zilongwang/ReadingBank huggingface dataset:
KENDRIYA VIDYALAYA NEW CANTT PRE-BOARD I- 2017-18 CLASS –XII MAX.MARKS- 80 SUBJECT- HIST0RY MAX.TIME 3 HRS GENERAL INSTRUCTIONS 1. Answer all the questions. Some questions have choice. Marks are indicated against each question. 2. Answer to questions no. 1 to 3 carrying 2 marks should not exceed 30 words each 3. Answer to questions no. 4 to 9 carrying 4 marks should not exceed 100 words. Students should attempt only five questions in this section. 4. Question 10 ( for 4 marks) is a value based question and compulsory question 5. Answer to questions 11 to 13 carrying 8 marks should not exceed 350 words. 6. Questions 14 to 16 are source based questions and have no internal choice 7. Questions 17 is a Map question includes identification and significant test items. Attach the map with the answer sheet. सामान्य निर्देश:- सभी प्रश्नों के उत्तर प्रश्नों में गए हैं | प्रत्येक प्रश्न के अंक उस के गए हैं। II. प्रश्न संख्या 1 से 3 अंको हैं ,प्रत्येक प्रश्न का उत्तर 30 से । III .प्रश्न संख्या 4 से 9 चार अंकों हैं |प्रत्येक प्रश्न का उत्तर 100 से | को इस प्रश्न में से पांच प्रश्नों को हल है | IV. प्रश्न संख्या 10 मूल्य आधारित प्रश्न है है ,यह प्रश्न भी अंक का है । V. प्रश्न संख्या 11 से 13 आठ अंकों वाले हैं |इनमें से प्रत्येक प्रश्न का उत्तर 350 शब्दों से अधिक होना | VI.प्रश्न संख्या 14 से 16 स्रोत है |इनमें कोई है | VII.प्रश्न संख्या 17 हैं ,जिसमें लक्षणों को पहचानना तथा मदों को है को उत्तर के साथ संलग्न कीजिये |
के के भोपाल के शासकों का क्या योगदान है को नष्ट होने से बचाया गया ? 6.According to Bernier”the condition of the Indian peasants was very 4 deplorable“.Give your arguments to support the statement. के अनुसार “भारतीय की बहुत दयनीय थी” इस कथन के में अपने | 7.Discuss the ways in which panchayat and village headmen regulated rural society . 4 पंचायत और के प्रकार ग्रामीण को करते थे कीजिये | 8.How did rumours and prophecies played an important part in the revolt of 1857? State about such rumours . 4 1857 के में अफवाहों तथा ने ? ऐसी अफवाहों के में | 9.How did the Mughal rulers maintain records and circulate information? 4 मुग़ल शासक प्रकार रखते थे तथा सूचनाएं एक से दूसरे तक थे ? SECTION –II अनुभाग –II VALUE BASED QUESTION (COMPULSORY) मूल्य आधारित प्रश्न 10 .Read the following passage and answer question that follows: In the Sufi Khankah there was an open kitchen (langer)run on futuh(unasked for charity).From morning till late night people from all walks of life –soldier,slaves ,Hindu Jogis and Qalanders came seeking discipleship,amulets for healing and the intercession of the
Where to look: Westgate’s library, the public library, Google scholar, and any other collections to which you have access. Remember that you’re writing a history essay, so make sure you’re reading history books! Take notes. Use the Cornell notes guide found in the library. Be organized and detailed. Assessment: Submit at least 8 pages (or 4 double-sided pages) of completed Cornell notes, a bibliography, and this sheet of paper to the teacher for assessment. Bibliography Page Numbers Note-taking: Organization Note-taking: Detail Quantity 5 All necessary information is included in the appropriate style. Page numbers are clearly listed. Referencing will be easy. Information is categorized according to all the main ideas, and the categories are obviously related to the research question. Notes are clear and contain enough detail to build a strong argument. 100+ pages of text have clearly been read and processed from at least 5 good sources. 3 All necessary information is included with some style errors. Page numbers are usually listed. Information is mostly categorized, and most categories are relevant to the research question. Notes are usually clear and detailed. 75+ pages of text have clearly been read and processed from at least four good sources. 1 Most necessary information is included with numerous style errors. Some page numbers are listed. Little evidence of organization. Notes are sometimes clear, with little detail. Less than 50 pages of text have been read and processed, from less than 3 sources. Step 4: Essay Outline Due Date: Use your research notes to write an essay outline. This includes an introduction and thesis, main arguments and supporting evidence, and a conclusion. Using Evidence: Build your arguments from the evidence you found in your research. Only argue something you can clearly show with statistics, stories, etc. Don’t ignore evidence that contradicts your argument. Instead, acknowledge it and explain why it doesn’t change the position. Rubric:
ANNUAL LIABILITY INSURANCE FOR EVENT ORGANISERS Proposal Form & Summary of Cover Your event, our risk There is a summary of key features of this insurance at the end of this form Full descriptions of cover can be found on our web site including a downloadable pdf brochure. Quotations will include full policy wording and any endorsements, all in Plain English. For guidance on completion of this form please call us on 01206 711976 or e mail questions to If we have completed this form using the information you have given to us, please check all the answers and fill in any relevant gaps. If information does not fit into a box – see “Additional Information” section at the end of the form. If you would like to proceed with the insurance please sign and date the declaration at the bottom of the form. ABOUT YOU: Name of The Insured: Contact Name : Title First Name Surname ADDRESS Building : No & Road : District : Postal Town : County/State : Postcode : Tel. : Country : Fax. : E-mail : REGULATION For regulatory purposes please confirm are you: a business with an annual turnover below £ 1 million YES NO a private individual (a person acting outside your business, trade or profession)? YES NO JURISDICTION This insurance is subject to English Law. If You require different jurisdiction please name country: POLICY LANGUAGE If you are in a country where English is not the first language, do you agree to accept a policy document in English language? YES NO NORTH AMERICAN ASSETS Do you have any assets in or ? YES NO INSURANCE HISTORY How many events did you insure in the last 12 months? Previous Insurers: BUSINESS ACTIVITIES Please indicate in which areas of business your company is engaged. Please detail all areas of business activity to ensure that the correct cover is provided. Professional organisers please note: where it appears on this form “Turnover” means the total value of events (not just commissions/fees) Activity Description LAST 12 MONTHS NEXT 12 MONTHS Number of events Number of attendees Turnover Number of events Number of attendees Estimated Turnover Event Management in respect of Meetings/Seminars & Conferences s
