This intro presentation is played as students arrive. It's purpose is two-fold. (1) to help them set their intentions for what will be developed in detail later. It contains reminders every 15 slides of the major teaching/learning points. (only 2 examples included here to conserve space) (2) it encourages them to arrive early and be ready for class at the start time. This is the first session so it doesn't include a third component. Visual and written reminders of previous presentations.
This intro presentation is played as students arrive. It's purpose is two-fold. (1) to help them set their intentions for what will be developed in detail later. It contains reminders every 15 slides of the major teaching/learning points. (only 2 examples included here to conserve space) (2) it encourages them to arrive early and be ready for class at the start time. This is the first session so it doesn't include a third component. Visual and written reminders of previous presentations.
The Impact of the French and Indian WarTo get to the point of .docxcherry686017
The Impact of the French and Indian War
To get to the point of revolution took a few years and several actions on the part of the British. To begin, we must look back to 1763 and the end of the French and Indian War. This was the first true world war in human history and made England a truly great empire. In truth, the sun never set on the British Empire.
But wars cost money, lots and lots of money. The treasury of Great Britain was in dire need of a large infusion of funds. Since the taxpayers in England thought they were already too burdened to accept more taxes, the only logical place to look for money was in the colonies.
After all, reasoned the governing circles in London, was not this war fought for the benefit of those colonies? They have never been burdened like we have, it is time they pay their fair share of taxes to pay off this huge debt. There is only one hitch in this scenario. The colonists had no representation in Parliament. According to English law and tradition, no one can be taxed unless they have representation in Parliament.
The British government sought to use “virtual representation” to argue that the colonists were indeed represented. Leaders on both sides of the Atlantic knew this fiction for what it was. In 1763, American colonists were proud to call themselves "Englishmen", but as the years rolled by, they began to realize that Englishmen in England did not see them as anything more than subjects of the crown, not brothers in citizenship.
The American colonists continually resisted attempts by the government in London to tax them. They recognized the truth in the words of the Commonwealthmen, that liberty must be zealously guarded and that it can never compromise with power. The acceptance of even one tax, however small and innocuous, would have started them on the dark road to doom. Acceptance of a small tax would make it easier to accept another and another and another until their liberty had been lost to tyranny.
The efforts of the British to enforce payment of taxes only further reinforced the tenets of liberty in the minds of the colonists. The British knew that Boston was the center of resistance so they began stationing regular British troops there after several taxes had been repealed due to colonial boycotts. These troops were quartered in the homes of the colonists. Imagine a situation where three or four or five Redcoats are sent to live in your house. They are armed while you most likely are not. They will sleep in your bed, eat your food, use your facilities, and you will not receive one shilling in compensation. This is a direct assault on liberty.
Formation of the Continental Congress
As events continued, both sides stiffened their necks. The British were determined to put the colonists in their place while the colonists were equally determined to resist. The point-of-no-return loomed ever nearer. In 1774, a Continental Congress met to decide what to do in response to British provocations. Th ...
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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.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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 wasn’t 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.
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.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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?
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
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.
3. Definition
Colony – A new settlement or
territory established and governed
by a country in another land.
4. I. New England Colonies
a. States
1. Maine, New Hampshire,
Massachusetts,
Connecticut, Rhode Island
b. Who?
1. From 1630-1643 more than
20,000 Puritans left Europe
to settle in New England.
2. Small town communities.
3. Puritans founded Harvard.
4. Majority of population was
in the New England
colonies.
5. Continued…
c. Why?
1. Religious freedom.
2. Wanted a “pure” society.
STRICT (no card games)
d. Economy
1. Farming, logging, ship
building, and fishing.
2. Trade became center of
economy because of its
many ports. ONLY with
England.
6. II. Middle Colonies
a. States
1. New York, New Jersey,
Delaware, Pennsylvania.
b. Who?
1. The Dutch controlled “New
Netherland.”
2. English take over in 1664.
Quakers later settled from
England.
3. Diversity in the region.
7. Continued…
c. Why?
1. Religious Freedom
2. Make money
d. Economy
1. Better land for farming than
New England.
2. Large harbors connected
with many deep rivers
making it easy to export and
import within the
communities.
8. III. Southern Colonies
a. States
1. Maryland, Virginia, North
Carolina, South Carolina,
Georgia.
b. Who?
1. Wealthy Catholics looking
for refuge.
9. Continued…
c. Why?
1. Religious Freedom
2. Make money
d. Economy
1. Plantations: Tobacco,
Cotton, and Rice
2. Indentured Servants
Slavery
3. Trade with England
12. Moral vs. Political
Moral issues deal with right or wrong conduct
based on someone’s beliefs
Political issues deal with the government of a
country and its people
Moral and political ideas are often mixed
together
14. I. When?
The Great Awakening
occurred in the 1730s
and 1740s CE
15. II. Why did it happen?
People had lost
religious passion
Religion seemed
distant to the people
Colonists looked for
religious renewal
16. III. What happened?
Churches
split up over
religious
arguments
50,000
more
people join
churches
17. Do Now:
Analyze this quote and summarize what it means to
you.
All mankind... being all equal and
independent, no one ought to harm another
in his life, health, liberty or possessions.
- John Locke
19. Background
In 1735, the 13 colonies
are growing quickly
Colonists consider
themselves English
citizens and are loyal to
England
20. Cause: The Great Awakening
Preachers traveled
through the 13 colonies
spreading their
message to colonists in
the 1730s
Guys like Jonathon
Edward and George
Whitefield wanted to
inspire people to go to
church again
Talked about God seeing
everyone as equal
21. Cause: Enlightenment
18th century European
movement
Democracy and rights to
individuals.
