The document summarizes key events of the French Revolution:
1) Rumors of outlaws terrorizing peasants led to the "Great Fear" and peasants attacking nobles. This sparked reforms disestablishing feudalism.
2) The National Assembly adopted the Declaration of Rights of Man, guaranteeing liberties but excluding women.
3) Reforms continued as the Assembly took over church lands and restructured the government, stripping power from the King. However, this caused divisions.
The document outlines topics related to the Cold War including key terms, leaders, events, military conflicts, and ideological differences between the US and USSR. It includes sections on the early Cold War period, arms race, spread of communism in China and other regions, as well as crises like the Cuban Missile Crisis and conflicts in Korea and Vietnam. The document aims to provide an overview of the major elements of the extended geopolitical and military standoff between the US and Soviet Union known as the Cold War.
The document provides key dates and events relating to US-Japanese relations prior to WWII. It outlines Japan's increasing imperialism in Manchuria in 1931 and China in 1937, and the US's neutral or non-confrontational responses. This included approving the Kellogg-Briand Pact outlawing war in 1929 but doing nothing in response to Japan's invasion of Manchuria in 1931. The document establishes the timeline of deteriorating relations between the two countries in the lead up to WWII.
The document summarizes key events of the French Revolution:
1) Rumors of outlaws terrorizing peasants led to the "Great Fear" and peasants attacking nobles. This sparked reforms disestablishing feudalism.
2) The National Assembly adopted the Declaration of Rights of Man, guaranteeing liberties but excluding women.
3) Reforms continued as the Assembly took over church lands and restructured the government, stripping power from the King. However, this caused divisions.
The document outlines topics related to the Cold War including key terms, leaders, events, military conflicts, and ideological differences between the US and USSR. It includes sections on the early Cold War period, arms race, spread of communism in China and other regions, as well as crises like the Cuban Missile Crisis and conflicts in Korea and Vietnam. The document aims to provide an overview of the major elements of the extended geopolitical and military standoff between the US and Soviet Union known as the Cold War.
The document provides key dates and events relating to US-Japanese relations prior to WWII. It outlines Japan's increasing imperialism in Manchuria in 1931 and China in 1937, and the US's neutral or non-confrontational responses. This included approving the Kellogg-Briand Pact outlawing war in 1929 but doing nothing in response to Japan's invasion of Manchuria in 1931. The document establishes the timeline of deteriorating relations between the two countries in the lead up to WWII.
The document summarizes key events and developments during World War 1 between 1915-1918, including:
1) The Gallipoli Campaign aimed to establish a supply line to Russia.
2) The US entered the war due to Germany's unrestricted submarine warfare and their intercepting of the Zimmerman Note.
3) Russia's Czar government collapsed due to war shortages and the Russian Revolution.
4) Germany and Russia signed the Treaty of Brest-Litovsk in 1918, with Russia surrendering territory.
5) The Second Battle of the Marne in 1918 was a major Allied victory that started their momentum to win the war.
6) The final defeat of the
The document discusses 5 new weapons introduced during World War 1 including the machine gun, airplane, submarine, poison gas, and tank. For each weapon it provides the country of origin, a brief description, and how it changed the way war was fought. The weapons had a significant impact and led to major advances in warfare.
Wilson aimed for a just peace through self-determination and a League of Nations, while France and Britain prioritized security and punishing Germany. The resulting Treaty of Versailles severely punished Germany, reorganized borders, and included the League, but failed to achieve lasting peace due to bitterness over its terms. The US rejection further weakened the League.
This document provides a table of contents for a World War 1 unit that includes 10 sections:
1) Table of Contents
2) Entangled Alliances
3) WWI Map & Alliances
4) Powderkeg & Dominoes
5) New Weapons
6) War Affects the World
7) Flawed Peace
8) Killing Fields: Video Notes
9) Propaganda
10) Vocabulary / Study Guide
This document provides a vocabulary game about concepts related to nationalism and imperialism. It consists of 26 multiple choice questions arranged in a 5x5 grid based on the letters of the alphabet. Each question tests the user's knowledge of terms like segregation, paternalism, colonialism, and influential historical figures like Otto von Bismarck and Menelik II of Ethiopia. The questions cover topics in European and Asian history as well as the imposition and effects of European imperial rule in Africa.
