Week 16 day 3-eu
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The document discusses the purpose and benefits of the European Union (EU). The EU is an organization of 27 European countries that aims to encourage trade within Europe by creating a free-trade zone without tariffs, quotas, or embargos. Joining the EU allows member countries to work together economically and politically to compete more effectively globally. Key benefits include using a common currency, improving trade and industry cooperation, and promoting free movement of goods and services between members.
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May meetingmarypardee
油
The document summarizes the agenda for a Junior Beta meeting. It includes reminders to clean up after themselves in the cafeteria, opportunities to earn service hours such as volunteering for Relay for Life and helping teachers, information about designing a t-shirt for a contest and registering for a summer leadership camp by May 3rd. It also provides details on submitting service hours by May 27th and receiving certificates to celebrate completing the year.March meeting
March meetingmarypardee
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This document summarizes the agenda and notes from a WBMS Jr. Beta meeting on March 3rd. It includes details about upcoming fundraisers like a Butter Braids sale and t-shirt sales. Students can earn service hours by participating in the fundraisers or making comfort blankets for cancer patients. The next meeting will be after Milestones testing to deliver the Butter Braids orders. Information is also provided about the Jr. Beta Leadership Camp in July.Columbian exchange
Columbian exchangemarypardee
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The Columbian Exchange led to widespread changes as plants, animals, diseases, and ideas were exchanged between Europe, Africa, and the Americas. Native American populations plummeted due to diseases brought from Europe, against which they had no immunity. Europeans introduced livestock, cash crops, and African slaves to the Americas to replace declining Native American labor. Foods native to the Americas like tomatoes, potatoes, and maize became staple crops in Europe and around the world, dramatically impacting global diets, economies, and populations.Unit 4 economic line of continuum
Unit 4 economic line of continuummarypardee
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The document discusses three main types of economic systems: traditional, command, and market economies. Most countries have mixed economies that incorporate elements of both market and command systems. Economic systems can be viewed along a continuum, with pure market economies having the most individual freedom and pure command economies having no individual freedom. The document argues that market systems have proven most effective at promoting economic goals like growth, freedom, and efficiency by allowing citizens to own property and use it efficiently. While command and traditional systems may offer more security, they are less efficient and do not foster growth or freedom as strongly as market systems.Unit 4 game name that-economic_system
Unit 4 game name that-economic_systemmarypardee
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The document describes three different economic systems - traditional, command, and market economies. It provides descriptions or scenarios that are characteristic of each type of economy. The traditional economy relies on customs and habits, promotes stable roles, but discourages new ideas. The command economy allows the government to rapidly change production but fails to meet individual needs and lacks property rights. The market economy encourages competition, new ideas, and satisfies more consumer demand through choice.Factorsthat influencegd pofukgermanyrussia
Factorsthat influencegd pofukgermanyrussiamarypardee
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This document defines key economic terms and discusses factors that influence a country's GDP, including human capital, physical capital, natural resources, and entrepreneurship. It provides examples of GDP and GDP per capita for Germany, Russia, and the UK. Students are asked to analyze how the four factors influence GDP and what relationship may exist between literacy rate and standard of living.Unit 3 gov't of uk germany russia
Unit 3 gov't of uk germany russiamarypardee
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The document provides information about the parliamentary systems and governments of the United Kingdom, Germany, and Russia.
The United Kingdom has a parliamentary democracy and constitutional monarchy. Power is shared between Parliament, comprised of the House of Lords and House of Commons, and the Prime Minister. Citizens elect members to the House of Commons. The Prime Minister is the head of government. Citizens have rights like freedom of speech.
Germany has a federal parliamentary democracy. Power is shared between the central government and 16 state governments. The Bundestag is elected by citizens and elects the Chancellor. The Bundesrat represents state governments. Citizens have basic freedoms.
