...History Essay. How far do you agree with the view that Germany's aggressive actions were chiefly responsible for the outbreak of World War One? Use the sources to answer the question. Germany's aggressive actions were significantly responsible for the out break of World War One. There were many factors and events that played a part but the main one is preparation for war. By 1913, the fact that Germany felt threatened by the upcoming and inevitable war suggests that they were the ones responsible for the outbreak, especially due to all the aggressive actions done. Source 2 states that this conclusion is correct, and that it was Germany's aggressive actions that caused, the outbreak, especially from 'pushing Austria into a premature declaration of war'. Source 3 on the other hand suggests that it has been exaggerated over time the extent that Germany were aggressive and that it was more tactical that it was aggressive. Source 1 sits on the fence slightly, with it just edging towards deciding that Germany were aggressive in their actions. Source 1, written by Blackburn, suggests that although Germany would have preferred to get what they wanted without war, then that would have been the way they would have gone. However, Blackburn contradicts himself when he says that their actions had done a lot create tensions suggesting that it was aggressive actions that were a responsibility of the outbreak of the 1914 war. Blackburn states that Bethmann-Hollweg was a sensitive man who...
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...Introduction The purpose of this essay is to investigate and explain how the Treaty of Versailles affected the German economy. I find this subject relevant since it is a big event in European history. During the years after the First World War Germany had a lot of debts and faced a lot of reparation costs. Even though the meaning of most of the peace treaties was to encourage the world economy, re-build cities and maintain peace, not a lot of these goals were fulfilled. Background The First World War was a military conflict that included a lot of countries around the world. The war started at June 28, 1914 and lasted until November 11, 1918. The war was played out between the great power countries and they were divided in to two parts, the Central Powers (Germany, Austria-Hungary and Ottoman Empire) and the Entente (Russia, Great Britain, France and USA). When the war ended in 1918, negations began to try to come up with solutions to all the problems and crises that had been caused by the war. All the countries involved in the war gathered in France in 1919 to start the peace negotiations. An important treaty written during these negotiations was the Treaty Of Versailles. It was signed by Germany and the Entente.1 The Demands Germany was seen as being head responsible for the upcoming of WW1 and had caused the most damage to other countries; therefor the Treaty of Versailles included numerous demands that Germany had to obey. France got permission to occupy the coal-mines...
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...Past Papers, Marks Scheme indicative content and examiners Report comments June 2010 A) How far did ‘peaceful coexistence’ ease Cold War tensions between the Soviet Union and the USA in the years 1953–61? Mark Scheme: Candidates should have knowledge about the main features of ‘peaceful coexistence’ in the period 1953-61. Developments which helped to ease Cold War tensions might include: the end of the Korean War (1953); Soviet settlement of border disputes with Turkey and Iran (1953) and recognition of Israel (1953); Austrian independence and improved Soviet-Yugoslav relations (1955); the ‘Geneva spirit’ based on east-west summit diplomacy and Khrushchev’s visit to the USA in 1959. Developments which sustained Cold War tensions during the period might include: US attitudes towards communism in the 1950s (domino theory, ‘roll back’, Eisenhower doctrine); Soviet concept of peaceful coexistence based on long-term victory of communism; the impact of the Hungarian Rising (1956) and the launch of Sputnik (1957); the U2 spy plane incident (1960) and the issue of Germany (1958-1961). At Levels 1 and 2 simple or more developed statements will provide either only simple or more developed statements about peaceful coexistence with either only implicit reference to the extent tensions were eased or argument based on insufficient evidence. At Level 3, students should provide some sustained...
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...Contents General Models Nation Building and Political Development 1 Nation Building and War-fighting in Historical Perspective 4 Post Cold War Approaches to Nation-building: The Case of the United States: 6 Nation Building and War fighting: A Snapshot of the Record 8 Germany and Japan: misleading historical lessons, specious claims: 9 CONCLUSION 10 BIBLIOGRAPHY 11 ASSESS THE RELATIONSHIP BETWEEN WAR-FIGHTING AND NATION-BUILDING. Nothing is, and will remain in such short supply in the greater majority of the polities of the world’s ‘countryside’, as a sense of political community; and yet no such crucial term as ‘nation building’ has of recent been subjected to so much trivialisation and casual usage. This essay attempts to lay out what it is that nation building entails, as a background to assessing whatever linkage it may have with war fighting, causally or by coincidence. I outline existing schools of thought on nation building and demonstrate that it bore a clear relationship with war fighting especially in the dusk of the extensive empires of Western Europe. I argue that the United States had a much rosier experience by virtue of its geographical isolation, and of being constituted by an immigrant population, and as such, it may the least qualified actor to enforce nation building however construed. The essay points out the prevailing fallacy of conflating short-term post-conflict reconstruction with protracted nation building and state...
