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The Nobel Peace Prize
TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize. -
Nov. 17,1983 LECH WALESA—1983 NOBEL PEACE PRIZE RECIPI- [S
97 STAT. 1532 CONCURRENT RESOLUTIONS—NOV. 15, 1983 (4) support international efforts through the United Nations Border Relief Operation to relieve the suffering of the more than two hundred thousand Khmer civilians who have sought refuge along the Thai border from the Vietnamese occupation; and (5) give humanitarian and political support to the non-Com munist Khmer nationalist forces that represent the legitimate aspirations of the Khmer people. Agreed to November 15, 1983. Nov 15,1983 JOHN F. KENNEDY—COMMEMORATION OF HIS [H. Con. Res. 214] DEATH Resolved by the House of Representatives (the Senate concurring), That the Rotunda of the United States Capitol is hereby authorized to be used on November 16, 1983, in such a manner as the Speaker and minority leader of the United States House of Representatives and the majority leader and minority leader of the United States Senate may deem appropriate to commemorate the twentieth anni versary of the death of President John Fitzgerald Kennedy. Physical preparations for the conduct of the ceremony shall be carried out in accordance with such conditions as may be prescribed by the Archi tect of the Capitol. Agreed to November 15, 1983. Nov. 17,1983 LECH WALESA—1983 NOBEL PEACE PRIZE RECIPI- [s. Con. Res. 76] ENT, U.S. CONGRATULATIONS Whereas a secure and universal peace is a major objective of people of good will throughout the world; Whereas one of the necessary conditions of achieving such peace is universal respect for and realization of internationally recognized human rights and fundamental -
Pauling-Linus.Pdf
NATIONAL ACADEMY OF SCIENCES L I N U S C A R L P A U L I N G 1901—1994 A Biographical Memoir by J A C K D. D UNITZ Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1997 NATIONAL ACADEMIES PRESS WASHINGTON D.C. LINUS CARL PAULING February 28, 1901–August 19, 1994 BY JACK D. DUNITZ INUS CARL PAULING was born in Portland, Oregon, on LFebruary 28, 1901, and died at his ranch at Big Sur, California, on August 19, 1994. In 1922 he married Ava Helen Miller (died 1981), who bore him four children: Linus Carl, Peter Jeffress, Linda Helen (Kamb), and Edward Crellin. Pauling is widely considered the greatest chemist of this century. Most scientists create a niche for themselves, an area where they feel secure, but Pauling had an enormously wide range of scientific interests: quantum mechanics, crys- tallography, mineralogy, structural chemistry, anesthesia, immunology, medicine, evolution. In all these fields and especially in the border regions between them, he saw where the problems lay, and, backed by his speedy assimilation of the essential facts and by his prodigious memory, he made distinctive and decisive contributions. He is best known, perhaps, for his insights into chemical bonding, for the discovery of the principal elements of protein secondary structure, the alpha-helix and the beta-sheet, and for the first identification of a molecular disease (sickle-cell ane- mia), but there are a multitude of other important contri- This biographical memoir was prepared for publication by both The Royal Society of London and the National Academy of Sciences of the United States of America. -
Henry Kissinger and the Dilemmas of American Power Osher Lifelong Learning 2015 Henry A
Celebrity Diplomat Henry Kissinger and the Dilemmas of American Power Osher Lifelong Learning 2015 Henry A. Kissinger My alternate title: …and were afraid to ask Still controversial in 2015 The arguments of this course 1.) Henry Kissinger is the most famous and controversial American diplomat of the 20th century. 2.) A career intersecting with key aspects of American history 3.) National Security Adviser in 1969 – architect of US policy with Nixon – Ended American involvement in Vietnam, crafting an opening to China, and reaching detente with the Soviet Union. But also interfered in the elected government of Chile, tilted toward Pakistan in its genocidal behavior toward Bangladesh, and fostered relationships with dictatorial regimes like the Shah’s Iran. 4.) Became first “celebrity diplomat” and Nobel Peace Prize winner, Kissinger survived Watergate and advised Gerald Ford 6.) A self-professed “realist” and Cold Warrior 7.) Attack by both Republicans and Democrats in 1976 8.) Kissinger’s legacy has been an emphasis on the limits of American power and the need to recognize the importance of diplomacy in combination with military power in furthering the national interest. Kissinger’s appointment http://www.youtube.com/watch?v=2- FmWpacHeQ “A man of my origins” 1.) born in Fuerth, Germany, during the Weimar Republic; Orthodox Jewish upbringing; intense love for soccer 2.) Ten years old in 1933 when Hitler and the Nazis came to power What was the impact of this? Weimar Republic Young Henry – growing up in Nazi Germany (1923-1938) The Kissinger saga Louis and Paula Kissinger New York in 1940 Kissinger’s Army Career 1.) Drafted in 1943 – serves in Army Intelligence – first mentor Fritz Kraemer 2.) Serves in occupation of Germany till 1947 – first taste of power as “Mr. -
