The document discusses several social and political events of the 1920s. It describes the Harlem Renaissance, where many African Americans migrated north bringing new culture. It discusses civil rights leaders W.E.B. DuBois and organizations like the NAACP. Prohibition began in 1920, banning alcohol sale and manufacture. The 19th amendment gave women the right to vote. Immigration acts set quotas that aimed to restrict immigration from southern and eastern Europe. The Scopes Trial involved a teacher prosecuted for teaching evolution.
This discussest the inter-war period for the United States, which we call ther Roaring 20s. It covers important social, political, and economic topics associated with the 1920s.
Unit 3, Lecture 1 - The 1920s. Covers the Harding and Coolidge presidencies, as well as the social and economic changes of the decade. Ends before the Crash.
This discussest the inter-war period for the United States, which we call ther Roaring 20s. It covers important social, political, and economic topics associated with the 1920s.
Unit 3, Lecture 1 - The 1920s. Covers the Harding and Coolidge presidencies, as well as the social and economic changes of the decade. Ends before the Crash.
HISTORY YEAR 10: RELIGIOUS AND RACIAL INTOLERANCE IN AMERICAGeorge Dumitrache
Religious fundamentalism. What was the 'Monkey Trial'? Attitudes towards Black Americans and racial minorities. Who were the KKK? The response of the black people.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
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.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
3. Harlem Renaissance African Americans were seeking their new freedom. South wasn’t accepting them as freedman, so they migrated north. Many to Chicago, Washington D.C. and most to New York Brought a new culture when then moved to north
4. N.A.A.C.P. National Association of the Advancement of Colored People One of the oldest and most affective civil rights movements groups Goal was to limit social equality and being peace Lead by W.E.B. DuBois
5. W.E.B. DuBois Most Prominent leader during Harlem Renaissance. Harvard Graduate Editor of African American magazine “The Crisis”. “The Crisis” gave African Americans a voice.
6. Important People in Harlem Renaissance Langston Hughes Creative writer Used writings as a way to get his opinion out there James Weldon Johnson Author (mostly books, poems and folktail) Another leader in the NAACP Marcus Garvey Founded the UNIA Born in Jamaica
7. UNIA Universal Negro Improvement Association Started in Jamaica in 1914 Took off in Cleveland in 1921 Stood for black pride and unity for African Americans Wanted redemption of white rule in Africa
9. Scopes v Tennessee Teacher John Scopes went to trial for unlawfully teaching evolution Trial happened in 1925 Found guilty A technicality overturned vertict and wasn’t brought back to court
11. Women's Rights 19th Amendment passed in 1920 This gave citizens the right to vote regardless of sex. Women's rights movement started in the late 19th Century
12. 19th Amendment Ratified August 18 1920 Original draft written and introduced by Susan B. Anthony and Elizabeth Cady Stanton Written 42 years before it was ratified (1878)
14. Immigration Restriction Act of 1921 Restricted immigration Temporary legislation Added 2 new features in American 1.numerical limits on immigrants from Europe 2. using quota system for extablishing limits Only 3% of number of residents from same country living in U.S.
15. Immigration Act of 1924 Changed from 3% to 2% of the I.R. act of 1921 Aimed at southern and eastern Europeans They were immigrating in large numbers Also prohibited immigration from east Asia and Asian Indians
17. Prohibition Started in 1920 and lasted until 1933 Prohibited sale, manufacturing and trasportation of alcohol 18th amendment Ratified Jan 16,1919 Another name for it was the “Volstead Act”
18. Prohibition cont. Congress passed act after President Wilsons Veto Government didn’t do much to enforce it By 1925 many cities had speakeasy clubs (clubs that illegally sold alcohol) 1933 Roosevelt signed law allowing certain kinds of alcohol to be manufactured
20. Review African Americans took advantage of newly found freedom Teacher tried for teaching evolution Women are able to vote Alcohol prohibited in America for 13 years
21. Sources W.E.B. DuBoisPicture- J.E. Purdy, W.E.B. DuBois, Aug. 25, 2005, Public Domain John Scopes Picture- Watson Davis, Photo of John Scopes, Oct. 6, 2008, Public Domain Susan B. Anthony and Elizabeth Cady Stanton-Unknown, Anthony and Stanton sitting, Dec. 30, 2009, Public Domain Prohibition-Darwinek, Detroit police during prohibition, Feb 10, 2008, Public Domain http://en.wikipedia.org/wiki/Prohibition_in_the_United_States http://en.wikipedia.org/wiki/19th_Amendment_to_the_United_States_Constitution Hill, Robert A. The Marcus Garvey and UNIA Papers, Vol. I-VII (1983). http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=443 http://www.bookrags.com/research/harlem-renaissance-timeline-hren-01/ http://en.wikipedia.org/wiki/Scopes_Trial