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...Kyle Walker English 2-H Faigenbaum 5/1/2012 Research Essay Assignment Inhumanity In Our World Genocide is one of the most evil moral crimes any ruling authority such as a government can commit against its people. A general definition of ‘Genocide’ is the intention to destroy or murder people because of their race, beliefs, or even political and economic status. Legal expert, Raphael Lemkin, created the term ‘Genocide’ 1944. Lemkin, a Polish Attorney, combined the ancient Greek word ‘genos’ which means race and the Latin word ‘cide’ which translates to killing. There are many examples of genocide in the world but the most recognizable is that of the Holocaust and how the German powers that be sought and attempted to kill all Jews. A recent example is the Rawandan Genocide in 1994 where the assassination of Juvénal Habyarimana caused a violent reaction resulting in mass killings. In efforts to reduce Genocide, the Convention on the Prevention and Punishment of the Crime of Genocide (UHCG) was adopted by the United Nations in 1948 and was placed in force in 1951. On July 1, 2002 the International Criminal Court (ICC) came into force. The ICC not only accepted the UHCG’s definition of Genocide but expanded it to include crimes against humanity such as enslavement, deportation, torture, rape, enforced disappearance and apartheid. There have been many organizations created throughout the world to defend and prevent Genocide. Communities, Religions and even Colleges are forming...
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...Home AS and A Level History International History, 1945-1991 Was the "Battle of Britain" a Major Turning Point In World War II. Level: AS and A Level Subject: History Topic: International History, 1945-1991 Word count: 2716 Save Was the “Battle of Britain” a Major Turning Point In World War II For this essay I am going to study the Battle of Britain and analyse its importance as a *turning point of World War II. *A turning point is a particular decision or act that significantly alters the turnout of a conflict. In 1939 Adolph Hitler led Nazi Germany on a crusade to dominate all of Western Europe. After crushing Poland, Norway and eventually France with their vicious and relentless “Blitzkrieg” or “Lightening War” tactics Germany had only one obstacle left before it attained total Western European domination; Great Britain. After a humiliating defeat in France, the British Expeditionary Force, or B.E.F. as it was better known, was faced with a terrible choice. Either stay to fight the German advance and risk encirclement, or pull back to the beaches of Dunkirk, and attempt to get as many men as possible back to Great Britain. Eventually the British and French commanders decided that France was lost and that they should evacuate as soon as possible. What followed was a mass withdrawal using as many floating vessels as were available. Under heavy bombardment from both land and air, cargo ships, freighters, battleships and even fishing boats were used in an...
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...Nazi Propaganda: Selling Social Policy How was Hitler able to use social policy and propaganda to manifest support for the National Socialist Party Hitler’s radical antisemitism? by James C HIST2** Professor: Judith S****** The name Adolf Hitler, will be forever synonymous with one of the most oppressive and destructive eras in human history. Often regarded as the worst anthropological disaster in history, World War 2 was responsible for the deaths of millions of soldiers and civilians alike who. This would mark “...the first [war] in which civilian populations became systematic, strategic targets.” (Merriman page1049) Driven by his intolerance or perhaps hatred, towards the Jewish people Hitler was able to turn a largely personal vendetta against Jews, into an issue of public policy, and ultimately one of the largest genocides ever documented[1]. How did one mans ideas, Hitler’s anti-semitism, evolve from the hurtful words of Mein Kampf to anti-Jewish laws in Nazi Germany and ultimately the biggest recorded savagery in the History of mankind? Although the blood of over 6million Jews stains his hands, Hitler was not alone in his actions; he required support. This essay examines various theories regarding the conception of Hitler’s antisemitic values and asks how Hitler was able to use social policy and propaganda to manifest support for his would be genocidal Nazi regime. Central to comprehending policy decisions made by Hitler, is an understanding of his...