Embargoed Until
FOR IMMEDIATE RELEASE CONTACT: Ashley Berke Senior Public Relations Manager 215.409.6693 [email protected] MIKHAIL GORBACHEV TO RECEIVE 2008 LIBERTY MEDAL AT THE NATIONAL CONSTITUTION CENTER Award to be presented by President George H.W. Bush Philadelphia, PA – The National Constitution Center’s 2008 Liberty Medal will be awarded to former Soviet leader and Nobel Peace Prize winner Mikhail Gorbachev for his courageous role in ending the dangerous, decades-long Cold War and in giving hope and freedom to millions who lived behind the Iron Curtain. The public Liberty Medal ceremony will take place on Thursday, September 18, 2008, at the National Constitution Center on Independence Mall in Historic Philadelphia, and will set the stage for international commemoration of the 20th anniversary of the fall of the Berlin Wall in 2009. “This year’s ceremony will be a memorable tribute to a revolutionary thinker with courage and conviction who believed in the power of liberty and openness,” said National Constitution Center President and CEO Joseph M. Torsella. “Mikhail Gorbachev is someone who truly changed the course of history, and we are honored to recognize him.” “During the Cold War, Gorbachev helped replace confrontation with negotiation and established a new climate between East and West,” said Torsella. “He bravely opened the doors of Soviet society to the winds of freedom and change, and he continues to be a voice for an open society today. His vision and strength were central to bringing about a peaceful end to the Cold War, and his remarkable leadership has led to profound and lasting consequences for our nations and for all people who treasure liberty.” This took both vision and courage. -
The Life of Winston Churchill
© Yousuf Karsh, 1941 Ottawa The Life of Winston Churchill: Soldier Correspondent Statesman Orator Author Inspirational Leader © The Churchill Centre 2007 Produced for educational use only. Not intended for commercial purposes. The Churchill Centre is the international focus for study of Winston Churchill, his life and times. Our members, aged from ten to over ninety, work together to preserve Winston Churchill's memory and legacy. Our aim is that future generations never forget his contribu- tions to the political philosophy, culture and literature of the Great Democracies and his contributions to statesmanship. To join or contact The Churchill Centre visit www.winstonchurchill.org Birth 1874 Winston Leonard Spencer Churchill’s ancestors were both Brit- ish and American. Winston’s father was the British Lord Randolph Churchill, the youngest son of John, the 7th Duke of Marlborough. Lord Randolph’s ancestor John Churchill made history by winning many successful military campaigns in Europe for Queen Anne almost 200 years earlier. His mother was the American Jennie Jerome. The Jeromes fought for the inde- pendence of the American colonies in George Washington’s ar- mies. Winston Leonard Spencer Churchill was born on Novem- ber 30, 1874, at the Duke of Marlborough’s large palace, Blen- Winston. as a baby. heim. Winston Leonard Spencer Churchill’s family tree John Churchill 1650-1722 1st Duke of Marlborough !" Charles 1706-1758 3rd Duke of Marlborough !" George 1739-1817 David Wilcox 4th Duke of Marlborough !" John Churchill George 1766-1840 -
Timeline of the Cold War
Timeline of the Cold War 1945 Defeat of Germany and Japan February 4-11: Yalta Conference meeting of FDR, Churchill, Stalin - the 'Big Three' Soviet Union has control of Eastern Europe. The Cold War Begins May 8: VE Day - Victory in Europe. Germany surrenders to the Red Army in Berlin July: Potsdam Conference - Germany was officially partitioned into four zones of occupation. August 6: The United States drops atomic bomb on Hiroshima (20 kiloton bomb 'Little Boy' kills 80,000) August 8: Russia declares war on Japan August 9: The United States drops atomic bomb on Nagasaki (22 kiloton 'Fat Man' kills 70,000) August 14 : Japanese surrender End of World War II August 15: Emperor surrender broadcast - VJ Day 1946 February 9: Stalin hostile speech - communism & capitalism were incompatible March 5 : "Sinews of Peace" Iron Curtain Speech by Winston Churchill - "an "iron curtain" has descended on Europe" March 10: Truman demands Russia leave Iran July 1: Operation Crossroads with Test Able was the first public demonstration of America's atomic arsenal July 25: America's Test Baker - underwater explosion 1947 Containment March 12 : Truman Doctrine - Truman declares active role in Greek Civil War June : Marshall Plan is announced setting a precedent for helping countries combat poverty, disease and malnutrition September 2: Rio Pact - U.S. meet 19 Latin American countries and created a security zone around the hemisphere 1948 Containment February 25 : Communist takeover in Czechoslovakia March 2: Truman's Loyalty Program created to catch Cold War -
