Rock paper-scissors-activity
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The document describes a classroom activity where students play a game of rock-paper-scissors to win candy, representing a capitalist system. A few students win most of the candy while most students lose all their candy quickly. This leads to a discussion of Karl Marx's communist theory and how it relates to the unequal outcomes of the game. The teacher then collects and redistributes the candy equally, representing a transition to socialism. The document uses this game to explain key concepts of Marxism such as the class struggle under capitalism and how socialism and communism aim for more economic equality.
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There are many transparent animals that live in oceans around the world, including glass frogs, barreleye fish, glasswing butterflies, glass squid, transparent zebrafish, icefish, amphipods, larval shrimp, salps, and jellyfish. These animals' transparent or translucent bodies allow scientists to study their internal organs and biological processes in vivo, and serve as camouflage for predators and prey in deep ocean environments with little light.
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The Cold War was a period of geopolitical tension between the United States and Soviet Union from 1945-1990. It involved ideological and strategic competition between capitalism and democracy (US) versus communism and socialism (USSR). Some key events included the division of Germany and Berlin after WWII, the Truman Doctrine providing aid to countries resisting communism, the Marshall Plan rebuilding Western Europe, the Warsaw Pact alliance opposing NATO, and arms and space races increasing military tensions.
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Workshop: Archive Unleashed 3.0
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1) In 1932, Einstein warned President Roosevelt about Nazi Germany's efforts to purify uranium, which could be used to create an atomic bomb. This led the US to begin the secret Manhattan Project to develop a bomb.
2) The Manhattan Project took 6 years and over $2 billion, led by Robert Oppenheimer. They successfully tested the first atomic bomb called "The Gadget" in New Mexico in 1945.
3) In early August 1945, the US dropped atomic bombs called "Little Boy" on Hiroshima on August 6th and "Fat Man" on Nagasaki on August 9th, causing widespread destruction and many casualties in both cities. Japan surrendered on August 15th, ending World
US Geography Powerpoint
The document provides information about the geography of the United States, including its population, capital, bird, and division into 5 regions: Northeast, Midwest, Southeast, Southwest, and West. It also lists major bodies of water in the US such as the Atlantic and Pacific Oceans, Mississippi and Rio Grande Rivers, Great Lakes, and Gulf of Mexico.
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Civilizations & pre history
This document provides an overview of human prehistory and the development of early civilizations. It discusses how scientists like archaeologists, anthropologists, and paleontologists study human origins and origins through excavating sites and analyzing artifacts and bones. Early humans like Homo habilis and Homo erectus developed tools and fire. Agricultural developments during the Neolithic Revolution led to more permanent settlements and specialization of labor, laying the foundations for early civilizations. Key characteristics of civilizations included cities, complex institutions like government and religion, record keeping, and advanced technology.
Industrial revolution
The Industrial Revolution began in Great Britain due to several key factors: abundant natural resources like coal and iron; a growing population and food supply that provided a large workforce; entrepreneurs and capital available for investment; and overseas colonies that served as markets for goods. The Revolution led to major changes like new machines being invented, the rise of factories, urbanization as many moved to cities for work, and the development of new social classes like the working class and middle class. Workers faced difficult conditions like long hours, dangerous environments, and low pay. The Revolution transformed society and the economy.
The french revolution
The document provides background information on the French Revolution and Napoleon Bonaparte. It begins with preview questions about the causes of the French Revolution, important figures, and the reader's existing knowledge. It then covers the three estates in pre-Revolution France and economic/political issues that led to unrest. Key events of the Revolution are summarized, including the storming of the Bastille, National Assembly reforms, the Reign of Terror under Robespierre, and the rise of Napoleon Bonaparte. Napoleon's military campaigns and establishment of the Napoleonic Code are briefly discussed. In under 3 sentences.
Imperialism in Africa and India
I do not have enough context to summarize or analyze a specific story. Could you provide more details about the stories you are referring to?
Geography
This document provides information about geography, economics, and environmental issues and problems. It describes key geographic concepts like latitude, longitude, maps, and population distribution. It then discusses differences between developed and developing countries and factors that influence standards of living. Issues covered include population growth, urbanization, migration, resource use, pollution, and climate change. Potential solutions discussed include international agreements and sustainable energy development. Overall, the document outlines geographic concepts and examines current environmental challenges and their social and economic impacts.
Russian Revolution
1. Czar Nicholas II was an unskilled leader of Russia who relied on the army and large government to maintain power. He had four daughters and one son with his wife Alexandra.
2. Alexandra fell under the influence of the holy man Grigori Rasputin, who could supposedly stop the bleeding of her son Alexei, who had hemophilia. Rasputin's influence caused bad decision making that led to economic and military disasters.
3. Growing unrest due to the losses in World War I and poor economic conditions led to the March Revolution in 1917 where Czar Nicholas II abdicated his throne. However, the new provisional government failed to satisfy workers and soldiers, setting the
World War One
This document provides background information on the causes and events leading up to World War 1. It discusses the key factors that contributed to rising tensions between European powers in the early 20th century, including militarism, imperialism, nationalism, and a system of overlapping alliances. The document then outlines the series of events in 1914 that triggered the war, beginning with the assassination of Archduke Franz Ferdinand and Austria-Hungary's subsequent declaration of war on Serbia. This led Germany to enter the war in support of Austria-Hungary and triggered involvement by other Allied and Central powers due to their existing alliances.
