The Peace Treaties, 1919–1920 In this module you will learn: 1. THIRTY new words 2. The names of the ‘Big Three’ leaders at the Versailles Conference. 3. The aims of Clemenceau (4), Wilson (7) and Lloyd George (5) at the Conference.
Course(s): BA (Hons) History, English & History, Criminology & History, History & Politics Module/Paper Title: The Imperial Economy: Britain in the Nineteenth and Twentieth Centuries Level: 5 Date: August 2009 Time Allowed: 2 hours (plus 10 minutes reading time) ____________________________________________________________ ____ INSTRUCTIONS TO CANDIDATES: 1. 'The University Regulations on academic conduct, including cheating and plagiarism, apply to all examinations.' 2. Answer 3 questions. ONE from Part A, ONE from Part B, and ONE from Part C 3.
The College Board Advanced Placement Examination AMERICAN HISTORY (Suggested writing time-40 minutes) Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-H n4 your knowledge of the period referred to in the question. In your essay, you should strive to demonstrate a broad grasp of the documents and to support your assertions about the documents by citing key pieces of evidence from them. Be sure to use your knowledge of the period to develop your answer to the two parts of the question. Documents A-H reveal some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent and (b) evaluate the validity of the farmers' complaints.
Lin LESSON 3: Lincoln’s Legacy By Brad EQ: What was Lincoln’s legacy by the end of the Civil War? To what extent were the president’s powers expanded as Lincoln attempted to deal with the crisis of civil war? Hunter College School of Education: Lesson Planning Guide | | | |Class/Grade Level of Students: 11th grade self-contained ESL | |Unit of Study within which this lesson is situated: Lincoln’s Legacy | |Common Core Social Studies Standards: 1. (Reading) Cite specific textual evidence to support analysis of primary and secondary | |sources, connecting insights gained from specific details to an understanding of the text as a whole. | |7.
Determine the meaning of words and phrases as they are used in an informational text. Infer figurative, connotative, and technical meanings of words and phrases as they are used in an informational text. Describe how an author of an informational text uses a key term and refines the meaning over the course of the text. Analyze the ways in which the traditions, themes, and issues of historical eras influenced writers. Analyze point of view and voice.
Quiz 1: World History 1870 – 1991 (Student copy) (The Making of the Contemporary World Order) Refs: Pearson: The World in Crisis: Page 1: The Impact of WW1 in Europe Instructions: Read p.1 and remember the dates: Answer the questions 1-10. 1. When did World War 1 begin (day, month and year) ? (1) 2. What year did the USA enter the war?
| What was the position of Her Majesty’s Government during the American Civil War from 1861-1865; what influenced it, and how was it maintained? An IB Extended Essay in History Nicholas R. French Colonel By Secondary School 0953 IB Candidate Number: 000953-127 Assignment Supervisor: Mr. D. Parsons Session: May 2014 Word Count: 3 942 Abstract – 145 words The objective of this essay is to assess the question of, ‘What was the position of Her Majesty’s Government (HMG) during the American Civil War, what influenced it and how was it maintained? ’, and once done defend and prove it. This essay will address the beginning of the Civil War and the response by HMG to it. Once done this essay will examine the cases in which Britain nearly came to war or intervention throughout the American Civil War, the causes of that and the role played by members of HMG in resisting it.
English 5A: Academic Literacy I Spring 12 / 3 Units California State University – Fresno Instructor: Mike Maníquiz mmaniquiz@csufresno.edu Office: PB 404 Hours: MWF: 9:30 – 10:30 AM Required Texts 1. Colombo, Gary, Robert Cullen and Bonnie Lisle. Rereading America. 8th Ed. (Bedford, Boston) 2.
PS304-Psychology of Personality and Abnormal Behavior Assignment 2 Semester 1, 2014 Title: Moral Disengagement a tyrant’s excuse for cruelty. Name: Neha Navisha Kumar ID: S11077748 Course Coordinator: Tima Tuvuki Submission date: 4 July 2014 Word Count: 2679 Abstract In this essay the built up to Adolf Hitler and Saddam Hussein’s moral disengagement is discussed. The first half of the essay is focused on the life stories of Adolf Hitler and Saddam Hussein. In the second half of the essay psychological theories such as social Interest, self-orientation, Narcissism and Goal of superiority is discussed in relation to Hitler and Hussein. This essay concluded stating that morally disengaged people are blinded and cannot tell right from wrong.
Listen to song 2. Ask students to brainstorm names of American Heroes 3. Make predictions of the book I will be reading 3b . Share with students that they will take a quiz on the American heroes in the book. 4.