...History Revision Aug 1914 – Nov 1918 The cost of WW1 to Britain - $35,334,012,000 (highest of all the allied powers) and 994,138 British people died. April 1919 Treaty of Versailles – Germany had to accept the blame for starting the war (Clause 231) and pay £6,600 million in reparations. She was forbidden to have submarines or an air force and could only have a navy of six battleships and an Army of just 100,000 men. She also lost territory to Britain and France. The League of Nations – an international organisation designed to preserve the peace and solve international disputes by arbitration; based on a system of collective security (article 10). 42 countries joined at the start and by the 1930s this became 60. The covenant of the League of Nations was agreed as part of the Paris Peace Conference in 1919 held at Versailles – it aimed to stop war, improve people’s lives and jobs, disarm and enforce the Treaty of Versailles). In May 1920, the US Senate voted against Versailles (due to isolationism) and did not join. Summer 1919 John Maynard Keynes published ‘The Economic Consequences of the Peace’ – said that the Treaty of Versailles was ‘economic insanity’ and an example of a ‘Carthaginian Peace’. It sold 60,000 copies in the first 2 months, 100,000 copies in the first 6 months and was translated into 14 languages. Aug 1919 – 1934 ‘Ten Year Rule’ – British spending was only £102 million on defence in 1932, compared to £760 million in 1919 – 1920. March 1921 Anglo-Soviet...
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...II in Europe and the Holocaust. Hitler was a decorated veteran of World War I. He joined the precursor of the NSDAP, the German Workers' Party, in 1919 and became leader of the NSDAP in 1921. In 1923, he attempted a coup in Munich to seize power. The failed coup resulted in Hitler's imprisonment, during which time he dictated his autobiography and political manifesto Mein Kampf ("My Struggle"). After his release in 1924, Hitler gained popular support by attacking the Treaty of Versailles and promoting Pan-Germanism, anti-Semitism, and anti-communism with charismatic oratory and Nazi propaganda. Hitler frequently denounced international capitalism and communism as being part of a Jewish conspiracy. Hitler's Nazi Party became the largest elected party in the German Reichstag, leading to his appointment as chancellor in 1933. Following fresh elections won by his coalition, the Reichstag passed the Enabling Act, which began the process of transforming the Weimar Republic into Nazi Germany, a one-party dictatorship based on the totalitarian and autocratic ideology of National Socialism. Hitler aimed to eliminate Jews from Germany and establish a New Order to counter what he saw as the injustice of the post-World War I international order dominated by Britain and France. His first six years in power resulted in rapid economic recovery from the Great Depression, the effective abandonment of restrictions imposed on Germany after World War I, and the annexation of territories that...
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...reason and madness, continue to battle throughout German history and can me seen to alternate synchronously with the varying forms of government. Beginning with the rule of Kaiser Wilhelm II an authoritarian leader the madness of man come to light. Wilhelm II launched a war due to his failures at ruling the nation and implementing a successful foreign policy. Furthermore, Bismarck’s resignation shows a sense of arrogance and narcissism that is indicative of madness. Orslow states when discussing Wilhelm II, “Bismarck described Wilhelm as someone “who wanted to have a birthday party every day of his life”. Wilhelm’s delve into madness cost the German nation considerably, however after WWI the Weimar republic asserted an apollonian value. Rather than the structured chaos of a monarchy, Weimar ruled by consensus and was very successful. However due to the economic crises of the of the twenty’s the Nazis were able to gain a foothold in political life. Though Weimar had advanced German politics the old class systems and hierarchies were still around. Hitler exploited these powers and reformed the authoritarian state, and serves as the second example of a mad man in control of the German Nation. Hitler’s plunge into Nazism, anti-Semitism, and war could be characterized as nothing but madness. After the fall of Hitler, the GDR continued on as an authoritarian state ran by the mad ideology of communism. The state managed to lose a significant number of citizens until in reunified with...
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...Journalist, historian, solider, painter, he was also one of the greatest leaders of our time. His name was Winston Churchill and he rallied the nation in its darkest hour. Even tough he was one of Britain’s greatest leaders, he was also one of the hardest man to work with. With many failures in his political career his opponents called him “A man with a brilliant future behind him”. (Churchill the maverick politician) But most of his colleges and friends will remember him as a hardworking man who, after every failure, pulled himself back and began anew. Few people remember his early days. He was born in aristocracy, his father Lord Randolph Churchill was the youngest son of the Duke of Marlborough, John Spencer Churchill. His mother was a lively daughter of an American financier. When his mother was seven and a half months pregnant she stayed at Blenheim palace, were on the 30th November of 1874 Winston Churchill was born and baptized. He was brought up by a nanny, Ms. Elizabeth Anne Everest. She served as his confidante, nurse, and mother substitute. (Jenkins 10) At the age of seven his mother sent him to a boarding school. And at the age of thirteen he went to Harrow School. At Harrow school he showed great interest in fencing and the subject History of England. He also won the public school championship in fencing. His parents’ were too busy with their social life to pay any attention to their son. During his years at Harrow he sent several letters to his mother asking...
