The document summarizes the history of Russia from the reign of Czar Alexander II in the 1860s through the end of the Russian Civil War in 1921. It discusses the emancipation of serfs, the rule of later Czars including Nicholas II, the revolutions of 1905 and 1917 which overthrew the monarchy, the rise of the Bolsheviks under Lenin, and the civil war between the Red and White armies that resulted in victory for the Communists. Key events included Bloody Sunday, World War I, the abdication of Nicholas II, and the executions of Rasputin and the Romanov family.
Presentation on the events leading up to WWI, the war itself, and the peace settlement afterwards. Also included is the Russian Revolution, the disposal of the Romanov and the rise of Lenin and the Bolshevik.
Timeline of events - The decline and fall of the Romanov Dynasty.Matt White
This is a slide presentation I put together for my Year 11 Modern History class. It traces the key issues and events that led to the fall of the Romanov Dynasty 1917. Sources are from websites and Wikipedia. Designed to give students and overview so they can investigate further.
Presentation on the events leading up to WWI, the war itself, and the peace settlement afterwards. Also included is the Russian Revolution, the disposal of the Romanov and the rise of Lenin and the Bolshevik.
Timeline of events - The decline and fall of the Romanov Dynasty.Matt White
This is a slide presentation I put together for my Year 11 Modern History class. It traces the key issues and events that led to the fall of the Romanov Dynasty 1917. Sources are from websites and Wikipedia. Designed to give students and overview so they can investigate further.
CAMBRIDGE A2 HISTORY: RUSSIAN TERROR TRADITION BEFORE STALIN - TSARS AND LENINGeorge Dumitrache
CAMBRIDGE A2 HISTORY: RUSSIAN TERROR TRADITION BEFORE STALIN - TSARS AND LENIN. Contains: last 2 czars, Alexander the third, nationalism, autocracy, russification, bloody Sunday, Lenin, Red Terror.
Big events during the interim period between the two world wars. It focuses on the Bolshevik Revolution, the rise and tyranny of Stalin, the Holodomor, the Gulag, and a little on the rise of Hitler (more on this last one in the WWII presentation).
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. The Russian
Revolution
Katey Hanes
Saturday, April 13, 2013
2. Reign of Czars Alexander II
and Alexander III
(1861–1881)
Saturday, April 13, 2013
3. Emancipation of Serfs
• In 1854, he announced to Lords that they were to find a
way to go about freeing the serfs. In 1861, a group of
Lords created the Emancipation statute. Alexander gave
them an Imperial Proclamation to go with it. It made
serfs free of their landlords and let them vote, marry
who they please, sue in court, own property, buy the
property they had been on with their landlord, and trade
freely.
Zemstvos
• In 1864, Alexander II allowed each district of Russia to
create Zemstvos: local councils charged with creating
and maintaining roads, schools, and medical services.
Their main job was to educate the peasants. During
WWI they fed and clothed the army.
Russification
• Before Alexander III, Russification meant that the Czar should
accept any nationality as being an ethnic group so long as they
acknowledge their allegiance to the Russian state. But
Alexander III changed this, saying everyone should just be
“Great Russians”. Anyone that did not put being Russian first
would be faced with pogroms (waves of severe prosecution).
Saturday, April 13, 2013
4. The Early Reign of
Czar Nicholas II
(1895–1905)
Saturday, April 13, 2013
5. The Last Czar and Czarina
• In 1896, Nicholas II, son of Alexander III, was crowned
Czar. He saw the problems of his people but refused to
do anything about them, ignoring the problem. He
prosecuted any dissenters and refused to make any
reforms. When her husband left for WWI, Czarina
Alexandra Feodorovna replaced the ministers with ones
that favored the extremely controversial mystic
Rasputin. Both his rule and hers led to the collapse of
imperial Russia.
Revolution of 1905
• For a long time, the average Russian workday was 11 hours.
Factories cared not for their workers and put them in harsh
conditions. After a while, Georgi Gapon, a priest who headed
the Assembly of Russian workers, called for a protest of 110,000
workers in 1905. They marched to St. Petersburg, where police
and Cossacks were waiting. At least 100 workers were killed
and 300 were wounded. This event, Bloody Sunday, caused a
chain reaction of strikes and mutinies all throughout 1905.
The Duma
• After the events of Bloody Sunday, Nicholas II created
the Duma, a national legislature, in an attempt to
appease the public. However, he still refused any
legislation involving reform, so he solved no problems.
