...Sacco and Vanzetti On April 15, 1920, Frederick Parmenter, a paymaster, and Alessandro Berardelli, his assistant, were transporting the payroll when a man approached, robbed, and shot them in South Braintree, Massachusetts. Stolen was approximately $15,000 and both men died. Only a few months prior, in the nearby town of Braintree, had a similar heist occurred where the attempted robbery had failed. The failed Braintree job had pointed towards an Italian anarchist. The Bridgewater Police Chief felt that these two cases were connected. Later, Nicolas Sacco and Bartolomeo Vanzetti came to pick up the car of the, then suspected anarchist, Mike Boda, from a local garage (Davidson & Lytle, 2005, p. 262). They were then the primary targets of the investigation thereafter. This case would become an international dilemma of American injustice. Both men protested against governments with anarchists’ views. They...
Words: 1629 - Pages: 7
...standards, lagging educationally, are again prime national goals—much as they were following the Civil War. Skills and labor are needed. Although not as powerfully delineated as in a North-South segregation, the American population is still bitterly divided over many issues—one of which is immigration. Would immigration aggravate our problems, especially unemployment and social tension, or benefit us, as it did before and following the Civil War? Throughout the 1800s, conservative politicians were adamant that immigration would compromise political security; and native Californian miners, laborers, and farmers feared that the Chinese would drain America’s resources and take away jobs. The tragic results of such fears were the trial of Sacco and Vanzetti, ending in the execution of two...
Words: 2935 - Pages: 12
...Year 10 Revision Timelines: The Roaring Twenties Women Before First World War * Women could not vote. * Middle/upper class women did not work but had the role of mothers and housewives. Working class women had low paid jobs such as factory work and cleaning. * Women usually wore full length dresses, wore no make up and had their hair tied back in buns. * Divorce was very rare and so was sex before marriage. * Women did not smoke or drink in public. * They had to go out with a chaperone (a family member) when they met their boyfriend. How did the First World War change the lives of women? * During the war, women began to work in areas like heavy industry. They proved they could work as well as men. By 1929, there were 10 million women workers; a rise of 24% since 1920. * Working gave women independence and they began smoking and drinking in public. * Women were given the vote in August 1920 but few were chosen to be actual politicians. * Production of consumer goods such as vacuum cleaners and washing machines meant women had more time for leisure activities. * Flappers emerged in the 1920’s = women from middle and upper class families from the Northern States. They cut their hair in short bobs, wore make up, short skirts and bright clothes. They also smoked and drank in public, went to speakeasies, danced the Charleston with men and listened to Jazz and drove cars and motorbikes. * BUT many groups, particularly...
Words: 6533 - Pages: 27
...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
Words: 19278 - Pages: 78
...Submitted By Pritam Kumar Das Roll. No. – 1011356 Third Year Bachelor’s in Banking & Insurance PREFACE The project was undertaken to study the Indian Banking Industry in reference to one of the basic services provided by the Banks. Various theory and practical aspects were studied in regard to this project. The Project tries to highlight the role of today’s banking style. Various parameters were analyzed to know the current status of the Indian Banking Industry and the various products of the Citibank ACKNOWLEDGEMENT Nobody is born perfect in himself; it is some timely guidance, proper teaching and blessings by well wishers and seniors around us who give me perfection and skills to make myself prepared to walk on the path of success. My project work, which is the first step of mine in the fields of professionalism, has been successfully accomplished, due to co-operative efforts of friends and colleagues together. I would like to pay my sincere gratitude and thanks to those people, who directed me at every step in the project work. I would like to thank our respected director Mr.D D Chaturvedi, who allowed me to undertake this project and provided his valuable guidance in doing. I extend my sincere thank and gratitude to Dr. AMIT GUPTA, internal faculty, MAIMS, for her help and valuable support throughout the term of the project. It was a learning experience to work under his guidance. I would also like to thank the faculty member and staff member...
Words: 11466 - Pages: 46
...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
Words: 113589 - Pages: 455