Mr. Lodge World History Class 4/1/2009
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The document discusses several topics: - Wall Street bailouts and auto industry aid in 2009, questioning if aid is fair and what should be done - Disabled people making history, including a deaf history month in March-April - Epilepsy as a common neurological disorder characterized by seizures - Famous epileptics including author Agatha Christie and US President Theodore Roosevelt - Indian nationalism and the idea of India being ruled by Indians before the 1947 partition creating Pakistan and India - Civil disobedience first written about by Henry David Thoreau and later used by Gandhi - Gandhi's life and work including leading the 1930 Salt Satyagraha march against British salt laws - Over 80,
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Gandhi was ejected from a train in South Africa in 1893 due to his race, which motivated him to fight for Indian rights in British colonies. He began his nonviolence movement there through acts like the Great March in 1913. After returning to India, he was inspired by events like the Jallianwala Bagh massacre and led the noncooperation movement against the British, including the famous Salt March. Throughout the 1920s and 30s, Gandhi continued to lead nonviolent protests and movements for independence and rights. This culminated in the Quit India movement in 1942 and finally independence in 1947, though it was marred by partition violence. In 1948, Gandhi undertook his final fast to promote
The 1930s
The 1930s saw the Great Depression grip the United States, with unemployment reaching 25% and families struggling without enough food. As part of his New Deal, President Roosevelt established agencies and programs to provide jobs and regulate Wall Street in an attempt to rebuild the economy. Notable events of the decade included Amelia Earhart becoming the first woman to fly solo across the Atlantic, the opening of the Empire State Building in 1931, and the Hindenburg disaster of 1937.
25.1 - India
The document provides a historical overview of India, including the following key points:
- The Indus Valley Civilization developed around 3300 BC along the Indus River valley in modern-day Pakistan, featuring well-planned cities with public bathrooms and effective sewage systems.
- Various empires rose and fell in India over 4000 years, including the Mauryan Empire in 321 BC and the Mughal Empire in the 1500s.
- Britain gained control of India's trade through the East India Company in 1757 and made it a colony by 1857, ruling until independence.
- Mohandas Gandhi led the non-violent independence movement, using civil disobedience, and India gained
Similar to Mr. Lodge World History Class 4/1/2009 (20)
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More from William Lodge
Ida b. wells and the memphis lynchings
This document discusses Ida B. Wells Barnett and the 1892 Memphis lynchings that she investigated and worked to publicize. It describes how three African American men who owned a successful grocery store were lynched after fighting back against a mob that attacked their store. Wells Barnett realized the lynchings were meant to intimidate African Americans, not punish crimes. She urged blacks to leave the South for their safety and worked with the NAACP to expose the practice of lynching across the country for decades to come. The document provides historical context about Wells Barnett and lynchings in Memphis up through the civil rights era.
Tulsa riot
1) Wess Young, now 94, fled with his family during the 1921 Tulsa race riot when he was 4 years old. The riot destroyed Tulsa's thriving black community of Greenwood, known as the "Negro Wall Street", leaving up to 300 dead and over 8,000 homeless according to an official state report.
2) Efforts over the past decade have brought greater awareness to the Tulsa race riot through educational initiatives and memorials. However, survivors' attempts to secure compensation through the legislature and courts have been unsuccessful.
3) As the number of surviving witnesses of the riot dwindles, advocates continue pushing for recognition, but acknowledge momentum may be lost once no living survivors remain to testify
Tulsa riot
The document discusses who should pay compensation for past suffering - everyone or just those who caused it. It provides context about the 1921 Tulsa race riot where a violent conflict erupted between white and black residents in Tulsa, Oklahoma, destroying the prosperous black neighborhood of Greenwood and leaving hundreds dead. The riot began with the arrest of a black man accused of assaulting a white woman, and escalated with whites attacking and burning Greenwood, arresting black residents, and inflicting suffering on the black community with no reparations since provided for victims or their descendants.
June 4, 2012
This document discusses Berry Gordy and Motown Records. It explains that Berry Gordy founded Motown Records in Detroit in the 1960s and helped launch the careers of many popular African American artists such as The Supremes, The Temptations, and The Jackson 5. Motown Records had huge crossover success by making African American music popular with mainstream American audiences.
Class work 12.2 a
The document contains a series of questions about events in the story involving characters Kunta and Fiddler. It asks what the characters were doing at the start, whether Kunta looked surprised by something related to chains, why Fiddler was angry with Kunta, why Fiddler didn't go with Kunta, where Kunta slept, how Kunta was found, what Ames said he would make Kunta do and why, what Fiddler did when Kunta returned, and what Fiddler said to Kunta at the end. It concludes by asking if the character Kunta, who is now called Toby, should still be referred to as Kunta when teaching about the story.
January 6, 2012
The document contains information about the TV show Roots and slavery. It discusses Kunta's desire to run away after the last episode, asks students to analyze interactions between slaves on a plantation to understand their relationships, provides homework reminders to stay safe and out of trouble, defines terms like "jubilee" and "slave catcher", and assigns students to watch a Roots clip and respond to questions for class work.
January 5, 2012
The document discusses a lesson plan about the 1793 Yellow Fever epidemic in Philadelphia. It provides context about the disease and its impact, particularly on the African American community. Students will analyze primary sources from the time period, complete a diary entry, and answer comprehension questions to assess their understanding of how African Americans like Richard Allen helped treat victims at the request of Dr. Benjamin Rush despite great risks.
January 4, 2012
The document provides an overview of classroom activities and lessons for students reading the novel The Rains. It includes the objective to increase students' skills in making inferences from text, homework assigning students to write questions for the book's author, vocabulary lessons on the words "prevailed" and "disillusionment", class work of reading specific pages and answering comprehension questions, and an exit ticket question about a character named Reverend Catto.