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...tAccess to History Online Edexcel Unit 1 – E3/F3 The Collapse of the Liberal State and the Triumph of Fascism in Italy, 1896–1943 Edexcel – AS GCE Unit 1: Historical Themes in Breadth Option E and F E3/F3 The Collapse of the Liberal State and the Triumph of Fascism in Italy, 1896–1943 General Advice for Unit 1 General Advice for Unit 1 Approaching Unit 1 Unit 1 answers require you to produce a reasoned, analytical essay that comes to a judgement as to extent, significance, importance etc. To reach a Level 5 answer of 25–30 marks you need to write an evaluative or integrated essay that answers the essay question set, showing direct understanding and backed up by detailed, accurate supporting evidence spread across the time period specified. You will almost certainly need to achieve at least one High Level 4 and a Level 5 answer to gain an A grade. Most candidates produce an essay which provides some of the above qualities but not all, achieving at least Level 3 (starting at 13 marks). You will almost certainly need to produce two Level 3 answers to gain an E grade. The key to gaining a good grade is to try to produce an essay with all the required qualities. However, before you can write your essay it is essential that you know your topic. In the specification (exam guidelines) each topic is divided into four bullet points across a specified period of time. You need to revise all the information for your topic because the questions asked can be about the whole topic...
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...Hitler’s Army: Soldiers, Nazis, and War in the Third Reich: Omer Bartov Ioan Popescu 500182744 HST 603-011 The autonomy of the Wehrmacht within the confines of the Third Reich, particularly with respect to its relationship with the Nazi party has been open to considerable debate post World War II. In Hitler’s Army: Soldiers, Nazis, and War in the Third Reich, Omer Bartov addresses the motivating factors responsible for transforming the Wehrmacht from merely a highly efficient and professional military organization into an extremely politicized armed forces motivated by National Socialist ideals. Bartov argues four distinct yet related theories which, when taken together bring insight into the Nazification of the Wehrmacht in ultimately becoming Hitler’s Army. His arguments first highlight the war experience through the de-modernization of the Wehrmacht particularly on the eastern front along with the social organization relating to the destruction of the ‘Primary Group’. These factors resulted in the Wehrmacht to compensate through the ‘Perversion of Discipline’ which directly attributed to many war crimes along with harsh punishment of its own soldiers. Finally, the distortion of reality through propaganda all shaped the soldiers perception of the war and ultimately allowed Hitler to assume total control of the Wehrmacht. Murray Sager argues that the Wehrmacht supported Hitler, not just in gratitude, but because the Wehrmacht closely identified with the aims of National...
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...specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt. He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history. To an undergraduate in 1945-46—to anyone whose political and moral consciousness had been formed by the horrors of the 1930s, by the war in Ethiopia, the Russian purge, the “China Incident,” the Spanish Civil War, the Nazi atrocities, the Western reaction to these events and, in part, complicity in them—these questions had particular significance and poignancy. With respect to the responsibility of intellectuals, there are still other, equally disturbing questions. Intellectuals are in a position to expose the lies of governments, to analyze actions according to their causes and motives and often hidden intentions. In the Western world, at least, they have the power that comes from political liberty, from access to information and freedom...
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...intellectual influence, are usually the slaves of some defunct economist.”1 This acute observation is applicable to our current Great Recession as well. In fact, the newly discredited ideas are not too different from the old, suggesting that Keynes may have overestimated the ability of people to learn from their mistakes. I discuss the parallels between these two watersheds in recent economic history in three steps. The first and most important step is the causes of the crises and their relation to economic theory. The second step is the spread of the crises as they affected the whole world. I close with the final step, recovery—at least as far as we can see it at this point. Marx said famously that history repeats itself, “the first time as tragedy, the second as farce.”2 I argue that this observation also fits our current condition. Both of these dramatic and costly economic crises came from the interaction of economic imbalances in the world economy and the ruling ideology of financial decision makers who confronted these imbalances. The first imbalance came from the First World War. This paroxysm of violence brought the long economic expansion of the nineteenth century to a sudden end. Britain, the workshop of the prewar world, was exhausted by the struggle. America, the rising economic behemoth, was unready to take responsibility for its new role in the international economy. Germany, having unsuccessfully challenged the Anglo Saxon powers, refused to acknowledge...