The Fertile Crescent
The document provides information on early civilizations that developed in the Fertile Crescent region between the Tigris and Euphrates Rivers, known as Mesopotamia. It discusses the advantages of the region for agriculture due to annual flooding depositing fertile silt. Early settlers developed irrigation systems and built cities with walls to control floods and access water. The Sumerians established independent city-states each with their own government and gods around 3000 BC. They developed writing, the wheel, plow, and use of bronze. Later empires like the Akkadians, Babylonians, Assyrians, and Persians conquered the region and adopted elements of Sumerian culture, with the Persians eventually controlling a
Egypt
1. Ancient Egypt was centered along the fertile banks of the Nile River, which flooded annually and deposited rich soil. The river was crucial for agriculture, trade, transportation and water.
2. Egyptian society was divided into upper and lower kingdoms that were eventually united under King Narmer. Power was centered on the pharaoh, who was seen as both the political and spiritual leader.
3. The pyramids, such as the massive structures at Giza, were elaborate tombs built to protect the pharaohs and allow their souls to transition to the afterlife. Other important structures included temples and mastabas.
Pirates
Pirates were often depicted inaccurately in movies and stories. In reality, they rarely buried treasure, swung between ships, or made people walk the plank. While some pirates like Blackbeard were truly fearsome, most lost limbs in battles and did not have hooks for hands. Pirates democratically elected captains and signed contracts detailing shares of plunder. Some women also took up piracy, dressing and fighting as men.
Who are the vikings
The Vikings were Scandinavian seafaring warriors from Norway, Sweden, and Denmark who raided, traded, explored, and settled across Europe from the late 8th to late 11th centuries. They used longships to raid coastal areas and sail up rivers as far as Russia, the Middle East, and North America. The Vikings attacked monasteries and towns for their riches and often captured people to ransom or sell into slavery. They established settlements in Iceland, Greenland, and Vinland in North America. The Viking way of life centered around farming, fishing, crafts, and battle. They had a polytheistic religion and buried their dead with treasures.
Meso Americans, Aztecs, Incas & Mayans,
This document provides an overview of the major pre-Columbian civilizations of Mesoamerica and South America, including the Olmecs, Zapotecs, Maya, Aztecs, Incas, and more. It describes the origins, locations, societies, religions, and achievements of these civilizations. Key points include the Olmecs being the first major civilization in Mesoamerica; the Maya developing advanced calendars, mathematics, and a written language; the Aztecs building the large city of Tenochtitlan and practicing human sacrifice; and the Incas establishing a large empire across the Andes mountains in South America through both conquest and diplomacy.
Ancient Greece
Ancient Greece was located on a mountainous peninsula in Europe surrounded by seas. The geography divided the land into small regions and isolated communities, preventing a unified government. Instead, independent city-states developed like Athens and Sparta. Athens developed a direct democracy while Sparta focused on strict military training. These city-states were later united against the Persian Empire in the Greco-Persian wars, resulting in key battles like Marathon, Thermopylae, and Salamis. During the Golden Age of Greece under Pericles, Athens grew powerful and advanced art, architecture, drama, and philosophy flourished. However, tensions later erupted into the Peloponnesian War between Athens and Sparta.
Greek Art and Architecture
The document provides information on Greek art and architecture. It discusses that Greek temples were built to honor gods and celebrate civic power. It describes the three Greek architectural orders of Doric, Ionic, and Corinthian. It highlights the Parthenon as an important temple built in the Doric style on the Acropolis in Athens. It also mentions Greek pottery, sculpture, and theaters as other influential art forms in ancient Greece.
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The document provides an overview of the Scientific Revolution that occurred between the 1500s-1600s. It discusses how thinkers like Copernicus, Galileo, Kepler, and Newton developed new scientific theories and models that displaced the old Ptolemaic geocentric view of the universe. Their work established that the sun, not the Earth, was the center of the solar system and that planets revolved around the sun. This revolution in scientific thinking represented a major paradigm shift that challenged the authority of the Church and traditional conceptions of the natural world.
The Fertile Crescent! Those crazy Mesopotamians!
The Fertile Crescent, also known as Mesopotamia, is a crescent-shaped region located between the Tigris and Euphrates rivers that saw the rise of early civilizations. The area had fertile soil from annual flooding but lacked natural defenses. To overcome these challenges, settlers developed irrigation systems through channels, dams, and ditches to control floods and water crops. They also constructed city walls out of mud bricks. This led to the emergence of the Sumerian city-states in southern Mesopotamia around 3000 BC, which established systems of government, religion, social class, and innovations like the wheel, plow, and the first written language known as cuneiform.
Problems After WWI and Rise of the Dictators
1. After WWI, Germany faced economic problems like inflation and reparations payments that caused unrest. The League of Nations was too weak and the US did not join.
