figures included Petrarch, Poggio Bracciolini, and Machiavelli.
2. The Age of Enlightenment in the 18th century, which emphasized reason and science over tradition. Major figures were Spinoza, Locke, Bayle, Newton, and Voltaire.
3. Modernism from the late 19th to mid-20th century, beginning as a reaction to rapid technological change. It influenced painting and literature through techniques like stream-of-consciousness.
4. Postmodern
Chapter 11. What is organizational behavior2. Define the fiel.docxcravennichole326
Chapter 1
1. What is organizational behavior?
2. Define the fields of psychology and sociology. How have the fields of psychology and sociology contributed to our understanding of organizational behavior?
3. What is withdrawal behavior? What are some of the forms of withdrawal behavior? What is the impact on organizations?
4. What is group cohesion? When is a group cohesive? When is a group not cohesive?
Chapter 2
1. What are the 2 major forms of workplace diversity? Define them and give at least 3 examples of each.
2. List and define 3 (of the 6) different kinds of workplace discrimination.
3. Discuss the effects of diversity within a group on group performance, both helpful and not helpful.
Chapter 3
1. What are the five major causes of job satisfaction? Discuss each of them.
2. List, compare and contrast the four ways that employees can express job dissatisfaction.
Chapter4
1. Explain how emotions and moods are different from each other. List the six basic emotions.
2. Explain the significance of emotions.
Chapter 12
1. What is leadership? How is it different from management?
2. What are the conclusions of trait theories of leadership?
3. What are the three key characteristics of charismatic leaders?
Chapter 13
1. Contrast leadership and power. What are at least 2 differences between them?
2. List and discuss the three (3) bases of formal power.
GESM 110 “Surrealism in France, Spain and Mexico”, Fall 2016
Material to be covered on the midterm:
Three short films:
La Coquille et le clergyman, Germaine Dulac, screenplay by Antonin Artaud,
1928.
Le Retour à la Raison, Man Ray, 1923.
L’Étoile de mer, Man Ray, 1928.
http://www.openculture.com/2011/07/the_seashell_and_the_clergyman_the_world
s_first_surrealist_film.html
http://www.openculture.com/2012/04/man_ray_and_the_icinema_puri_four_surrea
list_films_from_the_1920s.html
Breton, André. Manifesto of Surrealism, 1924.
Breton, André. Soluble Fish, 1924.
Nadeau, Maurice. The History of Surrealism through Part Three, p172.
Freud, Sigmund. The Interpretation of Dreams, Chapters 1 & 2, posted on Bb.
You will write two essays, choosing from 4 options. Please bring blue books to
the midterm. Plan to spend 30-35min per essay question, with 5-10min to read
over your work. Organize your essays into an introduction, body of your
argument and conclusion.
You will need to be able to define Surrealism, using your own words or quoting
from the readings. Be prepared to discuss when and where the Surrealist
movement took place, as well as the historical context. You may be asked to
incorporate information from your presentation in a reflection-type question.
(Which artist/writer did you study, why were they an important/significant part
of the movement, some specific pieces they created, and lasting effects of their
ideas/art/writing as well as the “limits” of Surrealism or Surrealist thought.)
http://www.openculture.com/2011/07/the ...
ME Eng 7 Q3 1301_PS_Key Events During the Period of Emergence.pptxanalynclarianes3
- The document provides information about key events during the Period of Emergence in Philippine literature from 1935-1945. It discusses how writers during this time consciously created a national literature and gained mastery of the English language. Notable writers from this period aimed to explore social consciousness, craftsmanship, and local color in their works. Important organizations for writers were also founded, such as the Philippine Book Guild and Philippine Writer's Guild. The Period of Emergence greatly influenced modern Philippine literature until it was interrupted by the Japanese occupation during World War 2.
Globalization can be defined in several ways depending on one's perspective. It generally refers to the increasing ease of interaction and interconnectedness between people and places worldwide. Some see it as opportunities for growth and development, while others view it as a form of colonization. Globalization is also a dynamic process that is changing as human society develops. To understand it better, metaphors of natural solids and modern liquid phenomena have been used - where solids refer to barriers and liquids refer to increasing ease of movement globally in the modern world.
This document provides an agenda and instructions for an English literature class. It discusses spelling errors, introduces the topic of Modernist Manifestos, and provides instructions for group work. Students will discuss Modernist Manifestos and their authors. They will be assigned to groups to earn participation points by answering questions and contributing to discussions. Guidelines are provided for group composition and point tracking. An introduction is then given on F. Scott Fitzgerald and his novel The Great Gatsby. Students are assigned to read the novel and have discussion questions to respond to.
