In this lesson, we looked at the impact that Stalin had on the Soviet Union after he had taken over. We started out by considering his economic impact, which focused on his Five Year Plans.
In this lesson, we continued our study of Stalin's Soviet Union by analysing his political impact. We found out how he used a combination of propaganda and terror to control the population.
In this lesson, we continued our study of Stalin's Soviet Union by analysing his political impact. We found out how he used a combination of propaganda and terror to control the population.
These slides summarise the impact of Hitler's rule over Germany. Just like Stalin's Soviet Union, Hitler's Germany was impacted in 3 areas - political, social and economic.
Chapter 2a: The Rise of Stalin (Lesson 1 of 2)
In this lesson, you will learn about the Russian Revolutions of 1917 and how they set the stage for Stalin's rise to power. We will get through a few key names and terms, such as the 'Bolsheviks', 'Communism' and 'Lenin'. You will also see a guest appearance by Les Miserables (which, I repeat, has absolutely no historical relevance to the rise of Stalin).
After World War Two a Cold War developed between the capitalist Western countries and the Communist countries of the Eastern Bloc. Soviet leader Joseph Stalin wanted a buffer zone of friendly Communist countries to protect the USSR from further attack in the future. However, British Prime Minister Clement Attlee and US President Harry Truman made it clear at Yalta and Potsdam that this was unacceptable to the Western governments. They wanted freely defined states. Communist parties had gained control through what the Hungarian leader, Rakosi, called salami tactics. By 1950, the Eastern Bloc consisted of many Eastern European countries which were under the influence of the USSR. These included Poland, Hungary, Czechoslovakia and Ukraine. After Stalin's death in 1953, there was a power struggle in the USSR. By the mid-1950s the dominant Soviet political figure Nikita Khrushchev was solidifying his grasp on power.
Lesson 1 of 4: The Rise of Hitler - Circumstances in Germany
In this lesson, we studied how the circumstances in Germany contributed to Hitler's rise to power. First, we made connections between what we studied in Chapter 1 (Treaty of Versailles and the League of Nations) and the start of Chapter 3. Then, we looked at the three major issues in Germany: the weakness of the Weimar Government, the problem of hyperinflation, and the severe impact of the Great Depression.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT UNDER STALIN. Contains: Stalin and first changes, Nomenklatura no 1,
Party Congress, assigning party members blindly, strengthening the organisation and accounting, responsibilities for the appointments, guberniia, the local party secretary, settling for conflicts, Georgian Affair, Democratic Centralists, Workers Opposition, struggle for power, conspiracies.
Ms Diyana guided us through the policy of appeasement, explaining why - and how - Britain and France gave in so easily to Hitler's demands. Instead of deterring him, this only made him bolder and resulted in the eventual outbreak of WWII.
These slides summarise the impact of Hitler's rule over Germany. Just like Stalin's Soviet Union, Hitler's Germany was impacted in 3 areas - political, social and economic.
Chapter 2a: The Rise of Stalin (Lesson 1 of 2)
In this lesson, you will learn about the Russian Revolutions of 1917 and how they set the stage for Stalin's rise to power. We will get through a few key names and terms, such as the 'Bolsheviks', 'Communism' and 'Lenin'. You will also see a guest appearance by Les Miserables (which, I repeat, has absolutely no historical relevance to the rise of Stalin).
After World War Two a Cold War developed between the capitalist Western countries and the Communist countries of the Eastern Bloc. Soviet leader Joseph Stalin wanted a buffer zone of friendly Communist countries to protect the USSR from further attack in the future. However, British Prime Minister Clement Attlee and US President Harry Truman made it clear at Yalta and Potsdam that this was unacceptable to the Western governments. They wanted freely defined states. Communist parties had gained control through what the Hungarian leader, Rakosi, called salami tactics. By 1950, the Eastern Bloc consisted of many Eastern European countries which were under the influence of the USSR. These included Poland, Hungary, Czechoslovakia and Ukraine. After Stalin's death in 1953, there was a power struggle in the USSR. By the mid-1950s the dominant Soviet political figure Nikita Khrushchev was solidifying his grasp on power.