The document provides information on population projections for the top 20 most populated countries in 2007 and projected for 2050. It also includes data on the current top 10 largest economies and top 10 military budgets by nation. Some key details are that India is projected to surpass China as the most populated country by 2050, the US and EU combined have the largest total economic size, and the US spends the most on its military budget.
Here are 4 random locations for your mini-presentation:
1. Algeria
2. Vietnam
3. Poland
4. Australia
Present a brief overview of each location including key facts about the country/region and at least 1 major city for 2 minutes or less. When finished, return the notecard for the next group.
Christians make up the largest portion of the world's population at 33%, followed by Muslims at 21% and Hindus at 13%. Buddhists and Sikhs each account for around 6% and 0.35% respectively, while Judaism, other religions, and non-religious people comprise the remaining portions.
The document summarizes key events and developments during World War 1 between 1915-1918, including:
1) The Gallipoli Campaign aimed to establish a supply line to Russia.
2) The US entered the war due to Germany's unrestricted submarine warfare and their intercepting of the Zimmerman Note.
3) Russia's Czar government collapsed due to war shortages and the Russian Revolution.
4) Germany and Russia signed the Treaty of Brest-Litovsk in 1918, with Russia surrendering territory.
5) The Second Battle of the Marne in 1918 was a major Allied victory that started their momentum to win the war.
6) The final defeat of the
The document discusses 5 new weapons introduced during World War 1 including the machine gun, airplane, submarine, poison gas, and tank. For each weapon it provides the country of origin, a brief description, and how it changed the way war was fought. The weapons had a significant impact and led to major advances in warfare.
Wilson aimed for a just peace through self-determination and a League of Nations, while France and Britain prioritized security and punishing Germany. The resulting Treaty of Versailles severely punished Germany, reorganized borders, and included the League, but failed to achieve lasting peace due to bitterness over its terms. The US rejection further weakened the League.
This document provides a table of contents for a World War 1 unit that includes 10 sections:
1) Table of Contents
2) Entangled Alliances
3) WWI Map & Alliances
4) Powderkeg & Dominoes
5) New Weapons
6) War Affects the World
7) Flawed Peace
8) Killing Fields: Video Notes
9) Propaganda
10) Vocabulary / Study Guide
This document provides a vocabulary game about concepts related to nationalism and imperialism. It consists of 26 multiple choice questions arranged in a 5x5 grid based on the letters of the alphabet. Each question tests the user's knowledge of terms like segregation, paternalism, colonialism, and influential historical figures like Otto von Bismarck and Menelik II of Ethiopia. The questions cover topics in European and Asian history as well as the imposition and effects of European imperial rule in Africa.
The document provides information on population projections for the top 20 most populated countries in 2007 and projected for 2050. It also includes data on the current top 10 largest economies and top 10 military budgets by nation. Some key details are that India is projected to surpass China as the most populated country by 2050, the US and EU combined have the largest total economic size, and the US spends the most on its military budget.
Here are 4 random locations for your mini-presentation:
1. Algeria
2. Vietnam
3. Poland
4. Australia
Present a brief overview of each location including key facts about the country/region and at least 1 major city for 2 minutes or less. When finished, return the notecard for the next group.
Christians make up the largest portion of the world's population at 33%, followed by Muslims at 21% and Hindus at 13%. Buddhists and Sikhs each account for around 6% and 0.35% respectively, while Judaism, other religions, and non-religious people comprise the remaining portions.
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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
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
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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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.
2. Assignment # 4
Chapter 11 Section 1 p. 352 - 355
T–
WHA
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WHY
–
W HAT
-
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T –
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2 For each cause, list 2 specific, historical examples of it in Europe.
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A
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WHY
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WH Y
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-
WHY
2 For each cause, list 2 specific, historical examples of it in Europe.
A
B
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3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
4. ntry
a cou
ifies
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o
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ne’s s atio rial
on to o n other ) One n d mate
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W k etiti omp
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WHY ower o
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2 For each cause, list 2 specific, historical examples of it in Europe.