b. Do you have any facility within your websites where any third-party content may be published or otherwise made publicly accessible on any weblog, online journal, online diary, or online chatroom? Yes No c. Is all third-party material subject to your standard checking procedures (as declared at section 2 and/or section 3 of this proposal form) prior to posting on your websites? Yes No d. Please provide details of your takedown procedures in the event of a complaint related to third-party material: Please note that cover is only provided where third-party content is subject to the applicant’s standard editorial procedures prior to it being made publicly accessible.
Method 1：Click “LAN GID Search” button, search all the devices in the intranet, the list shows a series of device ID number,select any one of them to add. Method 2：Click “Scan QR” button,align device QRcode within frame to add device. Method 3：Click “Manudal Input” button,to input device name,ID account and password directly. Description of input item： Input item description Device name Customer customize，attention the name cant be same with added one Device ID GID of device，（if you use scan QR code/Intranet Search way add device It will be filled in automatically），Be careful not to add the same name already Device account User’s name of device login,the default is admin password Password of the device 4.3.1.2 Add Wireless device There are 3 methods to add wireless device ID. Method 1：Click “Scan QR” button,align device QRcode within frame to add device. Method 2：Click “Manudal Input” button,to input device name,ID account and password directly. Method 3：Click “AP Configure” button, to configure WIFI to device and
add device to APP. The AP Configure steps is below. Step 1: Click “AP Configure” button,enter “Ap configure” interface , then click “” button to start searching device. Step 2: Input the WIFI name and password.Press “Start” button to send WIFI information to device.If success, it’ll pop notice“Command was sent successfully,the device is configured”. Step 3: After configured,press “sure” ,the device information will be added automatic. Step 4: Modify the device name and password then press”” to finish. 4.3.2 Edit/delete device Select device and slide left，edit and delete options shows . Click “”button to delete device from list. Click“”button,jump device information editing window,and “Advanced Settings”, “Device Maintenance” button appears. you can modify device name , device password. After modify the top right will automatically safe the info and return to “device list “ interface. If give up modify ,just press return key of mobile.
AGN Agnostic ATH Atheist BAH Baha'i BUD Buddhist BMA Buddhist: Mahayana BTH Buddhist: Theravada BTA Buddhist: Tantrayana BOT Buddhist: Other CFR Chinese Folk Religionist CHR Christian ABC Christian: American Baptist Church AMT Christian: African Methodist Episcopal AME Christian: African Methodist Episcopal Zion ANG Christian: Anglican AOG Christian: Assembly of God BAP Christian: Baptist CAT Christian: Roman Catholic CRR Christian: Christian Reformed CHS Christian: Christian Science CMA Christian: Christian Missionary Alliance COC Christian: Church of Christ COG Christian: Church of God COI Christian: Church of God in Christ COM Christian: Community COL Christian: Congregational EOT Christian: Eastern Orthodox EVC Christian: Evangelical Church EPI Christian: Episcopalian FWB Christian: Free Will Baptist FRQ Christian: Friends GRE Christian: Greek Orthodox JWN Christian: Jehovah's Witness LUT Christian: Lutheran LMS Christian: Lutheran Missouri Synod MEN Christian: Mennonite MET Christian: Methodist
Processing MSH-11 3 R BusProc The following values must be used: P – normal processing D – debugging T – training P is the default Version ID MSH-12 60 R BusProc Format: ‘2.4’ HL7 version 2.4 format can optionally extend to the ‘Internationalisation Code’ and ‘International Version ID’ components allowed by HL7. MSH-1 – field separator The field separator character will be ‘|’. Example: MSH|^~\&|DELPHIC... MSH-2 – encoding characters This field contains the separator characters for component, repeat and the escape character and respectively. We strongly recommend that this field contain ‘^~\&’. Please see the section above on separators. Example: MSH|^~\&|DELPHIC|MEDLAB|LABRESULT|... MSH-3 – sending application This field should be filled in with the name of the sending application. Since this message is usually sent from a laboratory, this normally contains the name of the laboratory application. If the laboratory application is not named, this field should contain the text ‘LABRESULT’; most messages use this value. Example: In this case the sending laboratory uses the Delphic Laboratory Results module: MSH|^~\&|DELPHIC|ediaccnt|LABRESULT|... MSH-4 – sending facility This field should be filled in with the EDI account name of the sending facility. This must be filled in correctly so that message acknowledgements can be correctly processed. This field should not be more than eight characters in length and should always be in lower case. Example: MSH|^~\&|DELPHIC|ediaccnt|EPISURV|...