Personalities and Perceptions: Churchill, De Gaulle, and British-Free French Relations 1940-1941" (2019)
University of Vermont ScholarWorks @ UVM UVM Honors College Senior Theses Undergraduate Theses 2019 Personalities and Perceptions: Churchill, De Gaulle, and British- Free French Relations 1940-1941 Samantha Sullivan Follow this and additional works at: https://scholarworks.uvm.edu/hcoltheses Recommended Citation Sullivan, Samantha, "Personalities and Perceptions: Churchill, De Gaulle, and British-Free French Relations 1940-1941" (2019). UVM Honors College Senior Theses. 324. https://scholarworks.uvm.edu/hcoltheses/324 This Honors College Thesis is brought to you for free and open access by the Undergraduate Theses at ScholarWorks @ UVM. It has been accepted for inclusion in UVM Honors College Senior Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. Personalities and Perceptions: Churchill, De Gaulle, and British-Free French Relations 1940-1941 By: Samantha Sullivan Advised by: Drs. Steven Zdatny, Andrew Buchanan, and Meaghan Emery University of Vermont History Department Honors College Thesis April 17, 2019 Acknowledgements: Nearly half of my time at UVM was spent working on this project. Beginning as a seminar paper for Professor Zdatny’s class in Fall 2018, my research on Churchill and De Gaulle slowly grew into the thesis that follows. It was a collaborative effort that allowed me to combine all of my fields of study from my entire university experience. This project took me to London and Cambridge to conduct archival research and made for many late nights on the second floor of the Howe Library. I feel an overwhelming sense of pride and accomplishment for this thesis that is reflective of the work I have done at UVM. -
The Legal Constitution of the European Union2
European Scientific Journal August 2018 /SPECIAL/ edition ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 2 The Legal Constitution of the European Union Academic Director Dr. iur. Dr. phil. Franz-Rudolf Herber Frederic-Alexander University Erlangen-Nuremberg, Germany Doi: 10.19044/esj.2018.c4p9 URL:http://dx.doi.org/10.19044/esj.2018.c4p9 Abstract World War II (1939 – 1945) was a catastrophe for the whole world and for Europe in particular. It is one of the great miracles of the 20th century that the West European war parties did draw a line and founded an economic alliance for coal and steel production. This economical alliance is based on common values and on the rule of law. A main problem of the European Union is to give a democratic legitimation to the European institutions. It is good that e.g. the European Parliament is elected directly, it is bad that e.g. the President of the European Commission is not elected directly. In some Member States of the European Union common values and common interests are only partim shared. The people of Great Britain did decide in 2016 to leave the European Union; according to the legal constitution of the European Union a leave is allowed. The main achievement of the European Union is the abolition of inter-European taxes and thus the promotion of economical relationships between the Member States of the European Union. The Euro that is the currency of (only) some Member States has become a global player. Keywords: European Union, Member States of the European Union, Treaties of the European Union, common values, common market, separation of powers, European Commission, European Parliament, President of the European Council, High Representative of the Union for Foreign Affairs and Security Policy, European Central Bank Introduction One should be aware of the fact what kind of brutal military violence the greatest war criminal of human history – Adolf Hitler (1883 – 1945) and his crazy followers – had brought to the former Czechoslovakia (CSSR)3. -
10, George C. Marshall