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...World War Two Study Guide Fascism: a governmental system led by a dictator having complete power, forcibly suppressing opposition and criticism, regimenting all industry,commerce,etc., and emphasizing an aggressive nationalism and often racism. A political movement that employs the principles and methods of fascism, especially the one established by Mussolini in Italy. Benito Mussolini: Benito Mussolini served as Italy’s 40th Prime Minister from 1922 until 1943. He is considered a central figure in the creation of Fascism and was both an influence on and close ally of Adolf Hitler during World War II. In 1943, Mussolini was replaced as Prime Minister and served as the head of the Italian Social Republic until his execution by Italian partisans in 1945. Adolf Hitler: Adolf Hitler was the leader of Nazi Germany from 1933 until his suicide in 1945. Hitler was responsible for starting World War II and for killing more than 11 million people during the Holocaust. He was know as the Führer of the Third Reich. As dictator of Germany, Hitler wanted to increase and strengthen the German army as well as expand Germany's territory. Although these things broke the terms of the Versailles Treaty, the treaty that officially ended World War I, other countries allowed him to do so. Since the terms of the Versailles Treaty had been harsh, other countries found it easier to be lenient than risk another bloody European war. When the Nazis attacked Poland World War II began. Nazism: "Nazi"...
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...Political Carrer Winston Churchill | | | 11/22/2011 11/22/2011 The Life and Career of Sir Winston Churchill Churchill was involved in every important event of England’s from the Boer War to World War II. He served six British monarchs, from Queen Victoria to Elizabeth II. Through his life he was a statesman, soldier, author, journalist and twice prime minister, Churchill’s career has no parallel in modern history. The Early Years Sir Winston Leonard Spencer Churchill was born at Blenheim Palace in Oxfordshire, England, on November 30, 1874. His father, Lord Randolph Churchill, was a brilliant politician, even though he was one of the most hated. His mother was the American Jennie Jerome. One of his ancestors was John Churchill, Duke of Marlborough, a great military hero. Winston Churchill himself showed no early signs of greatness. He was in fact a stubborn, unruly, manipulative, and often difficult red-haired boy and a poor student. He was also given to unpredictable behavior. Before he was even seven years old, it was already clear that he was headstrong, highly opinionated, and virtually impossible to control. He spent four years at Harrow School at the very bottom of his class. However during this time he showed that he had a remarkable memory similar to his father's. He particularly enjoyed English. From early childhood soldiers and warfare fascinated Churchill and he often played with a large collection of lead soldiers in his nursery. His later years at...
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...Was Hitler a Weak Dictator? David Williamson examines two seemingly irreconcilable schools of though Perhaps of all the exam questions set on the Third Reich, `Was Hitler a Weak Dictator?' is the most difficult. It leads to the heart of the complex Intentionalist-Structuralist debate. On the one hand, there are the Intentionalist historians who argue forcefully in the words of Norman Rich that `Hitler was master in the Third Reich', while the Structuralists stress the many constraints on Hitler's power which range from his own personal inadequacies to the limits imposed upon him by the structure of the Nazi party and state. Mommsen, for instance, argues that he was `in many ways a weak dictator', (1) and David Irving in one of his earlier and less outrageous books even goes so far as to describe him as `probably the weakest leader Germany has known this century'. (2) The weak dictator/leader argument is paradoxical and is bitterly contested by a formidable array of historians who include, amongst many others, Bullock, Bracher, Dawidowicz, Hildebrand, and Jackel, who argue that Hitler had a programme and possessed the necessary powers to implement it. Bracher and Bullock, for instance, see Hitler as an immensely cunning politician who would use any tactic to further his aims. Bullock stresses that his foreign policy is only explicable if seen as a combination of `consistency of aim with complete opportunism in method and tactics'. (3) It is certainly hard to make out a case...