Central capillary refill time Central (chest) capillary refill time is represented as follows. {observation entry} entry observation code @code : LOINC code = 44964-5 @displayName = "Central capillary refill time" … effectiveTime low @value : datetime value @xsi:type = PQ @value : integer @units = sec Peripheral capillary refill time Peripheral (finger) capillary refill time is represented as follows. {observation entry} entry observation code @code : LOINC code = 44963-7 @displayName = "Peripheral capillary refill time" … effectiveTime low @value : datetime value @xsi:type = PQ @value : integer @units = sec Oxygen saturation Percentage oxygen saturation in blood (Sp02) is recorded as follows. {observation entry} entry observation code @code : LOINC code = 20564-1 @displayName = "SPO2"
A nurse scans wound care products prior to use on the patient Substances information in the device terminology indicates that the selected product has a latex based adhesive and the nurse is alerted. Contraindication alerts A patient is in hospital for management of recurrent venous ulcers The patient has a diagnosis of congestive heart failure, which is recorded in the problem list component of the electronic health record A clinician begins the process of prescribing compression hosiery for the patient The prescribing system identifies that congestive heart failure is a contraindication for compression hosiery and alerts the clinician.
Basilio Huertas Senior CenterFebruary 2018 Sun Mon Tue Wed Thu Fri Sat 1 Blood Pressure Screenings and Education @ 9:00 am By Moravian College Nursing Program 2 3 4 Super Bowl 5 Sneaker Senior Program By Monica Kromer At 10:00 a.m 6 7 Sneaker Senior Program By Monica Kromer At 10:00 a.m 8 Blood Pressure Screenings and Education @ 9:00 am By Moravian College Nursing Program 9 10 11 12 Sneaker Senior Program By Monica Kromer At 10:00 a.m 13 Valentine's Party for Seniors Participants 14 Sneaker Senior Program By Monica Kromer At 10:00 a.m 15 Blood Pressure Screenings and Education @ 9:00 am By Moravian College Nursing Program 16 17 18 19 Sneaker Senior Program By Monica Kromer At 10:00 a.m 20 21 Sneaker Senior Program By Monica Kromer At 10:00 a.m 22 Blood Pressure Screenings and Education @ 9:00 am By Moravian College Nursing Program 23 24 25 26 Sneaker Senior Program By Monica Kromer At 10:00 a.m Blood Pressure Screenings @ 10:00 a.m. 27 28 Sneaker Senior Program By Monica Kromer At 10:00 a.m Notes: The Basilio Huertas Senior Center provides older adults over 60 years of age with personalized case management services as well as the opportunity to engage in educational and social activities that promote their health. Please for any question you can contact us: Phone: 610-882-2032 / Email: dtorres@hclv.org / www.hclv.org
◄ April 2018 May 2018- Basilio Huertas Senior Center June 2018 Sun Mon Tue Wed Thu Fri Sat 1 Helping Hands - Education about services by Maria Rojas At 10:00 a.m. 2 Sneaker Senior Program By Monica Kromer At 10:00 a.m 3 Moravian College Nursing Program Health Faire At 9:00 a.m. 4 5 6 7 Sneaker Senior Program By Monica Kromer At 10:00 a.m 8 Bethlehem Pharmacy - Importance of taking Medicine and services By Deanna At 10:00 a.m. 9 Sneaker Senior Program By Monica Kromer At 10:00 a.m 10 11 Mother's Day Celebration! Special BINGO with Ricardo at 10:00 a.m. Manicures & Hand Massages by Votech Students 12 13 Happy Mother's Day! 14 Sneaker Senior Program By Monica Kromer At 10:00 a.m 15 LVHN Memory Cafe - Manners By: Yendira Rosario At 11:00 am.m 16 Sneaker Senior Program By Monica Kromer At 10:00 a.m 17 Fire Safety by Martin Rosario At 10:00 a.m. 18 19 20 21 Sneaker Senior Program By Monica Kromer At 10:00 a.m Food Boxes/ CSFP 22 23 Sneaker Senior Program By Monica Kromer At 10:00 a.m 24 Staying Hydrated By Frank DeRosa At 10:00 a.m. 25 26
Monday, February 19 --Muller v. Oregon --Susan Glaspell, “A Jury of Her Peers” Thursday, February 22 --Linda Gordon, “Social Insurance and Public Assistance: Gender in American Welfare Thought,” American Historical Review, (Feb 1992). Week 7: Citizenship Monday, February 26 --Nancy Cott, Public Vows: A History of Marriage and the Nation (Harvard University Press, 2006), chapter 6. --Canaday, The Straight State, chapter 1. Thursday, March 1 MIDTERM Week 8: The State, Regulation, and Gender Monday, March 5 --Sharra Vostral and Rayvon Fouché, “‘Selling’ Women: Lillian Gilbreth, Gender Translation, and Intellectual Property,” Journal of Gender, Social Policy and the Law 19.3 (2011): 825-850. Thursday, March 8 --Canaday, The Straight State, chapter 3. --Andrea Tone, “Contraceptive Consumers: Gender and the Political Economy of Birth Control in the 1930s,” Journal of Social History (Spring 1996), 485-506. SPRING BREAK Week 9: Sex, Gender, and Warfare Monday, March 19 --Canaday, The Straight State, chapter 4. --Fisher, Wives and War, excerpt Thursday, March 22 --Canaday, The Straight State, chapters 5 --Goesaert v. Cleary Week 10: Sex across the Color Line Monday, March 26 --Mae Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America (Princeton University Press, 2005), chapter 3. Thursday, March 29 --Peggy Pascoe, “Miscegenation Law, Court Cases, and Ideologies of ‘Race’ in America,” The Journal of American History (June 1996), 44-69. --Loving v. Virginia Week 11: The Intersection of Gender and Race in the 20th Century Monday, April 2
