The document discusses the first large-scale use of chemical weapons during World War I in 1915. It shaped the world's view of these weapons. The experience of WWI influenced international opinion on chemical weapons, as evidenced by treaties before and after the war. The 1899 Hague Treaty prohibited their use, while the 1925 Geneva Protocol more strongly condemned them after witnessing their effects firsthand in the war.
Decisive changes in weapons, technology and warfare World War I and World W...Nombre Apellidos
Ā
Presentation aiming to understand all decisive changes in warfare technology, that happened between World War I (1914 - 1918) and World War II (1939 - 1945), analyzing its historical impact and relevance.
Decisive changes in weapons, technology and warfare World War I and World W...Nombre Apellidos
Ā
Presentation aiming to understand all decisive changes in warfare technology, that happened between World War I (1914 - 1918) and World War II (1939 - 1945), analyzing its historical impact and relevance.
This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ā18 courseĀ at the University of PortlandāsĀ School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
Six engaging World and US history lessons with historic documents empower students to be the historian in the classroom. Free at iTunes and as a downloadable PDF.
Holocaust Losses: Jewish Population before and after WWIIPeter Pappas
Ā
Jewish population by country before and after the Holocaust
Data from Simon Wiesenthal Center
For more see the Oregon Holocaust Memorial project ohm.edmethods.com
Collectivization and Propaganda in Stalin's Soviet UnionPeter Pappas
Ā
An interactive DBQ by Clarice Terry explores Stalin's and his use of propaganda. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
an interactive DBQ by Scott Hearron explores the question: Education for political participation, or indoctrination for political power? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Imagination innovation space explorationPeter Pappas
Ā
An interactive DBQ by Mollie Pettit explores the question: What is the relationship between imagination and innovation within the context of space travel? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
The Real Romanovs: How media affects peopleās perception of eventsPeter Pappas
Ā
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Ā
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnāt 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.
Operation āBlue Starā 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
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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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDās Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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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.
Chemical War: Shaping World Opinion by Erik Nelson
1. New technologies changed international conļ¬icts in
the 20th century. In 1915, chemical weapons were
used for the ļ¬rst time on a large scale. It was this use
of chemical weapons during World War I that shaped
the worldās view of using these types of weapons.
HOW DID THE EXPERIENCE OF WWI SHAPE INTERNATIONAL
OPINION OF CHEMICAL WEAPONS?
CHEMICAL WAR
1
Designed by Erik Nelson
2. Indian infantry in the trenches, prepared against a gas attack. Link.
GALLERY 1.1 Photographs of gas dispersal systems and the trenches: WWI
The trench warfare and stalemate of WWI meant
nations needed new ways of breaking enemy lines.
Instead of ļ¬ring gas shells, canisters were set in the
battleļ¬eld, and military weather men waited for the wind
to be in their favor. Study the images of gas canisters
being loaded and released over the battleļ¬eld.
DESCRIBE HOW GAS WAS UTILIZED ON THE
BATTLEFIELDS OF WWI.
3. READ THE QUOTES FROM WWI NURSES AND LIST
THE DIFFICULTIES A NURSE MIGHT FACE TREATING
GAS VICTIMS.
White utility nursing uniform c. WWI (American). Link.
A British nurse treating mustard gas cases
recorded:
āThey cannot be bandaged or touched. We
cover them with a tent of propped-up sheets.
Gas burns must be agonizing because usually
the other cases do not complain even with the
worst wounds but gas cases are invariably
beyond endurance and they cannot help
crying out.ā
Another nurse recorded
āThe men would come in with hideous blisters,
extending from their shoulder down [the
length of their bodies]. The nurses would clip
away all this blistered skin, clean the ā¦ raw
surface with antiseptic solution, dry it with an
electric blower and spray on the āamberine.ā
Burns treated in this way healed in an
incredibly short time.
4. Photograph of British soldiers wounded by gas leaving the battleļ¬eld. Link
A popular painting depicting soldiers wounded by gas. This photograph won acclaim in Britain just after WWI. Link
Study the photograph of soldiers, and the popular
painting made just after the war, and answer the
questions:
ā¢ ARE THERE PHYSICAL DIFFERENCES BETWEEN THE
PEOPLE IN THE IMAGES?
