Hist w9l1
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The document provides population casualty percentages from World War 1 for several countries, with Australia's being 1.38% and Ottoman Empire's being the highest at 13.72%. It then lists total casualties as being over 37 million.
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This document provides a debrief of a practice exam on the French and Russian Revolutions. It notes that students were required to answer all questions in either Section A on the French Revolution or Section B on the Russian Revolution. Most students chose Section A. It reminds students that the end of year exam will cover both revolutions. The document lists some comments exam assessors had about student answers in the 2011 exam, including writing about specific events and figures rather than general topics. It advises keeping French Revolution resources handy as practice questions will cover that revolution throughout studying the Russian Revolution. Students will have to answer double the questions in the end of year exam but with an extra 30 minutes to write.Creating a New Society - French Revolution
Creating a New Society - French Revolutionestherholt
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The document summarizes the key events and reforms of the early French Revolution from 1789 to 1791. It discusses the challenges faced in creating a new post-revolutionary society and analyzes the nature of the society created. Some of the major reforms included abolishing feudal privileges and dues, declaring equal rights and liberties for all citizens, simplifying the legal system, establishing a democratic national assembly, and passing economic reforms like the Le Chapelier Law which banned trade unions. However, the revolution did not fully achieve the aims of peasants as many feudal taxes remained, and tensions continued over the extent to which the old order had been overthrown.
VITtpresentation
VITtpresentationestherholt
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This document summarizes Esther Holt's action inquiry project during her time as a student teacher. She focused on improving her teaching of a Religion and Human Rights class between weeks 5-10 of term 3. Her goals were to use clear expectations, encourage discussion, and ask higher-order thinking questions to improve student engagement and learning outcomes. She found that setting timers and limits helped pacing, while questioning techniques needed more work. Student evidence and surveys showed her inquiry was successful overall, though she still has areas for future growth, such as continuing to develop higher-order questions and checking understanding.Hist w9l1
- 1. After WW1 Casualties were Population percentage of Australia dead: 1.38% Ottoman Empire: 13.72% Germany: 3.82% Total Casualties: 37,000,000 + Friday, 22 March 13
- 2. Post WW1Events Treaty of Versailles Harlem Renaissance Lost Generation Writers Womens Movement Organised Crime Mass Media: Radio, Movies, Ads Automobile is widespread Late Cubism, Surrealism and Art Deco Flappers and Dancing 1920s Slang Words Friday, 22 March 13
- 3. Your Assignment Create a two page PPT that uses two primary documents about an element listed previously. Please name the source of the document at the bottom, whether it is a photo, painting, song, transcript, letter, 鍖lm footage advertisement. You will brie鍖y present your 鍖ndings to the class. Friday, 22 March 13
- 4. Part 2 The Great depression Fascist Solution Friday, 22 March 13
- 5. How did the Roaring 20s lead to a global 鍖nancial collapse? 1. Stock Market Crash of 1929 in America Many believe erroneously that the stock market crash that occurred on Black Tuesday, October 29, 1929, is one and the same with the Great Depression. In fact, it was one of the major causes that led to the Great Depression. Two months after the original crash in October, stockholders had lost more than $40 billion dollars. Even though the stock market began to regain some of its losses, by the end of 1930, it just was not enough and America truly entered what is called the Great Depression. 2. Bank Failures 3. Reduction in Purchasing Across the Board Australia was one the hardest hit countries due to our dependance on Agricultural and Industrial exports. Unemployment in Australia rose to a record high in 1932 of 29% Friday, 22 March 13
- 6. Social consequences of the Great Depression: working class children consistently leaving school at thirteen or fourteen years old married women carrying a greater domestic burden: home-making was still considered a woman's role, so even if a woman had worked all day scrubbing 鍖oors to bring in some money, her unemployed husband would still expect her to cook dinner and keep the house in order jobs being easier to 鍖nd for young people, but the work had little future career prospects and many young workers were sacked by the time they turned sixteen, eighteen or twenty-one years of age migrants, particularly those from Italy and southern Europe, being resented because they worked for less wages than others despite having relatively little in the way of family or friends to call on for help. Friday, 22 March 13
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- 8. How could such a depression help pave the way to a Fascist Government taking over? What does Fascism mean? Friday, 22 March 13
- 9. Your Task... 1. Research the Great Depression in Australia individually. 2. Write down ten facts that you feel are relevant to the conversation about how a nation deal with an economic down turn. 3. Discuss what you think is the best path to recovery, what works, what doesnt work as per Historical records. Friday, 22 March 13