The Renaissance, Reformation and Exploration Lesson 2 - Education During the ...Lyricus
The document discusses the impacts and developments during the Renaissance period. It addresses how the printing press revolutionized society by increasing literacy and the spread of ideas. It also discusses how humanism led to a greater focus on education in subjects like history, philosophy and literature of the classical period. A humanist education aimed to maximize a person's potential. Vernacular languages became more widely used in writing in addition to Greek and Latin. Political realism studied actual behaviors of rulers rather than ideals. Realism also impacted science by encouraging observations and development of the scientific method. Music changed as well, with more people able to read music sheets and a growth in vocal music. Major changes resulting from Renaissance ideas included the Reformation, Age of Discovery,
The document discusses the key ideas and figures of the Enlightenment period in Europe. It began as an expansion of ideas from the Scientific Revolution and Renaissance, emphasizing reason and secularism over tradition and superstition. Major Enlightenment thinkers like Kant and Voltaire advocated using reason to understand the world and promote tolerance. They helped establish the "Republic of Letters" through salons and publications like Diderot's Encyclopedia, which aimed to compile all knowledge.
The document discusses the key ideas and figures of the Enlightenment period in Europe. It began as an expansion of ideas from the Scientific Revolution and Renaissance, emphasizing reason and secularism over tradition and superstition. Major Enlightenment thinkers like Kant and Voltaire advocated using reason to understand the world and promote tolerance. They sought to apply scientific methods to society and reject irrational beliefs. The Enlightenment also saw the rise of salons and the "Republic of Letters" where elites would gather and discuss new ideas.
This document provides an overview of topics to be covered in an English literature class. It discusses spelling errors, team assignments, and an agenda covering Modernist Manifestos. For team assignments, rules are outlined regarding composition of groups and earning participation points. An introduction is provided on Literary and Artistic Modernism. Key points are summarized from several Modernist Manifestos, including those by Marinetti, Loy, Pound, Cather, Williams and Hughes. Lastly, an introduction to F. Scott Fitzgerald and The Great Gatsby is presented, along with discussion questions.
This document outlines a unit plan for teaching high school students about domestic policies during the Cold War era, including how the US government used propaganda to promote anti-communism. The unit focuses on critical thinking skills and having students analyze primary sources to understand how the government portrayed communism as a threat and influenced public opinion through its actions. Key aspects to be covered include the causes of the Cold War, what constitutes propaganda, and different government policies and investigations presented as protecting national security but that infringed on civil liberties.
Ted hans rosling rise of asia answer keyMeagan Kaiser
Hans Rosling discusses how Asia's rise to power is inevitable based on historical and economic data. He predicts that Asia, led by China and India, will regain its position as the dominant economic force in the world by 2048. However, he worries that tensions could emerge and war could potentially result if the transition is not handled carefully and inclusively to avoid resentment from formerly powerful countries and ensure Asia is prepared to responsibly manage its growing influence.
Similar to Mr. Lehr's 2009 1st Semester World History Final Review (20)
The document provides an activity for students to learn about totalitarian regimes like fascist Germany or communist Soviet Union. Students must pick one regime and analyze aspects like one party rule, human rights violations, secret police, and state supremacy over individual rights. They will be graded based on answering questions about modern American views of these issues and putting themselves in the role of Hitler or Stalin to explain their techniques. Students can complete a movie, children's book, skits, newspaper article, or other approved project. They must also submit a rubric evaluating their perspective and work quality.
Totalitarian governments exercise absolute control over all aspects of society through tools like one-party rule, human rights violations, secret police forces, prioritizing state power over individual rights, censorship and propaganda. Examples given include fascist states like Nazi Germany and communist states like Stalinist Russia, which sought to collectivize property and serve the interests of the eternal state above all individuals.
The Russian Revolution was caused by widespread oppression, economic struggles, and growing revolutionary sentiment among the Russian people from 1881 to 1917. Tsar Nicholas II ruled as an autocrat and imposed censorship, persecution of Jews, and poor working conditions. The economy was growing rapidly but most workers faced low wages, long hours, child labor, and a large gap between rich and poor. Revolutionary groups including Marxists and Bolsheviks gained popularity advocating for workers' rights, equality, and an overthrow of the ruling class. Military defeats in the Russo-Japanese War and World War I further weakened the Tsarist regime and angered the public. Bloody events like Bloody Sunday in 1905 also turned people against the Tsar and fue
This document contains 23 possible interview questions for high school students about their experiences, strengths, plans for the future, and advice for underclassmen. The questions cover topics like the most significant thing learned in high school, greatest strengths and areas for improvement, future career plans, involvement in extracurricular activities and community service, influential teachers, and reflections on the high school experience.