ā¢ DESCRIBE THE DIFFERENCE IN YOUR FEELING
TOWARDS THE IMAGES.
ā¢ HOW MIGHT THE PUBLIC RECEIVE EACH OF THESE
IMAGES BACK HOME?
ā¢ WHICH OF THESE IS A MORE RELIABLE HISTORICAL
SOURCE? WHY?
ā¢ WHICH OF THESE IMAGES IS MORE POWERFUL? WHY?
5. A German trench after a gas attack. Link
ā¢HOW EFFECTIVELY COULD TRENCHES PROVIDE COVER FROM MACHINE GUN FIRE VS. GAS ATTACK?
ā¢HOW WOULD YOU FEEL HIDING FROM GUN FIRE IN A TRENCH WHILE BEING VULNERABLE TO GAS?
Soldiers in WWI faced few
options for defending
themselves. Their best
was to hide in trenches
from artillery and machine
gun ļ¬re, which left them
vulnerable to gas attacks.
6. A Canadian soldier withĀ mustard gasĀ burns, ca. 1917ā1918. Link
ā¢WHAT WAS THE RATIO OF SOLDIERS WOUNDED BY GAS TO
KILLED BY GAS?
ā¢WHAT WAS THE RATIO OF SOLDIERS WOUNDED BY NON-
GAS WEAPONS TO KILLED BY NON-GAS WEAPONS?
ā¢HOW DID THE EFFECTS OF GAS ON BOTH KILLED AND
WOUNDED DIFFER FROM THE EFFECTS OF OTHER
WEAPONS ON KILLED AND WOUNDED?
WWI by the Numbers
Power
Total Soldiers
Mobilized
Total Wounded from
Gas
Total Killed From Gas
Total Wounded from
Non-Gas Weapons
Total Killed from Non-
Gas Weapons
Allied Powers (Britain,
France, USA, Russia, Italy)
39,284,467 852,655 78,198 15,279,315 4,654,489
Central Powers (Austria-
Hungary, Germany)
18,800,000 288,000 12,000 10,876,858 2,961,700
Total 58,084,467 1,140,655 90,198 26,156,173 7,616,189
7. WWI military strategists were planning new ways to use
technology to win wars. READ THE EXCERPT from Italian
General Giulio Douhet about his ideas of the future of war.
ā¦ The guiding principle of
bombing actions should be this: the
objective must be destroyed completely
in one attack, making further attack on
the same target unnecessary. Reaching
an objective is an aerial operation
which always involves a certain amount
of risk and should be undertaken once
only. The complete destruction of the
objective has moral and material
effects, the repercussions of which may
be tremendous. To give us some idea of
the extent of these repercussions, we
need only envision what would go on
among the civilian population of
congested cities once the enemy
announced that he would bomb such
centers relentlessly, making no
distinction between military and non-
military objectives.
Giulio Douhet c. WWI. Link
WHAT EFFECT WOULD AN ATTACK LIKE THE ONE
DESCRIBED BY GIULIO DOUHET HAVE ON A CITY?
8. Cover image from the leaļ¬et entitled āMenace of Chemical Warfare to Civilian Populationsā,
published in 1932 by the Chemical Workersā Union in Britain. Link
FIND A QUOTE FROM GIULIO DOUHET THAT IS
ILLUSTRATED ON THE COVER OF THIS BRITISH
PAMPHLET.
WHAT WAS ARTHUR J. GILLIANāS OPINION
ABOUT CHEMICAL WEAPONS? WHAT
EVIDENCE FROM THE COVER OF THIS
PAMPHLET PROVES YOUR POSITION?