talents do these suggest? Ottoman Tiles and Silk.pdf 4. Make a posting on the discussion board where you write at least 1 page (200 words) about what you learned about one of the above sources of Ottoman or Mughal power and prestige and then what you learned about Islam that surprised you. Choose from among the suggested topics in the instructions. The first posting must be by Friday June 13th. Then write a response to two classmates thanking them for what you learned from a different topic from yours by Sunday June 15th. 5. Write 2-3 pages in the drop box explaining the economic, political, military, religious and social strengths of the Islamic empires in the early modern period and how they became a world system, drawing in wealth and talent to the core. Due Sunday June 15th Unit 4 Spain and Portugal Emerge from the periphery June 16-22 1. Learning Objectives Students will learn the sequence of how Spain and Portugal created compact and efficient modern nation states in the 15th century, that enabled them to reconquer the Iberian peninsula and undertake voyages to evade the Ottoman bottleneck on E-W trade in Afric-Eur-Asia. Student will appreciate how man different ways there are to viewing the same events in history when they examine the conquest period of Hispaniola, Mexico and Peru. World systems theory will be applied to the shift of wealth and power from the eastern Mediterranean to be shared with the Atlantic World and western Europe. 4. Learning Activities 1. First Read WTWA background: Chapter 1 The Worlds of 1300, the Four Major Cultural Areas of Eurasia, The Domain of Christendom 21-26; Chapter 2 Crises and Recovery in Eurasia, 1300's-1500's Western Christendom 66-76; Chapter 3 Contact, Commerce, and Colonization, 1450's-1600, European Exploration and Expansion and The Atlantic World, 86-105 and The Growth of Trade in Asia, Changing European Relations in Asia. 110-112. Chapter 5 Cultures of Splendor and Power: Hybrid Cultures in the Americas 186-188. 2. Then Read Worldly Goods by Lisa Jardine: selection 288-298 It explains very well why Portugal set out to get to India around South Africa and what the economic impact of this would have for their rivals in Venice,
Week 7 John II Komnenos and Byzantine Women Readings: For Graduate Students - M.Angold, The Byzantine Empire 1025-1204 (London, 1985), pp. 181-91. - Anne Comnene, The Alexiad (chapter I and II) For Undergraduate students - J.Herrin, Byzantium. The surprising life of a Medieval Empire (London, 2007), 232-45. Week 8 MID TERM EXAMINATION and ASSESSMENT (in class) Week 9 SPECIAL SEMINAR by Humberto De Luigi, Ph.D. Candidate, Bilkent University “Manuel I and Myriokephalon: western influence” Readings: For All: For Graduate Students - J.Harris, Byzantium and the Crusades (New York, 2003), 53-71
Readings: • Kate Theimer, "What is the Meaning of Archives 2.0?" American Archivist 74.1 (Spring/Summer, 2011). • Francis X. Blouin and William G. Rosenberg, "Archival Authorities and New Technologies," in Processing the Past: Contesting Authority in History and the Archives (2011). • Francis X. Blouin and William G. Rosenberg, "Archives and the Cyberinfrastructure," in Processing the Past: Contesting Authority in History and the Archives (2011). • Robert Horton, "A Cautionary Tale about Laws, Records, and Technology: Making a Case for Electronic Records Management," in Terry Cook, ed. Controlling the Past: Documenting Society and Institutions (2011). • Elizabeth Yakel, "Who Represents the Past? Archives, Records, and the Social Web," in Terry Cook, ed. Controlling the Past: Documenting Society and Institutions (2011). • Library of Congress, The Signal: Digital Preservation blog: http://blogs.loc.gov/digitalpreservation/ Supplemental: • David Nicholas and Ian Rowlands, ed. Digital Consumers: Reshaping the Information Profession (2006), esp. chapters 6 and 7. • Richard J. Cox, "Technology's Promise, the Copying of Records, and the Archivist's Challenge: A Case Study in Documentation Rhetoric," in Terry Cook, ed. Controlling the Past: Documenting Society and Institutions (2011). • Richard N. Katz and Paul B. Gandel, "The Tower, the Cloud, and Posterity: Documenting in a Digital World," in Terry Cook, ed. Controlling the Past: Documenting Society and Institutions (2011). • Caroline Brown, "Digitisation: Opportunities or Compromises?" in Ailsa C. Holland and Kate Manning, eds., Archives and Archivists (2006). • Archives next blog: www.archivesnext.com. Informal report on the status of the photo project and possible web preview. Week 11 (April 3): Archivists and Ethics Readings: • Glenn Dingwall, "Trusting Archivists: The Role of Archival Ethics in Establishing Public Faith," American Archivist 14 (Spring/Summer, 2004).