Newton Senior Exit Portfolio Interview TipsGreg Lehr
This document provides tips for students preparing for and participating in an interview. It outlines what to expect in terms of interview format, including being interviewed by 2-3 community members who will ask questions from the student's portfolio. It emphasizes the importance of being punctual, dressing appropriately, having good hygiene, making eye contact, and thanking the interviewers. Students are advised to come alone, introduce themselves, answer questions in full sentences, and not provide too much extra information. The interviewers will each fill out an evaluation of the student's punctuality, appearance, confidence, and knowledge of their portfolio.
This document appears to be a schedule listing the names of interviewers and interviewees assigned to specific time slots across several days. It includes names of people interviewing or being interviewed, the room numbers they are assigned to, and the daily times of the interviews. The document provides scheduling details for interviews taking place from March 9-11, 2010.
The document is a letter to interviewers for senior exit portfolio interviews at a high school. It provides details about accessing student portfolios, optional orientation sessions to learn about the interview process, and includes a spreadsheet with interview schedules. Interviewers are thanked for their contribution to this important event for students to share their work and high school experiences.
A presentation used to show the Senior Exit Portfolio Interviewers at Newton High School the basic procedures and processes involved with the Senior Exit Portfolio.
1) The document is a short story about a man who lives in a small hut at the edge of the forest. During a heavy rainstorm, his friend the elephant asks to shelter in the hut but ends up pushing the man out.
2) A commission is formed to resolve the dispute, consisting only of jungle animals, who rule in the elephant's favor. The man is forced to repeatedly build new huts that are then taken over by other jungle animals.
3) Eventually, the man lures all the animals into a hut and burns it down, teaching them that "peace is costly but worth the expense." He then lives happily in peace.
Great Britain is taking over your African country for economic and political reasons. They want your land and resources to benefit their own economy. While colonial rule may bring some infrastructure improvements, ultimately being colonized will not make your country truly better in the long run. Losing independence and control over your own future is not a fair trade for roads or railroads built by the colonial power. You warn your fellow African nations that imperialism will only help the colonizers, not the colonized people.
The document outlines the requirements and process for Newton High School seniors to complete an exit portfolio as a requirement for graduation. Students must include samples of academic work, letters of recommendation, records of extracurricular activities and community service in a binder portfolio. Students will then participate in an interview with a panel to discuss their portfolio in March of their senior year in order to meet the graduation criteria.
This economic chart compares four types of economies - traditional, command, market, and mixed - on key factors such as who owns property, who makes decisions about resource distribution, and potential consequences. A traditional economy is characterized by customs and traditions dictating resource allocation, while a command economy has the government controlling property and decisions. A market economy relies on private individuals making choices in a free market. A mixed economy blends elements of government and private enterprise.
Fall 2009 Enlightened Philosophers Activity MenuGreg Lehr
This document provides guidance for a student activity on applying the ideas of Enlightenment philosophers and scientific revolutionaries. Students can choose one philosopher from a list and complete an activity such as writing a commercial, children's book, or Facebook profile to demonstrate how the philosopher's ideas can be applied to one's own life. The rubric evaluates students on their ability to explain how and where the philosopher's knowledge can be used and how their thinking should change based on the situation. Students are also asked to outline what they will do to ensure quality work and reflect on what they did well and could improve.
Fall 2009 Enlightened Philosophers Activity MenuGreg Lehr
This document provides guidance for a student activity on applying the ideas of Enlightenment philosophers and scientific revolutionaries. Students can choose one philosopher from a list and complete an activity such as writing a commercial, children's book, or Facebook profile to demonstrate how the philosopher's ideas can be applied to modern life. The rubric evaluates students on their ability to explain how the knowledge can be used and how their thinking should change based on different situations. Students are also asked to outline what they will do to ensure quality work and reflect on what they did well and could improve.