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...He witnessed the Battle of Omdurman in 1898 when he served in the Indian northwest frontier in Sudan. In the army he wrote reports for the Daily Telegraph and wrote two books on his experiences. After leaving the army 1899, he worked as a war journalist for the Morning Post. When he reported on a war in South Africa, he was taken prisoner while on a expedition. Escaping almost 300 miles from the African territory to Portuguese, he wrote about his experience and he was the talk of the country when he returned to London. Afterwards, Churchill proposed to Clementine Hozier four times until 1908 when he won her...
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...Adolf Hitler was born on 20th April, 1889, in the small Austrian town of Braunau near the German border. Both Hitler's parents had come from poor peasant families. His father Alois Hitler, the illegitimate son of a housemaid, was an intelligent and ambitious man and later became a senior customs official. Klara Hitler was Alois' third wife. Alois was twenty-three years older than Klara and already had two children from his previous marriages. Klara and Alois had five children but only Adolf and a younger sister, Paula, survived to become adults. Alois, who was fifty-one when Adolf was born, was extremely keen for his son to do well in life. Alois did have another son by an earlier marriage but he had been a big disappointment to him and eventually ended up in prison for theft. Alois was a strict father and savagely beat his son if he did not do as he was told. Hitler did extremely well at primary school and it appeared he had a bright academic future in front of him. He was also popular with other pupils and was much admired for his leadership qualities. He was also a deeply religious child and for a while considered the possibility of becoming a monk. Competition was much tougher in the larger secondary school and his reaction to not being top of the class was to stop trying. His father was furious as he had high hopes that Hitler would follow his example and join the Austrian civil service when he left school. However, Hitler was a stubborn child and attempts by his parents...
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...STUDENT NUMBER: C1420893 MODULE CODE: ML8293 MODULE TITLE: Memories of Fascism COURSEWORK ASSIGNMENT: Memories of Fascism Assessed Essay WORD COUNT: 1843 * * * In what ways could it be argued that fascist foreign policy led directly to the fall of the regime? Do you agree with this assessment? This essay explicitly explains the ways in which Mussolini’s fascist foreign policy did in fact lead to the fall of the regime in 1943. The three most significant factors of causation were Imperialism, Italian involvement in the Spanish Civil War and an alliance with Germany. Despite achieving some domestic and foreign short-term success, Imperialism as an Italian fascist foreign policy was truly destructive for fascism. Modeled upon the old Roman Empire, Mussolini strived to ensure that the idea of ‘Romanità’ was deeply engrained within fascist ideology and culture, predominantly through propaganda. He made no secret of his desire to make Italy ‘great, respected and feared’ (Urmila Sharma, S.K. Sharma Page 388), often alluding to the power and dominance of the Roman Empire as a tool to inflame national patriotism. In order to sustain this idea, Mussolini wanted a spectacular foreign policy achievement that would boost the popularity of the fascist regime whilst diverting attentions away from unpopular domestic policies (Page 57, Mussolini and Italian Fascism, Hamish Macdonald). In this way, an invasion of Abyssinia had perfectly logical long-term nationalistic...
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...Higher Level History Notes 19th Century Russia The Russian people are descendants of the ‘Rus’ who are thought to be a mixture of Scandinavian and Slavic origin and settled in that region out of ± 800 AD Byzantine Empire A major legacy of the Byzantine Empire for the Russians was the eastern orthodox or Greek Orthodox Church With the decline of Byzantium came a wave of conquest from the East, the Mongols until the 15th century (Tatars). To a large extent, the Mongols allowed Russians to maintain their way of life: - Slavic based languages including writing system (Cyrillic) - Orthodox religion The Russians adopted much from Asian culture and this led western Europeans to think less of the Russians Geographically Russia was isolated from the rest of Europe: - Entirely land locked (mostly) - Huge Plains of Eastern Europe prevented overland travel During these early years there were a series of muscovite princes based in Moscow and called themselves Tsars. By the 17th century the Romanov family became the ruling dynasty: - Alexander I (1801-1825) - Nicholas I (1825-1855) - Alexander II (1855-1881) - Alexander III (1881-1894) - Nicholas II (1894-1917) Under the rule of Peter the Great (1689-1728) Russia grew greatly in size and entered the European World www.ibscrewed.org The Russia of 1800 was one of the greatest autocracies in Europe where: - The Tsar’s rule was absolute - There was a small...