Argue challenge or debate an issue or idea with the purpose of persuading or committing someone else to a particular stance or action Classify group things based on common characteristics Comment give an opinion based on a given statement or the result of a calculation Compare give an account of the similarities or differences between two (or more) items or situations, referring to both (all) of them throughout Create to bring something into existence; to cause something to happen as a result of one’s actions Critique state, giving reasons, the positive and negative aspects of, for example, an idea, artefact or artistic process Define give the precise meaning of a word, phrase, concept Demonstrate prove or make clear by reasoning or evidence, illustrating with examples or practical application Describe tell or depict in written or spoken words; to represent or delineate by a picture or other figure Design do or plan something with a specific purpose in mind Develop bring to a later or more advanced stage; to elaborate or work out in detail Devise plan, elaborate or invent something from existing principles or ideas Discuss offer a considered, balanced review that includes a range of arguments, factors or hypotheses; opinions or conclusions should be presented clearly and supported by appropriate evidence Distinguish make the differences between two or more concepts or items clear
HIST 110: U.S. HISTORY II GRADING RUBRIC AND EXPECTATIONS FOR DISCUSSION BOARD POSTINGS A Level 10 pts. Exceeds expectations. Content & technical merit is outstanding. Reflects mastery of material. Has fulfilled all assignment requirements listed below. B Level 8-9 pts. Meets expectations. Content & technical merit is good. Reflects acceptable grasp of material. Weak in meeting all assignment requirements listed below. Specific comments/concerns on weaknesses will be discussed with student.
HIST 1302: United States History II GENERAL INFORMATION College Name [Insert name] Division Communications & Social Sciences Semester/Term & Year [Insert Semester/Term YYYY] INSTRUCTOR INFORMATION Name [Insert name] DCCCD email [Insert email address] Telephone [Insert number] Office Number [Insert location] Office Hours (FT faculty) [Insert times] Electronic Office Hours [Insert times] COURSE INFORMATION Course Number HIST 1302 Section Number [Insert number] Credit Hours 3 (3 Lec.) Class Location Certification Date [Insert date] Drop Deadline [Insert date] Course Title History of the United States since 1877 Course Description United States History II is a survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. This is a Texas Common Course Number. Coordinating Board Academic Approval Number 54.0102.51 25 Course Prerequisites Required: College level ready in Reading and Writing
Assignment Schedule Primary Source and Quotation/Citation Homework January 24 Database Assignment January 26 Article Review February 9 Primary Source Analysis February 23 (Rewrite, March 13) Thesis Statement March 29 Outline and Sample Paragraphs (optional) April 5 Research Paper April 12 (Rewrite, April 26)
How significant was progress in education for working class girls 1860-1918? Education before 1870 Collier p128, Bartley p2 Types of school provider- Nature of provision- Girls’ attendance- Extent of educational opportunity for girls- 1870 Elementary Ed. Act (Foster’s Act) Collier p128-9 Reasons for legislation- Features of the Act- Impact- 1878 Curriculum rules Bartley p2 Features of change- 1880 Mundella’s Act Collier p129 Features of the Act- Impact- 1891 Government Grant Collier p129,130 Features of change- Impact-
Impact- 1854 Cheltenham Ladies College Collier p136-7 Reasons for founding- Nature of provision- Impact- 1867 Public Examinations Collier p135 Reasons for development- Features of change- 1873 the Girls’ Public School Company (from 1905 Trust) Collier p138-9 Reasons for development- Features of change- Impact- 1902 Education Act (Balfour’s Act) Collier p130, 139 Features of the Act- Impact- Extent of progress by 1918 Collier p139, Bartley p3
Building Blocks for History Lab: SS.912.A.4.5 Examine causes, course, and consequences of United States involvement in World War I. Essential Question: Should the United States have remained neutral during WWI? Before introducing this history lab to students, they must be familiar with the sinking of the Lusitania and its impact on the U.S. decision to get involved in World War I. They must also be familiar with the Zimmerman telegram and understand the term “unrestricted submarine warfare.” Finally, students need to know what the term “neutral” means in order to understand and answer the essential question. Related content they should know: Lusitania Zimmerman telegram Unrestricted submarine warfare
Building Blocks for History Lab: SS.912.A.4.5 Examine causes, course, and consequences of United States involvement in World War I. Essential Question: Was the Treaty of Versailles a fair and effective settlement for lasting world peace? Before introducing this history lab to students, they must know that the Treaty of Versailles was the peace settlement that ended World War I. Students should know the term “reparations,” which were included in the treaty as a punishment for Germany and to make them pay for the war. Additionally, students need to be familiar with the League of Nations and know that it was established during the Paris Peace Conference as an international organization to promote peace in the world, but that the United States did not join. Finally, students need to know that it was President Woodrow Wilson who represented the United States at the Paris Peace Conference, and whose idea it was to create a League of Nations in the first place. Students will need fairly well developed text analysis skills to be able to complete this history lab. Related content they should know: Treaty of Versailles Reparations League of Nations
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Martin Luther King Supreme Court Women Anti-Semitism August Meier Personally involved in the movement as a young man and seen as one of the traditional historians pushing a ‘great man’ approach to history) Clayborne Carson Very close to the King family and has access to materials that others don’t. Very balanced on King some of his writing suggests that movement would have followed similar path without King but highlights the M Klarman Argues that the Supreme Court reflects the views of American society towards Civil Rights and reflects the changes in attitude rather than acting as a barrier or catalyst for change itself. Klarman instead points to WW2 as the catalyst to changing attitudes and therefore the improvement in Civil Rights. L Goldstone Belinda Robnett Argues that the day to day organisers of the movement (often women) are essential to the success of the more famous charismatic leaders. Proposed idea of bridge leadership Bernice McNair Barnett Writes about the unsung female heroes of the Civil Rights movement Daniel Goldhagen Reacted angrily (in 1996) to Browning’s suggestion that perpetrators of the Holocaust for the most part did not hold extreme Anti-Semitic beliefs. Goldhagen argues that ‘eliminationist was strongly embedded in German culture and that it existed before the Nazis came to power and did not require Nazi Anti-Semitic propaganda to ‘brainwash’ the German people. He controversial argues that the German people were different to other countries in terms of the extent of their Anti-Semitic beliefs and willingness/ enthusiasm for eliminating the Jews. He points to the pride in their actions of those who took part in carrying out the Holocaust, the fact that many went