Russia has a federal presidential democracy. Power is shared between the centralGov't distribute power citizen participation parliamentary and presidential
Gov't distribute power citizen participation parliamentary and presidentialmarypardee
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This document provides information about different forms of government and how they distribute power. It discusses federal, unitary, and confederation systems. A federal system divides power between a central authority and regional authorities. In a unitary system, power is held by one central authority. A confederation involves independent states banding together but retaining considerable independence, with regional authorities holding most power. Examples of each type are provided.Cold war
Cold warmarypardee
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The document provides information about the origins and impact of the Cold War. It discusses how after WWII, tensions grew between the Western allies (US, UK, France) and the Soviet Union over the political and economic systems in Eastern Europe. This led to the division of Europe and Germany into capitalist and communist spheres of influence separated by the Iron Curtain. Over time, the US and USSR built up opposing military alliances (NATO and Warsaw Pact) and stockpiles of nuclear weapons in a tense standoff known as the Cold War, which impacted global politics until the Soviet Union's collapse in 1991.Propaganda posters
Propaganda postersmarypardee
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Propaganda uses techniques like bias, basic messages, visual images, catchy words, and slogans to influence people and convince them to feel or act a certain way about political issues. The document discusses how propaganda works by picking facts that support certain ideas and ignoring others. It also outlines some key characteristics of propaganda, including the basic message, visual images used to get attention, catchy words or phrases to catch people's attention, and slogans that convey the primary message in a memorable way. Students are then instructed to create their own propaganda poster using these techniques.Oct 8th meeting
Oct 8th meetingmarypardee
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The WBMS Jr. Beta meeting announcement provided information about upcoming service opportunities, including volunteering at a Pink Out event at Alpharetta High School, participating in a coat drive for the North Fulton Community Food Bank by donating coats and volunteering to make a promotional video, and purchasing pumpkin grams with fall-themed messages to benefit a cause. It also announced details for the next meeting on November 12th at 8:15 am.Treaty of versaille and great depression
Treaty of versaille and great depressionmarypardee
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The document summarizes key details about the Treaty of Versailles and the worldwide economic depression in the 1930s. The Treaty of Versailles was signed in 1919 after World War I to establish peace terms between the Allied powers (France, UK, US) and defeated Germany. It required major land and resource concessions from Germany and imposed heavy reparations. However, the harsh terms deepened Germany's postwar troubles and contributed to global economic instability, culminating in a worldwide depression in the 1930s.Tracing empires maps
Tracing empires mapsmarypardee
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Portugal colonized parts of India and Australia in red. Spain also colonized parts of India in red. England (British/UK) colonized Australia in a different color. France colonized parts of the world in a final color.Unit 2 age of exploration- guided notes
Unit 2 age of exploration- guided notesmarypardee
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The document provides information about the motivations and goals of European exploration in the 15th-17th centuries. The key motivations were: spreading Christianity (God), trade and wealth (Goods), and glory for explorers. Portugal, Spain, England, and France were the main exploring countries. Portugal explored Africa's coast and established the first global trade routes. Spain claimed much of North and South America and built large empires through conquering civilizations. England established colonies worldwide and eventually built the largest empire in history. France also built global colonies focused on trade, especially in North America and parts of Asia, Africa.Explorers simulation day 5
Explorers simulation day 5marypardee
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The document provides instructions and details for an interactive role-playing simulation about exploration. It includes:
1) A table with scenario details and checks that must be made to progress through the story, adding time to the journey for failed checks.
2) Scenario 1 presents a choice to keep looking for gold and risk an underwater encounter, or try to convince the captain to sail home early.
3) Scenario 2 involves making successful supply and navigation checks over multiple turns to complete the journey home.
4) Students are tasked with writing a personal log and letter to the royal court describing their experiences and thoughts on exploration.Explorers simulation day 3
Explorers simulation day 3marypardee
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This document provides instructions for an exploration simulation game. It outlines various checks and rolls that students must make to navigate scenarios, including common sense checks, seamanship checks, and negotiation rolls. It describes potential outcomes like taking damage to a ship or losing health points. Students are asked to keep personal logs of each day's events by writing in character and submitting them online. The goal is to build skills like problem-solving, teamwork, and narrative writing through engaging in collaborative exploratory scenarios.Week 16 day 3-eu
- 1. EQ: What is the purpose of the European Union? HW: 10 more questions from your Study Guide SPONGE Self Assessment- Using your Unit 3 What I Know go through and check the standards you got and circle the parts that you dont got
- 3. What is the European Union? EU- An organization of more than 25 European countries who joined together to encourage trade within Europe. A multinational confederation Creates a free-trade zone: no tariffs, no quotas, no embargos!
- 5. European Union Members Austria Finland Latvia Romania Belgium France Lithuania Slovakia Bulgaria Germany Luxembourg Slovenia Cyprus Greece Malta Spain Czech Republic Hungary Netherlands Sweden Ireland Poland United Denmark Italy Portugal Kingdom Estonia
- 6. S-C-L With your partner, brainstorm Why do you think a country might want to join the EU?
- 7. Why Join Together? Believe that when countries work together they are a more powerful force in the world because they involve: More money More people More land area This helps make small countries more competitive in the world market
- 8. Breaking it down by the #s EU United States Land Area 1,500,000 3,700,000 (approx.) Population 500,000,000 305,000,000 (approx.) Gross Domestic $14 Trillion $13.5 Trillion Product GDP Per Capita $28,213 $43,444 The US is much larger than separate European countries When the EU countries combine, they have more people and a larger economy; they can compete in a global economy
- 9. Whats the Purpose? #1- Create a peaceful, stable environment #2- Promote free trade among members #3- Ensure safety and security of member nations #4- Assist in social issues like preserving the environment and protecting human rights
- 10. S-C-L With your partner, brainstorm One BENEFIT of European countries joining together for trade.
- 11. Benefits for the Members Members may use a common currency (euro) that makes trade easier EU works to improve trade, education, farming, & industry among its members No tariffs (taxes) among member countries free trade zone
- 12. S-C-L With your partner, discuss How would having different currency (money) effect trade in Europe?
- 13. Euro The euro is the currency of MOST EU countries. Member countries can choose to give up their own currency and exchange them for euros. French francs and German marks have been replaced by the euro Why? Common currency makes trade between the countries much easier and less expensive 12 countries in the EU do not use the euro United Kingdom has decided to continue to use the British pound
- 15. Directions Using your resources, choose your task from your handout and complete your assignment. Resources: Notes Coach book pages 142-143 Textbook pages 328-333 Partner Teacher iPad Computer
- 16. TOTD- ABC Summary Using your post it note, and your assigned letter, create a sentence explaining a key idea from todays lesson that starts with your letter. EX- E The EURO is the the common currency of many EU nations that helps to make trade easier.