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...EnrichmEnt GuidE – A true story School Dates: September 14 – OctOber 5, 2007 Adapted by Emil Sher Based on the book by Karen Levine Originally published by Second Story Press Media Sponsor: nal dditiovisit For a rials, mate tage.org! FirstS Please be sure to share this guide with all teachers who are taking their students to see this production. Photocopy or download additional copies from FirstStage.org INSIDE THE GUIDE preparing for the play A NOTE TO TEACHERS AND PARENTS HANA’S SUITCASE is the true story of Jewish girl who died at Auschwitz at the age of thirteen and how, although her life was taken at such a young age, her memory and spirit continue to live on today. Adapted from the book of the same title by Karen Levine, HANA’S SUITCASE explores the journey of teacher and children at the Tokyo Holocaust Education Center take to find out who Hana Brady is—all from a suitcase the Center received with Hana’s name, birth date, and the word waisenkind (orphan) written on it. The children at the Center are captivated by this suitcase, and the girl who once owned it, and they begin flooding Fumiko Ishioka, the Center’s Director, with question after question about Hana. Fumiko recognizes the importance of uncovering Hana’s story for her students. This tragic event cannot be summed up in numbers or facts— it affected individuals, young and old, who each had a story, families, and hopes and dreams. As Fumiko slowly but determinedly reveals Hana’s story...
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...LOST VICTORIES BY FIELD-MARSHAL ERICH VON MANSTEIN Edited and translated by ANTHONY G. POWELL Foreword by CAPTAIN B.H. LIDDELL HART Introduction to this Edition by MARTIN BLUMENSON DEM ANDENKEN UNSERES GEFALLEN SOHNES GERO v. MANSTEIN UND ALLER FÜR DEUTSCHLAND GEFALLENEN KAMARADEN CONTENTS INTRODUCTION by Martin Blumenson FOREWORD by Captain B. H. Liddell Hart AUTHOR'S PREFACE TRANSLATOR'S NOTE Part I. The Campaign in Poland 1. BEFORE THE STORM 2. THE STRATEGIC POSITION 3. THE OPERATIONS OF SOUTHERN ARMY GROUP Part II. The Campaign in the West INTRODUCTORY NOTE 4. THE ECLIPSE OF O.K.H. 5. THE OPERATION PLAN CONTROVERSY 6. COMMANDING GENERAL, 38 ARMY CORPS 7. BETWEEN TWO CAMPAIGNS Part III. War in the East 8. PANZER DRIVE 9. THE CRIMEAN CAMPAIGN 10. LENINGRAD - VITEBSK 11. HITLER AS SUPREME COMMANDER 12. THE TRAGEDY OF STALINGRAD 13. THE 1942-3 WINTER CAMPAIGN IN SOUTH RUSSIA 14. OPERATION 'CITADEL' 15. THE DEFENSIVE BATTLES OF 1943-4 APPENDIX I APPENDIX II APPENDIX III APPENDIX IV MILITARY CAREER GLOSSARY OF MILITARY TERMS ILLUSTRATIONS MAPS Key to Symbols used in Maps 1. German and Polish Deployment, and Execution of German Offensive. 2. Southern Army Group's Operations in Polish Campaign. 3. The O.K.H. plan of Operations for German Offensive in the West. 4. Army Group A's Proposals for German Operations in the West. 5. 38 Corps' Advance from the Somme to the Loire. 6. 56 Panzer Corps' Drive into Russia. 7. Situation...
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...Course Study Notes: hsctutoringnotes@outlook.com MODERN HISTORY Topics World War One Germany Albert Speer The Cold War 1 Course Study Notes: hsctutoringnotes@outlook.com World War One Themes War on the Western Front Home Fronts in Britain and Germany Turning Points of the War The Allied Victory 2 Course Study Notes: hsctutoringnotes@outlook.com War on the Western Front Reasons for the development of the Stalemate A stalemate is an end of a war movement. It refers to the deadlock resulting from high levels of defence. The stalemate developed from four major reasons: i. The Faults of the Schlieffen Plan ii. The Faults of Plan XVII iii. Problems with Communications and Tactics iv. Problems with the High Command • The Faults in • There was an incredible reliance on speed – quick defeat of the France and a slow response by Russia Schlieffen • Unexpectedly strong resistance by Belgian forces – sabotaged Plan railway lines • Strong resistance from French • Troops were diverted from the West to the Eastern front • The “hammer swing” was shortened, so they approached Paris from the East which was expected • The Treaty of London was disregarded as a scrap of paper • Germans weren’t adequately trained for modern warfare strategies • The Faults in • French underestimated number of soldiers available to Plan XVII Germany • French were preoccupied with revenge for Alsace-Lorraine • Insufficient forces were given to the French...
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...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 ...
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