Discuss the events on the following page.. Are they profound? Widespread? Durable? Order the events from 1-8 (most significant to least significant) Be prepared to defend your choices. Canada becomes a nation. British Columbia joins Canada. The first person goes into outer space. The computer is invented. Stephen Harper becomes Prime Minister. Women receive the right to vote in national elections for the first time. The invention of gunpowder. The invention of perfume.
Then and Now Here are 100 items that may or may not have existed exactly 100 years ago. Working individually or with a partner, state whether each item was present at the time by stating Yes it was, No it wasn't, or Don't Know. cars large cities houses apartments schools from grades K-12 universities scholarships blue jeans 9. jean shorts 10. button up jeans 11,. high heel shoes running shoes t-shirts ties earrings 16. reading glasses 17. felt pens 18. sandals 19. women's two piece bathing suits 20. CD players 21. lip stick 22. radios 23. bicycles 24. motorbikes 25. working hours from 9:00-5:00 26. daylight savings perfumes deodorants belts to hold up pants 30. umbrellas 31. summer holidays 32. hospitals 33. hand watches 34. roads from Montreal to Vancouver 35. war in North America 36. Olympics 37. cameras sailboats trains planes newspapers magazines for teenagers professional sports teams after-school sports teams sunglasses theaters televisions e-mail doctors lawyers mail delivery farmers bankers accountants golfers musicians taxis record players 59. canoes government campgrounds rifles spears guns Interact (ATM) banking churches mosques 67. Canadians 68. people in British Columbia 69. Coke or Pepsi 70. elected politicians 71. coffee 72. ice cream cones 73. movie theatres 74. beer 75. restaurants 76. dating buttons on clothes zippers libraries baseball caps worn by teenagers 81. toilets 82. showers 83. hair dressers 84. sunscreen 85. candy bars 86. plastic bags tennis courts telephones police off icers mayors of cities cereal boxes shopping malls refrigerators stoves calculators vitamin pills candles electricity gum
Visit History Where It Happened! Order Form for ADDITIONAL Vermont Historic Sites Pass 2017 The Division for Historic Preservation and the Department of Libraries have partnered to offer a free day pass for every public library in Vermont, granting free admission to Vermont Historic sites. Each library will receive one pass; libraries may purchase additional passes for $40.00 each. One pass will be mailed at no cost to all Vermont public libraries (and participating college libraries) in May. Additional passes will be mailed within two weeks of the date ordered. Orders must include a check payable to: Vermont Division for Historic Preservation Send form and payment directly to the address at the bottom of the page. Each library can set its own policies around circulation and use of the Historic Sites Pass. The pass admits one family or group up to eight people to a Vermont Historic Site for one day. Ship to: Library: Address: Town: VT Zip: Description Price Quantity Total Price Historic Sites Pass $40.00 ea. Mail form with check payment to: Vermont Division for Historic Preservation 1 National Life Drive Davis Building, 6th Floor Montpelier, VT 05620-0501
Historical Diary Entry Content/ Development of Ideas Entry does not include retelling of accurate events or includes retelling of inaccurate events. Entry includes no reflection. Entry includes minimum retelling of somewhat accurate events and one example of reflection. Entry includes consistent retelling of accurate events and several examples of reflection. Entry includes consistent retelling of accurate events and for each is a correlating example of reflection and deep inner thoughts. Style/ Tone Entry shows no evidence of an attempt to match the style and tone to the personality of figure of the time period. Entry shows some evidence of an attempt to match the style and tone to the personality of figure of the time period. Style and tone mostly match the personality of the figure and the time period with only a few inconsistencies in word choice. Style and tone match the personality of the figure and time period, including appropriate word choice, idioms, colloquialisms, and sentence structure. Organization Entry is difficult to follow due to lack of organization. Entry includes moments that are unclear due to lack of organization. Entry is organized chronologically with an attempt to transition smoothly from retelling to reflection. Entry is organized mostly chronologically with examples of flash backs. Organization is controlled through effective transitions. Spelling/ Grammar/ Overall Presentation Spelling and grammar errors inhibit understanding frequently. Spelling and grammar errors occasionally inhibit understanding. Spelling and grammar errors rarely inhibit understanding. Writing contains little to no spelling and grammar errors. 0 1 2 3
The Men Who Built America Name ______________ Class Period ________ Historical Person: _______________________ __ You will be creating a profile for an historical figure that was vital to the Industrial Power of our Nation. In our next unit we will be covering the Rise of Industry at the turn of the century. There are many key figures that contributed to this period of rapid growth and the creation of modern America. They are so important to our history that they are sometimes referred to as the Men who Built America. Personal Information—Include: Activities (anything your figure may like to do) Interests (things they like i.e. meetings, traveling, or supporting specific movements) Favorite Quotes About Me (needs to be minimum of 5 sentences) and include general information about your figure. Major accomplishments, goals, places traveled, adults you might admire, your personality (what are you like, how might people describe you), or any siblings or children. Education and Work—Include: College degree or education they received Work Info (what jobs have you had), Employer, Position held, and Description of job duties (3 sentences minimum). News Feed: Total of 4 news feeds. You need to include two from your historical figure (status updates or accomplishments. In addition, include two from other figures (i.e. something they would write on your wall-question, comments, and achievements). Also make sure to change the date and how many “likes”. For example, if you invented electricity, you might have a lot more people “like” your status. In addition, you must correctly cite evidence from someone who would “post” on your “wall”.