A
B
C
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
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ifies
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o
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ne’s s atio rial
on to o n other ) One n d mate
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A
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a cou
ifies
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2 For each cause, list 2 specific, historical examples of it in Europe.
A
B
C
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
8. ntry
a cou
ifies
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o
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e voti tter tha tions b terials ep ing
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d ke
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on
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y pr reasing ill have th
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e
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2 For each cause, list 2 specific, historical examples of it in Europe.
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op tio
owe
b
WHA akes pe petition ompeti p an
C) m a) Com ers c) c ilitary Eu rope ry?
-
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ems
o
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on
e l li e
y pr reasing ill have th
e
rm Inc rm ed a g Europ
a ho w rs fo r amon
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s Ra grea ce of P
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urop a Bala :
n
T – E eep TE
WHA er to k ENTEN CE:
th E N
ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A
B
C
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
10. ntry
a cou
ifies
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o
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ne’s s atio
on to o n other ) One n an
e voti tter tha tions b terials ep ing
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d ke
) De le feel etween n and m
T-A r an
op tio
owe
b
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th
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ver p Glorif for wa alism le & stron wi t h s
ems
o
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on
e l li e
y pr reasing ill have th
e
rm Inc rm ed a g Europ ritain
a ho w rs fo r amon Great B ry, Ital
y
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u
T – E eep TE rm
WHA er to k ENTEN CE: Ge
th E N
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WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A
B
C
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
11. ntry
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ifies
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o
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on to o n other ) One n an
e voti tter tha tions b terials ep ing
ep d be na a
d ke
) De le feel etween n and m
T-A r an
op tio
owe
b
WHA akes pe petition ompeti p an
C) m a) Com ers c) c ilitary Eu rope ry?
-
WHY ower o
th
yi ng m r. d to a gest milita one
ver p Glorif for wa alism le & stron wi t h s
ems
o
W H AT – pared na tion e biggest d syst an nati
on
e l li e
y pr reasing ill have th
e
rm Inc rm ed a g Europ ritain
a ho w rs fo r amon Great B ry, Ital
y
W HY- c e. W tp ow o weia & e
ng a
s Ra grea ce of P e, Russ stria-Hu
Arm e’ s n
urop a Bala : Franc any, A
u
T – E eep TE rm
WHA er to k ENTEN CE: Ge
th E N
ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A 1)Territorial disputes (ie Alsace Lorraine = Germany vs France)
2)Demand for Independence by Balkan Nationa
B
C
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
12. ntry
a cou
ifies
nB ) un ire t
o
N atio n des
ne’s s atio
on to o n other ) One n an
e voti tter tha tions b terials ep ing
ep d be na a
d ke
) De le feel etween n and m
T-A r an
op tio
owe
b
WHA akes pe petition ompeti p an
C) m a) Com ers c) c ilitary Eu rope ry?
-
WHY ower o
th
yi ng m r. d to a gest milita one
ver p Glorif for wa alism le & stron wi t h s
ems
o
W H AT – pared na tion e biggest d syst an nati
on
e l li e
y pr reasing ill have th
e
rm Inc rm ed a g Europ ritain
a ho w rs fo r amon Great B ry, Ital
y
W HY- c e. W tp ow o weia & e
ng a
s Ra grea ce of P e, Russ stria-Hu
Arm e’ s n
urop a Bala : Franc any, A
u
T – E eep TE rm
WHA er to k ENTEN CE: Ge
th E N
ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A 1)Territorial disputes (ie Alsace Lorraine = Germany vs France)
2)Demand for Independence by Balkan Nationa
B 1) Wilhelm II wants to show world German might 2) All great powers have large armies (except Great Br
C
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
13. y
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o
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to o n other ) One n
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- A) le fe etwe n
owe
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ry p an
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ak
C) m - a) Com hers
p e c) co
ilita Eu rope ry?
Y
WH ower o
t
yin gm . d to a gest milita
lorif for war alism le & stron one
ov er p
– G n wi t h s
HAT repared g natio the bigge
st em s on
W d syst an nati
yp sin ave ll ie e
arm - Increa ho will h rm ed a g Europ ritain
Y s fo on at B t al y
WH Race.