Believed in you are born
with Natural Rights and
that government should
protect the people.
John Locke and Thomas
Hobbes
22. Effect: Revolutionary Ideas
Colonists take
religious ideas and
began to question
England and talk
about being treated
as equals
Colonists begin to
think of themselves as
“Americans” because
they all feel connected
by the Great
Awakening
23. Cause: French and Indian War
Long and
expensive war,
England vs.
France, ends in
1763
England gains lots
of new land
Colonists help
England win the
war
24. Effect: Tax Time!
England is broke because of
the war
Decides to tax the colonies
without asking
Stamp Act in 1764 puts taxes
on all papers
Townshend Act in 1767 lets
English troops live in
colonial houses for free
Tea Act in 1773 puts a large
tax on tea
Colonists very upset because
they have no say in taxes
25. Cause: Proclamation of 1763
Proclamation of 1763
saves new land won form
France for Indians without
asking the colonists
England hopes this will stop
fighting between colonists
and Indians
26. Effect: Colonists Get Mad
Colonists very upset
by Proclamation of
1763 because they
thought England won
the new land for them
to farm
Colonists break the
rules set by England
and begin moving onto
Indian lands
English troops begin
burning colonial houses
on Indian lands
27. End Result
By 1776, 13 colonies are
still growing quickly
Colonists are upset
with how England has
treated them unfairly
just because they live
in the colonies
Many colonists start to
call themselves
“Americans”
29. Protesting England
After the Stamp Act 1764,
secret groups were formed
to protest English taxes
and laws
Sons of Liberty spread
through the colonies and
held violent protests
30. Trouble in
Massachusetts
Boston Massacre 1770 - 5
Americans killed by English
soldiers
Boston Tea Party protests the
Tea Act in 1773
England makes new laws
called Intolerable Acts to
punish Massachusetts
31. Colonies Come Together
The 13 Colonies hold
a meeting in
Philadelphia in 1774
Called the First
Continental
Congress
Colonies agree to not
trade with England
and train their own
American soldiers
32. The Shooting Starts
Massachusetts rebels
against England
Second Continental
Congress forms the
Continental Army in
1775
American army led by
George Washington
33. T. Paine: Common Sense
Book called “Common
Sense” written by
Thomas Paine in early
1776
Told Americans all
monarchs (kings) were
bad and had to go
Said America should
follow its own destiny
34. Mr. A says…
The Great Awakening: A religious revival in the 13
Colonies
Sons of Liberty: A group formed to protest English
taxes and laws in the colonies
Proclamation of 1763: Reserved the land west of the
13 Colonies for Indians
Stamp Act: British tax on colonial paper products that
led to big protests
Declaration of Independence: A document that said
the colonies were free and independent
35. Declaration Remix
Rewrite the Declaration of
Independence as a letter
This will be 5-paragraphs
Imagine you are an American
explaining the Declaration to your
cousin in England…
36. Declaration Letter Format
Preamble
Explain why you are writing
The Right of People to Control their Government
Explain what rights you believe people have
Tyrannical Acts of the British King
List and explain at least 5 things the king did
Efforts of the Colonists to Avoid Separation
Explain what you tried to do to avoid war
The Colonies are Declared Free and Independent
Sum up what will change now that you are independent
38. All In!
Continental
Congress meets
again in 1776
Declaration of
Independence
issued on July 4,
1776
A new country is
declared
39. Reasons for Splitting Up
Thomas Jefferson wrote
the Declaration of
Independence
Stated reasons the
colonies had to break
away from England
Said that the king of
England had violated
their rights in the
Magna Carta from 1215
40. But Why?!
Purpose
To tell King George that he
no longer controlled them.
List out all the reasons they
were going to become
independent.
Tell the world that they were
not a new country.
Rationale
King George continued to
ignore colonists rights.
Told King George all the
rights he took away.
The world now knew that the
colonies were standing up
against the most powerful
country in the world.
41. The Colonists
9 out of 10 American
colonists were farmers
The rest lived in small
towns and cities
42. Loyalty
Many Americans felt
connected to their colony
The people of the colonies
elected their own
representatives to colonial
assemblies (governments)
43. Mixed Feelings
Also considered themselves
English citizens
Believed Magna Carta and
English Bill of Rights applied to
them
Magna Carta limited kings
power, English Bill of Rights
limited the king even more
44. The Declaration
Declaration of
Independence spread to
the colonies
Declaration posted and
read in towns and cities
45. Who joined?
Continental Army starts
recruiting men and money
Asks colonists to fight for
freedom under George
Washington
45% of Americans were
convinced to support
Revolution
30% stayed loyal to England
46.
47.
48. English Bill of Rights
and the Magna Carta
Rights colonists grew used to…
49. I. Magna Carta
Gave nobles more
power, king less.
If King did not follow
rules the nobles
would not obey him.
No “freeman” can be
punished except
through law of the
land.
50. II. English Parliament
Many countries model
their government after it.
Lawmaking body of
England, consisting of
reps. from kingdom.
Power from Magna
Carta
51. III. English Bill of Rights
Only the people’s
representatives could
make taxes or laws
King had to follow and
enforce the law
Could tell the King what
was wrong without him
getting mad (petition)
Trial by Jury
61. I. Republic
Form of government
in which the people
have control over
the government and
the head of the
government is not a
monarch
(king/queen).
62. Liberal Principles/Thinkers
Enlightenment Thinkers
=Liberal Thinkers
Thought everyone was
born with natural rights
“life and liberty”
Government should
protect its people.
REPUBLIC!