Name: ______________________________________ Historical Fiction Portfolio Rubric As you finish reading your chosen historical fiction novel, you will be introduced to several assignments that match up to different aspects of your reading. Refer to the following rubric as you complete the project to guide your progress. Project Grade Criteria 90 - 100 Completed all five of the assigned parts of the project in a timely fashion. End product is unique, complete, and quality work based off your chosen historical fiction novel. 80 - 89 Completed four of the assigned parts of the project (3 from column A & 1 from column B) in a timely fashion. End product is unique, complete, and well done work based off your chosen historical fiction novel. 70 - 79 Completed four of the assigned parts of the project (2 from each column) in a timely fashion. End product is complete and based entirely off your chosen historical fiction novel. 60 - 69 Completed three of the assigned parts (2 from column A & 1 from column B) of the project in a timely fashion. Work was complete, but not of the best possible quality. Work was based off your chosen historical fiction novel. 0 - 59 Assignment was incomplete. Assignments A B Timeline – Real vs. Fictional RL 8.5 RL 8.9 Climax Book Cover RL 8.2 RL 8.6 Current Event/Novel Comparison RL 8.5 Culture Venn Diagram RL 8.2 RL 8.5 Synthesize/Predict Historical Events RL 8.1 RL 8.4
48A Retailer notice of benefit change - market retail contracts 42 48B Benefit change notice guidelines 43 49 Termination of market retail contract 44 49A Early termination charges 45 50 Small customer complaints and dispute resolution information 45 51 Liabilities and 46 52 Indemnities 46 Division 8 Deemed customer retail arrangements 46 53 Obligations of retailers 46 54 Formation of standard retail contract on incomplete request 47 Division 9 Other retailer obligations 47 55 Referral to interpreter services 47 56 Provision of information to customers 47 56A Energy consumption information - supply of electricity only 48 56B Historical billing and energy consumption information - supply of electricity only 49 57 Retailer obligations in relation to customer transfer 49 57A Retailer obligations in relation to correction of transfers without consent 49 58 Notice to small customers on transfer 51 59 Notice to small customers where transfer delayed 52 59A Notice to small customers on deployment of new electricity meters (SRC and 52 Division 9A Retailer interruption to supply - electricity 54 59B 54 59C Retailer interruption to supply – electricity (SRC and MRC) 55 Division 10 Energy marketing 56 Subdivision 1 Preliminary 56 60 Application of 56 Subdivision 2 Providing information to small customers 56 61 Overview of this 56 62 Requirement for and timing of disclosure to small customers 56 63 Form of disclosure to small customers 56 64 Required information 57 Subdivision 3 Energy marketing activities 57 65 No contact lists 57 66 No canvassing or advertising signs 58 67 Duty of retailer to ensure compliance 58 68 Record keeping 58 Division 11 59
name of his thunderbolt. m Modern transcription of f & m , Derived from Sanskrit (jaya) meaning "victory"... m Modern transcription of m , Derived from Sanskrit (jayanta) meaning "victorious"... f , Feminine form of ... f Means "goddess of victory" in Sanskrit. m Means "lord of victory" from Sanskrit (jaya) meaning "victory" combined with the name of the god , used here to mean "lord". m Derived from Sanskrit jayavanta meaning "possessing victory". m Variant transcription of m Punjabi form of m Means "conqueror of Indra" from Sanskrit (jita) "conquered" combined with the name of the god . m Punjabi form of f Derived from Sanskrit (jyotis) meaning "light". f Variant of f
m Means "lotus" in Sanskrit... f , Means "spear" in Sanskrit... m Modern transcription of m , Means "having lucky marks" in Sanskrit... लक्ष्मी f , Means "sign, mark" in Sanskrit... लल m Means "to play, to caress" in Sanskrit. m Modern transcription of f & m , Means "playful, charming, desirable" in Sanskrit... लता f Means "vine, creeping plant" in Sanskrit. f Means "beauty, grace" in Sanskrit. m Variant transcription of लक्ष्मी f Variant transcription of लीला f Variant transcription of लीला f Means "play, amusement" in Sanskrit. f Means "playful, amusing, charming" in Sanskrit...