Lesson 1 of 4: The Rise of Hitler - Circumstances in Germany
In this lesson, we studied how the circumstances in Germany contributed to Hitler's rise to power. First, we made connections between what we studied in Chapter 1 (Treaty of Versailles and the League of Nations) and the start of Chapter 3. Then, we looked at the three major issues in Germany: the weakness of the Weimar Government, the problem of hyperinflation, and the severe impact of the Great Depression.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT UNDER STALIN. Contains: Stalin and first changes, Nomenklatura no 1,
Party Congress, assigning party members blindly, strengthening the organisation and accounting, responsibilities for the appointments, guberniia, the local party secretary, settling for conflicts, Georgian Affair, Democratic Centralists, Workers Opposition, struggle for power, conspiracies.
Ms Diyana guided us through the policy of appeasement, explaining why - and how - Britain and France gave in so easily to Hitler's demands. Instead of deterring him, this only made him bolder and resulted in the eventual outbreak of WWII.
Chapter 1: The Treaty of Versailles and the League of Nations (Lesson 1 of 3)
In this lesson, we got started on the History syllabus by learning about the events leading up to WWI. We were hit with a barrage of '-isms': Militarism, Imperialism and Nationalism. We then found out how these '-isms' contributed to the outbreak of WWI. Please note that this topic is *not tested* in the O Levels.
Lesson 4 of 4: Conflict in Multi-Ethnic Societies
We finally wrapped up our series of lessons on conflict in multi-ethnic society by looking at the impact of The Troubles upon Northern Ireland. After watching a number of videos about the violence that occurred during The Troubles, we then considered the political, social and economic impact that this had upon Northern Ireland.
This set of slides combines Parts 2 & 3 of the Cuban Missile Crisis (Part 1 was already sent as a video). Part 2 focuses on the escalation of tensions that led to the Cuban Missile Crisis and how it brought the world close to nuclear war. Part 3 focuses on the resolution of the conflict and how it impacted the parties involved.
This game will help you to understand the challenges that governments face when dealing with trade-offs. Governments need to deal with the differing demands of society as well as prepare themselves for unforeseen events, whilst maintaining the economic and social well-being of the nation.
European Dictators: Mussolini, Stalin and Hitler.Furqaan Thakur
Hello Friends!
This PPT is about European Dictators: Mussolini, Stalin and Hitler based on the 10th std Maharashtra State Board (SSC) Textbook. You can use this information for your projects.
Best of Luck!
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
This is a presentation I gave in Sociology course about the industrial revolution talking about its factors, beginnings and consequences, and some related issues. I hope you like the presentation.
We've looked at the difficulties that governments face in pleasing everyone. What does the government in Singapore do to meet some of the needs and challenges faced by society here?
In this lesson, we will go through the origins of the Cold War, going right back to the Russian Revolution all the way to the events that followed the end of WWII.
The slides are a bit bare for now, but this is the very quick summary of the important events and developments in Chapter 6. We learnt about Japan's history and how it affected its rise to global power. We saw how the crises in Japan as well as external forces led Japan into conflict with the nations around it, eventually culminating in WWII in Asia.
This is Mr Cheong's consolidated list of SBQ skills. Remember: the structure itself is not important! It is far more vital for you to understand what the question is asking for and to include the relevant info. My structures should serve as a checklist for you as you answer the SBQ questions.
This presentation will guide you through the steps needed to answer the Reliability question type in the SBQ section of your exam. I've borrowed the SURE acronym from the library campaign to help you to remember the answer structure for reliability questions.
Lesson 2 of 4: The Rise of Hitler - Hitler's Leadership Abilities
In this lesson, we looked at the 2nd set of reasons leading to Hitler's rise, namely Hitler's own personality and leadership abilities. Having studied the circumstances in Germany, we now learnt about how Hitler took advantage of the situation to rise to power in Germany.