W ,I
er am re
s pow Power sia & G ungary
Arm r eat f s H
pe ’s g lance o ce, Ru ustria-
Euro p a Ba E: Fran many, A
T– ee T r
WHA er to k ENTEN CE: Ge
th E N
ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A 1)Territorial disputes (ie Alsace Lorraine = Germany vs France) 2)Demand for Independence by Balkan Nationa
B 1) WilhelmII wants to show world German might 2) All great powers have large armies (except Great Br
C Triple Alliance = isolate France from becoming aggressive Triple Entente = counter German aggression (W
II)
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A
14. y
untr
s a co
nifie
on B) u ire t
o
Nati n des
ne’s s atio
to o n other ) One n an
tion a b
ing
evo etter th ations aterials ep
ep d b n
) De le feel etween n and m d ke
T-A op tio r an
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c
ilitary Eu rope ry?
WHY ower o
t
ng m r. to a gest milita one
ov er p
Glorifyi r wa ism
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ms
wi t h s
T – ared fo ational iggest &
n
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WH prep n eb l li e ds ea
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arm - Increa ho w er s
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ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A 1)Territorial disputes (ie Alsace Lorraine = Germany vs France) 2)Demand for Independence by Balkan Nationa
B 1) Wilhelm II wants to show world German might 2) All great powers have large armies (except Great Br
C Triple Alliance = isolate France from becoming aggressive Triple Entente = counter German aggression (W
II)
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A Countries become more forcefully ambitious arrogant building a military use military = war
B
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ilitary Eu rope ry?
WHY ower o
t
ng m r. to a gest milita one
ov er p
Glorifyi r wa ism
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ms
wi t h s
T – ared fo ational iggest &
n
yste n natio
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A
WH prep n eb l li e ds ea
y sing ill have th ed a g Europ ritain
arm - Increa ho w er s
form mon at B r y, I t al y
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WHY Race. ga
W po we &
reat e of Po Russia tria-Hun
s ’s g
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rope a Balan France ny, Au
s
–E p E: a
W HAT r to kee NTENT E: Germ
the EE NC
ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A 1)Territorial disputes (ie Alsace Lorraine = Germany vs France) 2)Demand for Independence by Balkan Nationa
B 1) Wilhelm II wants to show world German might 2) All great powers have large armies (except Great Br
C Triple Alliance = isolate France from becoming aggressive Triple Entente = counter German aggression (W
II)
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A Countries become more forcefully ambitious arrogant building a military use military = war
B Countries building up military other countries building up their military distrust tension finally war.
16. ntry
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ater
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s ms ns
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y p reasing ill have th ed a g Europ ritain
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pow Power sia & G ungary
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WHA er to k ENTE CE: G
th E N
ano - TRIPL ALLIA
E
WHY TRIPL
2 For each cause, list 2 specific, historical examples of it in Europe.
A 1)Territorial disputes (ie Alsace Lorraine = Germany vs France) 2)Demand for Independence by Balkan Nationa
B 1) Wilhelm II wants to show world German might 2) All great powers have large armies (except Great Br
C Triple Alliance = isolate France from becoming aggressive Triple Entente = counter German aggression (W
II)
3 For each cause, tell how it will make war in Europe more likely to happen than withou
A Nationalism = leads to countries becoming more forcefully ambitious & arrogant by building a military and us
B Countries building up military other countries building up their military distrust tension finally war.
More alliances more people (nations) possibly drawn into conflict Thus war will spread quick
18. 4)
2 8 ke
91
u
,1
un hd
c
d Ar
e
an of
(J
rd ion
Fe at
in
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an ss
Fr ssa
A
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914) in Sarajevo, Bosnia by Serbian
Gavrilo Princip (19 year old) who was a member of the BLACK HAND. Black Hand wanted to unite SLAVS and have
a greater Serbia control Bosnia, not Austria-Hungary (GERMANIC).