Date Event Description 1967 Constitutional amendment referendum The Commonwealth Government acquired power to legislate for Aboriginal Australians and allowed for their inclusion in the census. 1971 The Aboriginal flag first flown Designed by Harold Joseph Thomas, A Luritja man from Central Australia, the Aboriginal flag was first flown in Adelaide on National Aborigines Day, 12th July. 1972 Self-determination introduced into government policy The Department of Aboriginal Affairs was established, and the Whitlam Government introduced the policy of self-determination. 1975 Racial Discrimination Act On 11th June the Commonwealth Racial Discrimination Act came into effect. 1985 Uluru handed back Uluru (formerly known as Ayers Rock) was handed back to the Traditional owners. 1989 Aboriginal and Torres Strait Islander Commission Act The Aboriginal and Torres Strait Islander Commission were established by the Aboriginal and Torres Strait Islander Commission Act 1989 and began operations on 5 March 1990. 1992 Native title (Mabo) In 1992, the High Court decision on Native title (Mabo) overturned the concept of 'terra nullius' (that land belonged to no one at the time of European invasion) and established that Native title can exist over particular kinds of land. This led to the establishment of the Native Title Act 1993. 1992 Torres Strait Islander Flag Bernard Namok of Thursday Island designed the Torres Strait Islander flag. 1997 Bringing Them Home The Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families, Bringing Them Home, was released. In 1999, the Federal Government issued a statement of sincere regret over the forced removal of Aboriginal children from their families. 1998 26th May, National Sorry Day The first National Sorry Day was held one year after the tabling of the Bringing Them Home report which recommended that a National Sorry Day be declared. 2005 Abolition of the Aboriginal and Torres Strait Islander Commission On 16th March Parliament passed the ATSIC Amendment Bill, repealing provisions of the Aboriginal and Torres Strait Islander Act 1989 (Commonwealth) and thereby abolishing the Aboriginal and Torres Strait Islander Commission and its structures from 30th June 2005. 2008 Apology to Australia’s Indigenous peoples in the House of Representatives On 13th February 2008, Prime Minister, Kevin Rudd apologised for past laws, policies, practices that have impacted on Australia Aboriginal and Torres Strait Islander peoples, particularly members of the Stolen Generations. The Motive was supported by the Opposition and passed through both houses of Parliament.
Science, New Series, Vol. 206, No. 4416. (Oct. 19, 1979), pp. 298-306. Vernon L. Scarborough. 2008. Rate and process of societal change in semitropical settings: The ancient Maya and the living Balinese. Quaternary International. Volume 184, Issue 1:24-40 Eastern US Delcourt, Paul and Hazel R. 2004. Prehistoric Native Americans and Ecological Change: Human Ecosystems in Eastern North America since the Pleistocene. Cambridge University Press. Norse McGovern, Thomas. Management for extinction in Norse Greenland. In Historical Ecology, edited by Carole L. Crumley, pp. 128-154. SAR Press, Santa Fe, New Mexico. Adderley, W. Paul and Ian A. Simpson. 2006. Soils and palaeo-climate based evidence for irrigation requirements in Norse Greenland. Journal of Archaeological Science
In 1610, Ludolph Van Ceulen approximated to 30 decimal places using polygons with sides! There had to be a better way! In the 17th century, an entirely new method of approximating was found: series approximation. Here’s how Newton approximated … Find the equation of the semicircle in the picture. Observe that the “full circle” would satisfy the equation . Solve for and show that , in other words, . Use Newton’s generalized binomial theorem to show Find the area of the shaded region with calculus. Now that you have an equation for the semicircle, evaluate a definite integral to show that the area is Find the area of the shaded region with geometry. Find the length of . Find the area of . Notice that is a 30-60-90 triangle. Use this fact to find the area of sector . Notice that (area of shaded region) = (area of sector) – (area of triangle). Conclude that the area of the shaded region is Set the two expressions for area equal to each other to conclude that Use a calculator to approximate using five terms in the series and then using six terms in the series. Compare how the accuracy improves. There are a couple good reasons Newton chose the point to equal . When calculating area by calculus, why is a nice number to use? When calculating area by geometry, why is a nice number to use? Let’s use Newton’s approximating method with the entire semicircle shaded. Use calculus to show that the semicircle has area . Use geometry to show that the semicircle has area . Conclude that The above expression is much simpler than the expression we found in step 4. Why is Newton’s original series approximation preferable to this one? Postscript: Newton correctly approximated to 15 digits, although he later confessed: "I am ashamed to tell you to how many figures I carried these computations, having no other business at the time." Mathematicians have often looked at with curiosity, and sought to find better and better approximations. The motivation is not because better approximation of are more useful, but rather, the motivation comes from the challenge of creating the best possible mathematical method or algorithm for the approximation. Some highlights: 1706: John Machin was the first to compute 100 decimals of π. 1949: the first computer, ENIAC, computed 2037 digits of in 70 hours.