'The views expressed are those of the author and do not reflect the official policy or position of the US Air Force, Department of Defense or the US Government.'" USAFA Harmon Memorial Lecture #10 “George C. Marshall: Global Commander” Forrest C. Pogue, 1968 It is a privilege to be invited to give the tenth lecture in a series which has become widely-known among teachers and students of military history. I am, of course, delighted to talk with you about Gen. George C. Marshall with whose career I have spent most of my waking hours since1956. Douglas Freeman, biographer of two great Americans, liked to say that he had spent twenty years in the company of Gen. Lee. After devoting nearly twelve years to collecting the papers of General Marshall and to interviewing him and more than 300 of his contemporaries, I can fully appreciate his point. In fact, my wife complains that nearly any subject from food to favorite books reminds me of a story about General Marshall. If someone serves seafood, I am likely to recall that General Marshall was allergic to shrimp. When I saw here in the audience Jim Cate, professor at the University of Chicago and one of the authors of the official history of the U.S. Army Air Forces in World War II, I recalled his fondness for the works of G.A. Henty and at once there came back to me that Marshall once said that his main knowledge of Hannibal came from Henty's The Young Carthaginian. If someone asks about the General and Winston Churchill, I am likely to say, "Did you know that they first met in London in 1919 when Marshall served as Churchill's aide one afternoon when the latter reviewed an American regiment in Hyde Park?" Thus, when I mentioned to a friend that I was coming to the Air Force Academy to speak about Marshall, he asked if there was much to say about the General's connection with the Air Force. -
Washington D.C., November 13, 2019 Lech Wałęsa President of The
Washington D.C., November 13, 2019 Lech Wałęsa President of the Republic of Poland, 1990-1995 Nobel Peace Prize 1983 Lech Wałęsa Institute, Founder House of Foreign Affairs Subcommittee on Europe Thirty years ago when totalitarian regimes in Poland and all throughout East-Central Europe were collapsing, and less than a week after the fall of the Berlin Wall, I had the privilege of addressing a joint session of the U.S. Congress as a simple electrician from an already liberated Poland, but at the same time the leader of the ten-million-strong “Solidarity” trade union. At this temple of the free world, I began with the words: “We, the people!” on behalf of those who were awakening after the dark night of Communism. It was precisely here, at the Capitol, that the peoples aspiring to freedom found the best possible ally. The most powerful democracy on Earth was and is the beacon of shared values and shared causes. Today I am honored once again to say thank you at this very special place and on this exceptional date when we are celebrating 30 years of our freedom and that of most of our neighbors. It was our shared victory—the victory of good over evil, of free people over dictatorship, of victorious democracy over a totalitarian regime. Polish Solidarity initiated the process, however, had it not been for the support of the free world, particularly of our indomitable great friend the United States, the path would have been longer and less certain. Within the last thirty years, my country has become a democracy, a symbol of economic success (in part thanks to my colleague here, Professor Balcerowicz), of the economic advancement of millions of people who emerged from poverty to the middle class. -
UC Irvine's School of Social Sciences Global Connect @
1 UC Irvine’s School of Social Sciences Global Connect @ UCI Bringing the World to the Classroom hhtp://hypatia.ss.uci.edu/globalconnect The Dalai Lama Workshop The University of California, Irvine’s Global Connect @ UCI undergraduate interns and graduate student participants created the following workshop options to introduce The Dalai Lama to students in grades 8 – 11. It is designed to introduce His Holiness to students who have no previous knowledge concerning the history, leadership, culture and spiritual orientation of The Dalai Lama. Workshop Rationale: 1) “The Story” (A) is a fictional synopsis of the biography of the Dalai Lama’s life. Once the “Story”(Part A) is read in the classroom the name of the Dalai Lama should be introduced by the teacher. 2) In reviewing the story, the Terms (Part B) employed in the fictionalized story should be presented as a means of introducing the students to the realities that help define The Dalai Lama’s history. 3) To promote a more in-depth understanding of the Tibetan experience, proceed to discuss the Discussion Questions (Part C). 4) The Dalai Lama Biographical Profile Worksheet (Part D) To convert the fictional rendition into a fact based profile, students should complete the biographical worksheet in conjunction with 1) reading the included biographical summary of the Dalai Lama or 2) viewing of Compassion in Exile: The Story of the 14th Dalai Lama (a film by Mickey Lemle (1992). 5) Global Recognition: The Nobel Peace Prize (Part E) Assigned readings reprinted in document: The Presentation Speech by the Nobel Committee Chair (1989) Nobel Peace Prize Acceptance Speech by The 14th Dalai Lama (1989) 6) Philosophical & Spiritual Positions of The Dalai Lama (Part F) As a Nobel Laureate and Tibetan –Buddhist leader, The Dalai Lama has addressed people all over the world.