There are 32 letters and 16 photographs in this resource. All letters have been transcribed, and selected letters have an audio version too. The documents should offer students a chance to develop their powers of evaluation and analysis. Teachers may also wish to use the collection to develop their own resources.
You may spot spelling or grammatical errors in the transcripts as we have transcribed the letters as they stand. Unusual or technical terms have been defined within the text. However, we have not included full images for several letters as these would have proved too difficult to read online. In such cases we have shown part of the letter in order to provide a sense of the original.
Across the online resources Letters from the First World War, part one (1915) and Letters from the First World War, part two (1916-1918) it is possible to find more than one letter from the same person, or find references within the letters to those who have written. For this reason is it is helpful to see the letters as a whole group to get the most out of them and appreciate the nature of the collection.
Letters from the First World War, part one (1915) is based on the first half of the RAIL record. We have labelled each letter according to a theme from the First World War. For example, some letter writers have detailed their experience of the trenches, injury, or active service in the Dardanelles and India or training prior going abroad. Others have touched on the technology of war, the movement of troops or conditions at the railheads in France. There are three accompanying PDFs, each containing a collection of letters on the themes of the Dardanelles, training and the trenches.
Railheads were the nearest points to the front from which men and supplies travelled by train and were then taken to the battle line by motor vehicle or horse. The Great Western Railway Company formed four companies of Royal Engineers as many men from the company, including these clerical workers from Paddington, had enlisted to serve. Due to their knowledge and understanding of the railways, many became Railway Troops based at railheads.
Unsurprisingly, in the letters many men showed a keen interest in all matters connected with railways or engines, other Great Western Railway ‘fellows’ and the Great Western Railway Magazine. Some soldiers mentioned having received the magazine or asked for it to be sent out. It included photographs of all those who served in the First World War from the GWR as a whole and employees could catch up on company business and news of sporting or social events.
No, despite Chamberlain's attempts at appeasement his failure to condemn and punish Hitler's consistent violations of the Treaty of Versaille somewhat encouraged it. Not only did his following grow with each shackle broken but so did his means of being able to wage a war as he was allowed to rebuild his military unopposed.
The word focused on was:
<h2>Equal</h2>
In context, the overall phrase focused on was the concept of "<u>separate but equal.</u>"
Explanation/details:
Homer Plessy is the man behind the famous Supreme Court case, Plessy v. Ferguson. The state of Louisiana had passed a law in 1890, segregating blacks from whites on public transportation. In 1892, Plessy, who was 1/8 black, bought a first class train railroad ticket, took a seat in the whites only section, and then informed the conductor that he was part black. He was removed from the train and jailed. He argued for his civil rights before Judge John Howard Ferguson and was found guilty. His case went all the way to the Supreme Court which at that time upheld the idea of "separate but equal" facilities.
Several decades later, Plessy v. Ferguson was overturned. Brown v. Board of Education of Topeka, decided by the US Supreme Court in 1954, extended civil liberties to all Americans in regard to access to education. Until that decision, it was legal to segregate schools according to race, so that black students could not attend the same schools as white students. The older Supreme Court decision, Plessy v. Ferguson (1896), which had said that separate but equal facilities were okay, was thus challenged and defeated by Brown v. Board of Education. Segregation was shown to create inequality, and the Supreme Court unanimously ruled segregation to be unconstitutional.
Explanation:
Mesolithic period was also known as the middle atone age .
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