The document provides a rubric to assess explanations, interpretations, and applications of knowledge across five levels of sophistication from novice to masterful. For explanations, it evaluates thoroughness, evidence, and novelty of thinking. Interpretations are assessed on power, context, and insights provided. Applications consider flexibility, adaptability, and ability to use knowledge in diverse contexts. Higher levels incorporate deeper understanding, more nuanced analysis, and broader, more justified accounts.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
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 ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Mr. Lehr's 2009 1st Semester World History Final Review
1. World History 1st Semester Final Review
These essential questions will be the final exam. Be prepared to answer a question from
each section. The final exam will be:
Gold: Tuesday, December 15
Black: Wednesday, December 16
• Remember, PROVIDE SPECIFIC EXAMPLES
These questions will be graded using the Ideas and Content rubric found below:
Ideas and Content
5 points 3 points 1 point
- Clear, focused, - Clear and focused - No sense of purpose
interesting - Lacks insight - Dull, uninteresting to
- Insightful - Limited development reader
- Details relevant - Some random - Shallow
- Writer in control thoughts development
- Shows - Originality not seen - Very random
imagination/creativity in main points - Not original
Renaissance – Change
1) Many people refer to the Middle Ages as the “Dark Ages.”
- What do you think? Was it “Dark?” (not the color)
- Was the Renaissance a reaction to the Middle Ages? Why or why not?
- Are we in a “dark age” or “renaissance” today?
2) Choose one of the following:
- You’re da Vinci’s paintbrush…
- You’re Michelangelo’s hands…
- You’re Machiavelli’s pen…
- What do you feel, see?
- How is this person changing the world?
3) The Renaissance was a time that brought a lot of change.
- If the "delete" button were pushed on the Renaissance, what would society lose?
2. - How would the world be different?
4) Renaissance means rebirth.
- Was the Renaissance a time of rebirth? Why?
- Can you think of any other instances where the world has undergone a rebirth?
- What do you consider to be a rebirth?
5) Change was the Big Idea for the Renaissance.
- Why does the word Change fit the Renaissance?
- If you could give the Renaissance a Big Idea other than Change, what would it be?
Reformation – Change
1) The printing press was an important invention.
- Why is the printing press such an important invention?
- Why did the printing press play such an important part in the Reformation?
- What would have occurred if the printing press wouldn't have been invented?
Exploration and Isolation – When One Group Prospers, Another Group Suffers
1) Money was definitely a factor in European exploration.
- Why was money so important to exploration?
- Does money play a part in people moving or “exploring” today? or does it matter?
2) Europeans had a huge impact on America.
- Do you feel the Europeans coming to America was a positive or a negative? Or both?
- Could it have been done differently? How?
- How would life be different?
3) Isolationism is a concept that has been around for hundreds of years.
- Why did China and Japan isolate themselves?
- Can you predict the outcome if China and Japan didn’t isolate themselves?
- Did it benefit them?
4) “When one group suffers, another group prospers,” is the Big Idea for Exploration and
Isolation.
- How does this Big Idea fit this unit?
- If you could give this unit a different Big Idea, what would that be?
Age of Constitutionalism & Absolutism - Independence
1) Thomas Rainsborough: “Every man that is to live under a government ought first by
his own consent to put himself under that government.”
- How does this quote apply to what happened in England?
- Does this quote apply to the United States? How?
2) The events that occurred in England had a huge impact on the world.
- Why does America have to thank England when it comes to our government?
3. - If you had the power to change one thing about our government, what would it be?
3) England and France were different as far as government goes.
- Compare and contrast the government in France to the government in England during
this time period.
- How did the government in each country during that time affect the people?
4) Russia had a few different rulers that could be considered absolute.
- Why could each ruler be considered absolute? Give specific facts for each ruler.
- What is the relationship between an absolute ruler and the people they rule?
- What about the relationship between a ruler that isn’t absolute and the people?
5) The Big Idea for this unit is “Independence.”
- How does the term Independence fit both Constitutionalism and Absolutism?
- If you could give this unit another big idea, what would you call it?
The Enlightenment – Think, Think, Think
1) The Enlightenment helped the founding fathers write the Declaration of Independence
and the Constitution.
- What were some of the Enlightened ideas that were used by the founding fathers in
these historic documents?
- Why are they significant?
2) The Enlightenment changed the world in which we live today.
- How did the Enlightenment change the world?
- Think about Locke, Hobbes, Rousseau, Montesquieu, Voltaire, Wollstonecraft
- What would happen if the Enlightenment had not occurred?
French Revolution – Freedom!!!
1) The French Revolution was a complicated affair with many different events.
- Think about the Estates General, National Assembly and the Reign of Terror
- How would you summarize the French Revolution?
- Was it Positive or Negative? Why?
2) The French Revolution was a complicated affair with many different events.
- Think about the Estates General, National Assembly and the Reign of Terror
- How would you summarize the French Revolution?
- Was it Positive or Negative? Why?
3) Many people consider the French Revolution to be the most important event in history.
- Can you assess the value or importance of the French Revolution?
- Why is it important?