9. Diplomats to the First International Peace Conference, the Hague, May - June 1899. Link
Before WWI Treaty on Chemical Weapons:
Document 1: 1899 Hague Treaty on Chemical
Weapons
āThe Contracting Powers agree to abstain from the
use of projectiles the sole object of which is the
diffusion of asphyxiating or deleterious gases.ā
After WWI Treaty on Chemical Weapons:
Document 2: 1925 Geneva Protocol
āWhereas the use in war of asphyxiating, poisonous
or other gases, and of all analogous liquids, materials
or devices, has been justly condemned by the
general opinion of the civilized world.ā
ā¢COMPARE THE 1899 HAGUE TREATY
WITH THE 1925 GENEVA PROTOCOL.
ā¢IN WHAT WAYS ARE THE DOCUMENTS
SIMILAR?
ā¢IN WHAT WAYS ARE THE DOCUMENTS
DIFFERENT?
ā¢HOW DID THE EXPERIENCE OF WWI
INFLUENCE INTERNATIONAL OPINION
OF CHEMICAL WEAPONS? CITE
SPECIFICS FROM THE DOCUMENTS TO
SUPPORT YOUR POSITION.
10. Works Cited in Order Used
ā¢ Cover Image: British 55th Division gas casualties 10 April 1918. Thomas Keith Aitken (Second Lieutenant)Ā -Ā This is photographĀ Q 11586Ā from the
collections of theĀ Imperial War Museums(collection no. 1900-22). Link
ā¢ Image: Livens gas projector loading, assumed British militaryĀ -Ā This is photographĀ Q 14945Ā from the collections of theĀ Imperial War Museums. Link
ā¢ Image: "French soldiers making a gas and ļ¬ame attack on German trenches in Flanders, 1 January 1917. Belgium." FromĀ National Archives and
Records Administration, cataloged under the ARC Identiļ¬erĀ 530722. Link
ā¢ Image: A gas attack photographed from an airplane. "German Frightfulness from the Air". Available from theĀ German Federal Archive. Link
ā¢ Image: Indian infantry in the trenches, prepared against a gas attack [Fauquissart, France]. Photographer: H. D. Girdwood. From the British
Library. Link.
ā¢ Image: White utility nursing uniform (BUMED 09-8131-2), U.S. Navy BUMED Library and Archives. Link.
ā¢ Quote: Cook, Tim (1999). No Place to Run: The Canadian Corps and Gas Warfare in the First World War. UBC Press. ISBN 0-7748-0740-7.
ā¢ Quote: Lavinia Dock, History of the American Red Cross Nursing, (New York: The Macmillan Press, 1922): 611.
ā¢ Quote: Field Nurse Vera Brittain, 1918. Link.
ā¢ Image: British 55th Division gas casualties 10 April 1918. Thomas Keith Aitken (Second Lieutenant)Ā -Ā This is photographĀ Q 11586Ā from the
collections of theĀ Imperial War Museums(collection no. 1900-22). Link
ā¢ Painting: Gassed, 1919. Sargent, John Singer. Le Bac-du-Sud, Doullens Road, Doullens, Somme, France. Imperial War Museums. Link
ā¢ Image: Nach Gasangriff 1917. Herman Rex: Der Weltkrieg in seiner rauhen Wirklichkeit. Das FrontkƤmpferwerk. Oberammergau 1926. S. 85. Link
ā¢ Image: A Canadian soldier withĀ mustard gasĀ burns, ca. 1917ā1918. CanadianĀ public domain. Link
ā¢ Image: Giulio Douhet. Italian Public Domain. Link
ā¢ Text: The Command of the Air (1921), by Giulio Douhet. Reprinted by Air Force History and Museums Program 1998. Pg. 20. Link
ā¢ Image: Cover of the leaļ¬et entitled āMenace of Chemical Warfare to Civilian Populationsā. Published in 1932 by the Chemical Workersā Union.
Written by Arthur J. Gillian. Link
ā¢ Image: The First International Peace Conference, the Hague, May - June 1899 HU67224. From theĀ Imperial War Museums. Link
11. REFLECTION ON MAKING THIS DBQ
My grandfather used to tell me stories of climbing Mt.
Rainier in his youth. I loved his stories. Ā My imagination triedĀ to
relive those events, longing to know what that challenge was like.