His downright refusal to help his country at all caused
support for communist revolutionaries, or Bolsheviks.
Saturday, April 13, 2013
6. World War I and the Fall of
the Czar
(1906–March 15, 1917)
Saturday, April 13, 2013
7. Murder of Rasputin
• On December 16-17, 1916, several people related to or
friends of the Czar and Czarina murdered the Czarina’s
advisor Rasputin. The higher-ups did not like the fact that
he, a peasant, had such a high influence. After being shot
three times, poisoned, and beaten brutally with a barbell,
the mystic remained alive. He did not finally die until he
was drowned in a hole in the Malaya Nevka River’s ice.
Later the body was found and autopsied, and the
murders were punished in a variety of ways.
WWI Causes Problems
• By 1917, over one million Russians had died in World
War I. Over four million had been wounded. The public
blamed the Czar for the defeat. The Czar had mobilized
Russia’s armies and caused a chain reaction that started
WWI. People began to revolt against him. Workers
once again united to protest the Czar’s ignorance.
Nicholas II Abdicates
• In 1917, food shortages were widespread across Russia.
Workers once again went on strike and rioted. The Czar
attempted to shut down the Duma and tried to use his
army to stop protests. He refused the Duma’s demands
to change the government. In March 1917, he gave up the
throne in fear of a revolution. But it was too late.
Saturday, April 13, 2013
8. The Provisional Government
and the Bolshevik Revolution
(March 16, 1917–March 1918)
Saturday, April 13, 2013
9. New Government, New Ruler
• After Czar Nicholas II abdicated, a temporary Provisional
Government was formed. Alexander Kerensky became the
Minister of Justice, then shortly after became the Minister of
War. He was then quickly elected Prime Minister. Despite
having called for many good reforms in the past, he now
became disliked by the Russian people. Instead of stopping
the detested war, he announced a new offensive. At least
two million soldiers left the war unofficially, not wanting to
fight. He also did not give peasants land, which Lenin did.
November Coup D’Etat
• In 1917,Vladimir Lenin, leader of the Bolsheviks, organized
an ingenious Coup against the provisional government. He
had his supporters occupy government buildings and other
locations. The Coup ended in two days with no blood. The
occupation alone had overthrown the government and
created a socialist one, the Union of Soviet Socialist
Republicans, better known today as the USSR.
Brest-Litovsk Treaty
• On December 3, 1917, Leon Trotsky was charged by his
delegation and German and Austrian representatives to end
Russia’s involvements in WWI. He used every tactic he could
to delay signing the treaty he had been offered, but eventually
Lenin forced him to sign it. Because of the treaty, Russia gave
up Ukraine, Finland, the Baltic provinces, the Caucasus, and
Poland.
Saturday, April 13, 2013
10. Civil War Ensues in Russia
(March 1918–1921)
Saturday, April 13, 2013
11. Red vs White
• The signing of the Brest-Litovsk treaty eventually led to a war
between Bolsheviks (Reds) and anti-Bolsheviks (Whites). The
Whites began attacking in 1919, coming up the Volga, into Ukraine,
and into a town just 250 miles from Moscow. One army division
even made it to the edges of Petrograd twice. But the Reds
counterattacked, and pushed them back past the Black Sea, the
Baltic, and the Pacific. The Reds quickly organized themselves, as the
Whites continued to be spread out. The Reds used their resources
more readily, made sure their army stayed loyal, and used terror
without mercy. The Whites were brutal and disorganized, lacking
any direction.
Ex-Czar and Family Murdered
• In 1918, Nicholas II and his family had been confined
in a merchant’s house in Ekaterinburg. But the
Whites were approaching and the family’s guards
were afraid that the family might be liberated by
them. So, they decided that on that night, November
6-7, they would kill the whole family.
Versailles Treaty
• This treaty, signed on June 28, 1919, a year after the end of the first World
War, was a peace treaty. It mainly affected Germany. which was burdened
with the so called “war guilt”. Germany had to give away several lands, as
well as give back what Russia lost in the Brest-Litovsk treaty. Germany’s
army was greatly reduced, and it was denied the right to an airforce, tanks,
and of course, submarines. With the loss of land came the loss of revenue
from said land, which put Germany’s economy in stitches. Germany also
had to pay war depts to the allies, which didn’t help the situation.
Saturday, April 13, 2013