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...SECTION 1: THE SUCCESSES AND FAILURES OF THE WEIMAR GOVERNMENT 1918-OCTOBER 1933 |9 November 1918 |Abdication of the Kaiser | |January 1919 |Spartacist Uprising | |February 1919 |First Weimar elections | |28 June 1919 |Treaty of Versailles signed | |July 1919 |Weimar Constitution announced | |March 1920 |Kapp Putsch signed | |January 1923 |Occupation of the Ruhr | |January-November 1923 |Hyperinflation | |8-9 November 1923 |Munich Putsch ...
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...events: * 1) Divine Causation (hasgachah pratit) is a theological term which refers to the sovereignty, superintendence, or agency of God over events in people’s lives * 2) Human Causation suggests that events in people’s lives are a result of the outcome of human involvement, i.e., God either does not exist or does not involve himself in the affairs of humans. * 3) Chronologically suggests no causation of any kind. Events take place divorced from each other, i.e., there is no cause and effect. * * * * How do we know if an event really took place? * Here is the criterion often used to determine if an event really took place. Note: If this criterion is not met it does not mean that the historical claim is false. * * 1) Multiple Attestation rests on the premise that, the more independent testimonies to a tradition there are, the greater is the probability that it is authentic i.e., more than one independent source refers to the same person, place or thing. 2) Contradiction is when a source mentions a person, place or thing in a way that serves not to benefit the author in any way Sept. 7 What is a fact? 1. Something demonstrated to exist or known to have existed: Genetic engineering is now a fact. That Chaucer was a real person is an undisputed fact. 2. A real occurrence; an event: had to prove the facts of the case. 3. Something believed to be true or real: a document laced with mistaken facts. 1. Movement to...
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...Extended Essay Group 3: History To what extent did breaking code JN-25 and code ULTRA give aid to the Allies in the Pacific and Atlantic theatres of World War Two? Word Count: 3746 Abstract: This extended essay has the subject of Code Breaking Intelligence. When studying the Second World War, the phrase ‘code breaking’ is not highlighted as a significant factor, so this investigation is to assess the contribution of code intelligence in the Second World War. The main question being: To what extent did breaking code JN-25 and code ULTRA give aid to the Allies in the Pacific and Atlantic theatres of World War Two? The scope of this investigation is confined to two specific codes called the JN-25 and Ultra. This is due to the abundance of codes and ciphers used during WWII. It is also limited to where, either the Pacific or Atlantic theatres, these two codes were most effectively applied to aid the Allies. Information was attained from secondary sources to create a bank of relative information to the research question. The conclusion that can be drawn from this investigation is that code intelligence did significantly aid the Allies in the Pacific and Atlantic theatres. With the assistance of JN-25 the Americans halted the Japanese in the Pacific theatre, stopping its expansionist and aggressive behaviour. Similarly, the British and the Americans, with the help of code Ultra, achieved an offensive against Germany and Hitler, plus shortening the war by two to four...
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...Arthur 1 Morgan Arthur April 23, 2009 Final Essay Prof. Medlin English 1020 United States-Mexican Border Wall Immigrants founded the United States of America and ever since then there have been people from all over the world coming to America for a chance at a better life for themselves and their families. Immigrants from all over the world come, some legally and some illegally. A majority of these immigrants come from southern-border country Mexico. Everyday, the United States has hundreds of illegal immigrants come into the country. They cross over from the Rio Grande into Texas; they cross over into Arizona, New Mexico, and California. With all of the problems that the United States is facing from illegal immigration, maybe it is time that the American government should have a stronger form of border control. For years there has been talk of a stronger border and in some cases there has been action. However, with the opinions in favor of a stronger border security, such as a border wall, there are also strong opinions against the idea. A border wall would help the United States with security issues; it might also slow down the number of immigrants coming across the border every year. The fact is that something must be done to slow down illegal immigration before this country becomes over populated. Illegal immigrants are taking jobs away from American citizens, who at this moment during the recession need those jobs more than ever. The United States government...
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