Growing up in Western Washington RainierĀ dominated our views
on clear days; a monster of snow, ice and rock beckoning me.
The challenge awaited, I needed to experience it for myself. No
old person could tell me how or why, I needed to do it for myself.
As a young teacher, I am re-learning lessons I should have
understood from my own past. Learning happens through
experience. As a teacher, I need to focus on creating
opportunities for my students to experience history and social
studies for themselves so that they can draw their own
conclusions. In the same way my grandfatherās stories enticed
me to the mountain but could not tell me how or why, I can present opportunities for my students to develop their own hows and whys about
social studies.
Creating my ļ¬rst DBQ has been an experience for me to learn as a teacher. It is very difļ¬cult for me to stay in the mindset of thinking how
students might approach a document, let alone a series of documents. It is very easy for me to know how and why I am studying history, but
not so easy for me to think how students might encounter the same sources. I am committed to treating my students as capable and
independent learners, and DBQs like the ones we are creating in class can harness student independence and focus it into learning. As I
curate source material and create accompanying questions to guide students I need to always keep the perspective of how they will approach
the document in mind. This will allow me to give ownership ofĀ the creation of meaning and understanding to the students.
Going through this process has helped remind me that the learning found in experience can be truly rich, and should be the type of
learning I am committed to regularly making available to my students. They will need to experience for themselves the lessons, and not simply
be told an answer from this old guy. My own experiences on Mt. Rainier mean so much more to me that my grand fatherās stories, but I might
not have my own experiences if he had not presented the ideas and possibilities for me to explore on my own.
As a teacher, I hope I can always create opportunities for my students to learn through experience, and well crafted DBQs are a tool to
facilitate that process. The irony is that I need to experience making more to make them well crafted. Further proof that the experiential process
reveals the rich learning. ~ Erik Nelson Twitter/@ENelsonEdu | email
Image Credit:Ā Mazamas hiking trip to Mt. Rainier.Ā Original Collection: Gerald W. Williams Collection.Ā Item Number:
WilliamsG:Mazamas_Ranier1905. Link.
13. This eBook is a collaborative project of Peter Pappas āØ
and his Fall 2014 Social Studies Methods Class āØ
School of Education ~ University of Portland, Portland Ore.
Graduate and undergraduate level pre-service teachers were assigned the
task of developing an engaging research question, researching supportive
documents and curating them into a DBQ suitable for middle or high
school students.
For more on this class, visit the course blog EdMethods āØ
For more on the assignment and work ļ¬ow tap here.
āØ
āØ
Chapters in chronological order
1. The American Revolution by Scott Deal
2. The Pig War by Andy Saxton
3. Cesspool of Savagery by Michelle Murphy
4. Chemical War by Erik Nelson
5. Americansā Perceptions of Immigration āØ
in the 1920s by Ceci Brunning and Jenna Bunnell
6. The New Deal and the Art of Public Persuasion āØ
by Kari VanKommer
7. Combat Soldiers in Context by Kristi Anne McKenzie
8. The Marshall Plan: Altruism or Pragmatism? āØ
by Sam Kimerling
9. Little Rock Nine: Evaluating Historical Sources āØ
by Christy Thomas
10. First Ladies as a Political Tool by Emily Strocher
EXPLORING HISTORY: VOL II
xiii
Engaging questions and historic
documents empower students to be
the historian in the classroom.
14. Cover image: Replica of old French globeāØ
Date:1 January 1, 2013āØ
Petar MiloÅ”eviÄ
Peter Pappas, editor āØ
School of Education ~ University of Portland
His popular blog, Copy/Paste features downloads of his instructional
resources, projects and publications. Follow him at Twitter @edteck.
His other multi-touch eBooks are available at here. For an example of
one of his eBook design training workshops tap here.
CC BY-NC 3.0 Peter Pappas and Erik Nelson, 2014
The authors take copyright infringement seriously. If any copyright holder has
been inadvertently or unintentionally overlooked, the publisher will be pleased to
remove the said material from this book at the very ļ¬rst opportunity.
xivSource