January 3, 2012
The document discusses slavery in the United States around the time of the Constitution. It summarizes that while the Constitution allowed slavery, it is seen as a document that establishes freedom. It then examines the impact of the 3/5 compromise and the cotton gin on slavery. The 3/5 compromise gave slaveholding states more representation. The cotton gin dramatically increased cotton production and slavery expanded significantly in the South as a result.
Class work 12.2 a
The document contains a series of questions about events in the story involving characters Kunta and Fiddler. It asks what the characters were doing at the start, whether Kunta looked surprised by something related to chains, why Fiddler was angry with Kunta, why Fiddler didn't go with Kunta, where Kunta slept, who found Kunta and how, what Ames said he would make Kunta do and why, what Fiddler did when Kunta returned, and what Fiddler said to Kunta at the end. It concludes by asking if the character Kunta, who is now called Toby, should still be referred to as Kunta when teaching about the story.
December 2, 2011
This document contains information from a lesson on the film Roots, including the objectives, homework assignments, vocabulary terms, and discussion questions. The lesson will have students watch a clip from Roots about slave owners removing African culture from slaves, then answer comprehension questions. Students are asked to create a poster to advertise showing Roots after school for extra credit.
December 1, 2011
The document discusses updating a Facebook status upon arriving at school, with possible status updates including general greetings and reminders to stay safe. It also addresses using social media to discuss plantation culture, the privacy of online posts, and how future employers may view postings. Students are asked to watch a video clip and write a 140-character tweet about what they observed.
November 29, 2011
The document discusses how African Americans began claiming citizenship in the new United States. It mentions that both the British and Colonial armies offered freedom to slaves who would fight for them during the Revolutionary War. Students are assigned to read pages 119 to 132 answering questions about how African Americans began pursuing citizenship rights through military service.
Bannecker
Banneker's grandmother Molly Welsh was an English indentured servant who married one of her freed slaves in violation of Maryland law. At age 22, Banneker constructed an almost entirely wooden clock based on his own designs and calculations, which was unusual given he had only seen two timepieces before. In 1788 he nearly accurately predicted a solar eclipse and in 1791 assisted in surveying Washington D.C., proving Jefferson's views on racial inferiority wrong according to newspapers. In 1792 he published an almanac including his own calculated ephemeris and challenging Jefferson. On the day of his death in 1806, his house and all its contents, including his clock, burned down.
November 28, 2011
This document contains questions about slave marriages, citizenship for African Americans, wedding invitations for Anna Madgigine Jai, the term "jumping the broom", Benjamin Bannecker's almanac, misconceptions around slavery, interracial marriages between whites and slaves, different types of questions, Benjamin Banneker's importance, and what was unique about Anna Madgigine Jai.
Florida graveyard
Six graves containing the remains of slaves were discovered at the Kingsley Plantation in Jacksonville, Florida. The graves contained the bodies of a man around age 40, a woman over age 60, and three children. Square nails, buttons, and skeletal measurements indicated the remains were of Africans from the 19th century. Descendents cannot be identified due to lack of documentation. Johnetta Cole, director of the National Museum of African Art, is a descendant of the Kingsley family and was emotional upon the discovery. Anna Madgigine Jai, Zephaniah Kingsley's wife, helped manage the plantation after being freed as a slave purchased in Senegal.
Bannecker
Banneker's grandmother Molly Welsh was an English indentured servant who married one of her freed slaves in violation of Maryland law. At age 22, Banneker constructed an almost entirely wooden clock based on his own designs and calculations, which was unusual given he had only seen two timepieces before. In 1788 he nearly accurately predicted a solar eclipse and in 1791 assisted in surveying Washington D.C., proving Jefferson's views on racial inferiority wrong according to newspapers. In 1792 he published an almanac including his own calculated ephemeris and challenging Jefferson's ideas, and died in 1806 when his house burned down on the day of his burial.
November 21, 2011
Uncle Blue was concerned that the name Octavius chosen by the Cattos for their newborn son would cause him trouble in the future. The document asks if parents should be careful about giving a child a "strange name" and considers Uncle Blue's view that the name Octavius may present difficulties for the child. It also provides context about the story being discussed from the novel "The Rains" and includes vocabulary and reading assignments.
Class work 11.21
This document contains a series of questions about events that occurred in chapters 107 to 119 of the novel "The Rains". The questions cover topics such as Ellen Craft getting a job and facing suspicion from white coworkers, an interfaith picnic where Ellen is noticed, William Still and Reverend Catto leaving the picnic, Ellen experiencing discrimination from a customer named Mr. Sloan, and events of a riot in Philadelphia where buildings were burned down and Reverend Catto thought of something while picking it up. The final question asks what the Philadelphia Gazette blamed for causing the riot.
November 21, 2011
Uncle Blue was concerned that the name Octavius chosen by the Cattos for their newborn son would cause him trouble in the future. The document asks if parents should be careful about giving a child a "strange name" and considers Uncle Blue's opinion on the potentially problematic name Octavius. Homework involves creating a birth announcement for Octavius Catto and the document provides context on the characters and events from the previous week's reading of the novel "The Rains."
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
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skeleton System.pdf (skeleton system wow)
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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- 1. April 1, 2009 Wall Street was given pretty much whatever they wanted in their recovery package. Chrysler has been given 30 days to merge with Italian Car maker Fiat or otherwise demonstrate that they are a viable company or all aid will be withdrawn. Is this fair? Should the car companies get the same aid or should wall street get less? What would you do?