Conflict in Multi-Ethnic Societies: Lesson 3 of 4
In this lesson, we spent some time exploring the causes of the Northern Irish conflict on our own, with the aid of our iPads. After our presentations, we looked a bit more closely at the factors that caused the Northern Irish conflict, known as The Troubles.
Lesson 2 of 4
In this lesson, we came to terms with the horrific consequences of the conflict in Sri Lanka. Having considered the political consequences of armed conflict and foreign intervention, we then studied how clash between the LTTE and the army led to great economic and social devastation on the beautiful island of Sri Lanka.
Conflict in Multi-Ethnic Societies: Lesson 1 of 4
In this lesson, we were introduced to the occurrence of conflict within mutli-ethnic societies in many parts of the world. We then studied the history of Sri Lanka to get some idea of the events that led up to the decades-long civil war that would ravage the country in the years to come.
Lessons 1, 2 and 3 on Healthcare
In this series of lessons, we began with a scenario where we had to provide free healthcare to one student with illness. We touched on some of the challenges facing healthcare systems across the world and looked at the examples of the US and the UK.
We finally moved on to the healthcare system in Singapore. We used the SAPEO acronym to recall the 4 key principles that have shaped Singapore's healthcare system, while learning about government initiatives such as Medishield, Medisave, Medifund and the different classes of wards in hospitals.
SS Chapter 2 - Governance in Singapore (Lesson 3 of 3)
In this lesson, we moved swiftly through Singapore's ageing population. We talked about what that meant for us in the future (more taxes!!!) and the 'Many Helping Hands' approach to deal with this problem.
SS Chapter 2 - Governance in Singapore (Lesson 2 of 3)
In this lesson, we tried to apply the guiding principles of governance to a real-life problem that Singapore faces: a declining birth rate. We talked about babies, money and the complete failure of Singapore to become a baby factory. Finally, we talked about Singapore's attempts to bring up its birth rate once more.
SS Chapter 2 - Governance in Singapore (Lesson 1 of 3)
In this lesson, we started out on the Social Studies (SS) syllabus by thinking about what makes a good team. We then applied those principles to the running of a country - known as governance. Finally, we looked at several examples where Singapore tries to implement these guiding principles of governance in its policy-making.
Chapter 1: The Treaty of Versailles and the League of Nations (Lesson 2 of 3)
In this lesson, we took a look at the League of Nations. We talked about why it was formed and whether the League of Nations was effective. Finally, we considered some key examples of the League's failure, such as Manchuria and Abyssinia.
More from Ministry of Education, Singapore (MOE) (18)
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
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.
3. What did Stalin do after he took control?
What was Stalin’s Soviet Union like?
4.
5. Lack of food
Lack of industry (i.e. backward farming country)
Isolated by the rest of the world because of its
Communist government
6. An extract from an official Soviet document in the
1920s
The revolution’s goal is to make men brothers. The
revolution wants to build big houses where the kitchen,
dining room, laundry and nursery would be built
according to the latest scientific methods and serve
all the residents of the house-commune, who would
live in comfortable, clean rooms with running water
and electricity.
7.
8. Five Year Plans
Nationwide policy to rapidly develop the USSR
Set ambitious targets
11. Collectivisation
Merger of small farms owned by individuals
INTO
A single large farm owned by the state (called a
kolkhoz)
Collectivised farms owned by the State
State provided machinery (e.g. tractors) for farming
State set high targets for crops produced
Working hours & wages were also fixed by the state
Harsh punishments were given out to those who were
absent or could not meet targets
12. Impact?
Wealthy farmers (called kulaks) strongly opposed
collectivisation
Many of them preferred to burn their crops and kill
their animals rather than hand them over
Grain harvest fell significantly Great Famine
(1932-3) where millions of peasants died
however…
Increased manpower for industrialisation as
peasants moved to the cities
14. Rapid industrialisation
Create factories and jobs in the cities
Wanted to mechanise farming
Production of farming equipment like tractors
Hoped that fewer people would be needed to farm
More people would be available to work in factories
15. Rapid industrialisation
Hundreds of new factories built
Increase in workforce
Emphasised the development of factories that produced
Coal
Iron
Steel
Electricity