2
3
4
5
6
28. r es
4)
,1 e
91
e duk
cl a
Se y de
(J ch
28
d Ar
un
a
nst ngar
an of
rbi
rd ion
u
Fe at
in
ra a–H
z in
an ss
gai
Fr ssa
i
st r
A
Au
wa
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914)
2 Austria – Hungary declares war against Serbia
3
4
5
6
7
30. der r
an b o
r es
g
4)
,1 e
Austr diers alon
G er m
91
e duk
cl a
Se y de
(J ch
28
d Ar
i an &
un
a
nst ngar
an of
rbi
l
Russ moves so
rd ion
u
Fe at
in
ra a–H
z in
an ss
ian &
gai
Fr ssa
i
ia
st r
Russ
A
Au
wa
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914)
2 Austria – Hungary declares war against Serbia
3 Russia moves soldiers along Russian & Austrian & German border
4
5
6
7
32. der
declaring war on Russia (Aug 1,
r
an b o
r es
g
4)
,1 e
Austr diers alon
G er m
91
e duk
cl a
Germany responds by
Se y de
(J ch
28
d Ar
i an &
un
a
nst ngar
an of
rbi
l
Russ moves so
rd ion
u
Fe at
in
ra a–H
z in
an ss
ian &
gai
Fr ssa
i
ia
st r
Russ
A
1914)
Au
wa
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914)
2 Austria – Hungary declares war against Serbia
3 Russia moves soldiers along Russian & Austrian & German border
4 Germany responds by declaring war on Russia (Aug 1, 1914)
5
6
7
34. der
declaring war on Russia (Aug 1,
r
an b o
Germany then declares war
on France (August 3, 1914)
r es
g
4)
,1 e
Austr diers alon
G er m
91
e duk
cl a
Germany responds by
Se y de
(J ch
28
d Ar
i an &
un
a
nst ngar
an of
rbi
l
Russ moves so
rd ion
u
Fe at
in
ra a–H
z in
an ss
ian &
gai
Fr ssa
i
ia
st r
Russ
A
1914)
Au
wa
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914)
2 Austria – Hungary declares war against Serbia
3 Russia moves soldiers along Russian & Austrian & German border
4 Germany responds by declaring war on Russia (Aug 1, 1914)
5 Germany then declares war on France (August 3, 1914)
6
7
36. der
declaring war on Russia (Aug 1,
r
an b o
Germany then declares war
on France (August 3, 1914)
r es
g
4)
,1 e
Austr diers alon
Germany attacks France
G er m
91
e duk
cl a
Germany responds by
Se y de
(J ch
via Belgium (neutral)
28
d Ar
i an &
un
a
nst ngar
an of
rbi
l
Russ moves so
rd ion
u
Fe at
in
ra a–H
z in
an ss
ian &
gai
Fr ssa
i
ia
st r
Russ
A
1914)
Au
wa
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914)
2 Austria – Hungary declares war against Serbia
3 Russia moves soldiers along Russian & Austrian & German border
4 Germany responds by declaring war on Russia (Aug 1, 1914)
5 Germany then declares war on France (August 3, 1914)
6 Germany attacks France via Belgium (neutral)
7
40. der
declaring war on Russia (Aug 1,
Germany for attacking Belgium
r
Great Britain declares war on
an b o
Germany then declares war
on France (August 3, 1914)
r es
g
4)
,1 e
Austr diers alon
Germany attacks France
G er m
91
e duk
cl a
Germany responds by
Se y de
(J ch
via Belgium (neutral)
28
d Ar
i an &
un
a
nst ngar
an of
rbi
l
(August 4, 1914)
Russ moves so
rd ion
u
Fe at
in
ra a–H
z in
an ss
ian &
gai
Fr ssa
i
ia
st r
Russ
A
1914)
Au
wa
Stage
Detailed Description of each Event
1 Assassination of Archduke Franz Ferdinand (June 28, 1914)
2 Austria – Hungary declares war against Serbia
3 Russia moves soldiers along Russian & Austrian & German border
4 Germany responds by declaring war on Russia (Aug 1, 1914)
5 Germany then declares war on France (August 3, 1914)
6 Germany attacks France via Belgium (neutral)
7 Great Britain declares war on Germany for attacking Belgium (August 4, 1914)