2. In the 1920s and 1930s, totalitarian dictatorships rose in Germany under Hitler and in Italy under Mussolini. Both glorified the state over individuals and stressed nationalism.
3. Stalin consolidated power in the USSR after Lenin's death and instituted authoritarian policies like collectivization that caused famine and purges that eliminated dissent. He rapidly industrialized the country through centralized 5-year plans.
Russian revolution
The document summarizes the events of the Russian Revolution. It describes how Czar Nicholas II's autocratic rule and the losses in WWI led to unrest among the Russian people. In March 1917, widespread strikes and protests erupted in Petrograd, ultimately forcing Nicholas to abdicate and a provisional government was established. However, Vladimir Lenin and the Bolsheviks seized power in November 1917 and established Soviet rule, signing a peace treaty with Germany to exit WWI. This led to a civil war as the Bolsheviks, known as the Red Army, fought against opposing White army forces. By 1920, the Red Army defeated the White army and the Communists took control of Russia.
World War I
1. World War 1 began in 1914 after the assassination of Archduke Franz Ferdinand by Serbian nationalists and escalated due to militarism, alliances, imperialism, and nationalism in Europe.
2. The war led to trench warfare along the Western Front and heavy losses for all sides. The US entry into the war in 1917 helped the Allies including Britain, France, and Russia defeat the Central Powers of Germany and Austria-Hungary by 1918.
3. The Treaty of Versailles after the war punished Germany by stripping it of land and imposing heavy reparations, sowing resentment that Hitler would later exploit. The war caused over 20 million military and civilian deaths and redrew the map of
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- 2. The Rules: DO NOT EAT YOUR CANDY! • Two opponents face off at one time. • The winner takes one lifesaver from the loser. • You may compete as long as you have at least one lifesaver. When you lose all of your candy, return to your seat. • When at your seat, get out a piece of paper and answer the questions on the next slide.
- 3. Debriefing • How did you feel at the start of the game? • How did you feel when you ran out of candy and had to quit the game? • What could you have done to get back into the game? • Why didn’t you do this? • Do you think this game was fair? Why or why not? • Now that the game is over, what action could Mrs. Silverman take, if any, to make the game fair? Should she do this? Why or
- 4. Karl Marx and Communist Theory • Marx believed that the capitalist system would eventually destroy itself • He believed the large proletariat (working class) would revolt and seize factories/mills from the capitalists and produce what society needs • Eventually, the gov’t would whither away and a classless society would share all goods/services equally • HOW DOES THIS THEORY RELATE TO OUR GAME…?
- 5. CAPITALISM Private Ownership Freedom of Competition Results in Unequal Economic Classes CLASS STRUGGLE Wealthy class and workers struggle over money Marxist Theory * R / P / S Game CAPITALISM Students own candy Played R/P/S Some Won/Most Lost Everything CLASS STRUGGLE Winners and losers struggle over candy
- 6. WORKERS REVOLT! Plan to get candy back (steal) & argue about fairness SOCIALISM Mrs. S. collects candy Redistributes candy equally Students have same amount of candy WORKERS REVOLT! Working class carries out plan to overtake upper class SOCIALISM Government owns industry GOAL: Economic Equality Aims for a classless Marxist Theory * R / P / S Game
- 7. COMMUNISM Students refuse to play the game again but share candy equally Mrs. S would no longer need to supervise COMMUNISM Goal of a classless society is achieved; Goods/services shared equally No government is needed Marxist Theory * R / P / S Game
- 8. Recap… • The game (capitalism) started with an unequal distribution of candy (wealth). A few students (the wealthy) had far greater resources than the rest of the class (the working class).
- 9. Recap… • A few students (the wealthy) were able to prosper during the game (capitalism). Their advantage made it virtually impossible for the rest of the students (working class) to succeed in the game (capitalism)
- 10. Recap… • Those who succeeded (the wealthy) in the game (capitalism) support it. Those who did not succeed (the working class) pointed out its unfairness and generally wanted to change the game (change the system).
- 11. Recap… • As frustration with the game (capitalism) mounted, some students (working class) suggested alternative solutions for making distribution of candy (wealth) more equal (socialism).
- 12. Recap… • Mrs. Silverman (government) collected the candy (wealth) and redistributed them equally (socialism). Thus, no student had more candy (wealth) than another (resulting in a classless society).
- 13. QUESTIONS TO CONSIDER:• Based on this activity, what are some advantages of a Marxist, classless society? What are some disadvantages? • What do you think workers in England (or peasants in Russia) might have thought about Marx’s ideas? • Are there any organizations or governments in the world today that
- 14. SOCIALIST or CAPITALIST?• Milton High School • A child’s lemonade stand • A soup kitchen • A government that provides health care for all citizens • The local fire department • The Dow Jones industrial average increased 15 points (Stock Market)
- 15. SOCIALIST or CAPITALIST?• You sell a candy bar for 25 cents more than what you bought it for • Yosemite National Park • Ben and Jerry’s Ice Cream Company • The Post Office • Mrs. Silverman rewards students with A’s on test with candy • Group members all get the same grade on a project