...of independent Luxembourg, and about as big. The treaty that had ended World War I, signed at Versailles, had entrusted the Saar region to the League of Nations and an occupation by France, and a plebiscite was to decide the region's future. A little over two thousand people (0.4 percent) in the Saar voted to join France; nine percent voted to remain under the League of Nations; and ninety percent voted to join Germany. Hitler responded by saying he was proud of the German people. He announced that Germany had no more territorial claims against France (in other words no claim on Alsace and Lorraine) and he spoke of hope that the decision regarding the Saar was a decisive step on the road to gradual reconciliation with Germany's former enemies. Instead of moving closer to reconciliation, as the year progressed Europe moved closer to war. In 1935 Britain announced an increase in armaments, and the French increased conscripted military service from one to two years because of a shortage of young men of draft age. Hitler said he was responding to the failure of other European powers to disarm and to the Soviet Union having enlarged its military forces. He announced to the world that Germany was rearming, that he was establishing military conscription, enlarging Germany's army to thirty-six divisions and increasing Germany's airforce. Germany's rearmament was in violation of the Versailles Treaty, which Hitler included in his denunciations. What Germany wanted, he said, was for Germany...
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...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 * 10 hours for revision. Other course planning support You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at www.edexcel.com/certificate. Edexcel Subject Advisors Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email...
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...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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...of their country to be rebuilt. The Third Estate greatly outnumbered the aristocrat society, but was still being outvoted. Major events from this revolution include the Meeting of Estates, the Fall of Bastille, the March of Versailles, and much more. The Revolution ended when Napoleon Bonaparte came into power. Unlike the Glorious Revolution, this revolution was a bloodbath, especially during the Reign of Terror. The Industrial Revolution started in the 18th century and ended in the 19th century. During this revolution previously rural areas in Europe became more urban. Manufacturing went from being completed inside homes to huge factories. The textile industry, iron industry, and the steam engine played a major role during the Industrial Revolution. While this revolution increased variety in manufactured goods and increased the living conditions of the middle and upper classes, it resulted in horrible employment and living conditions for the poor. Production was becoming easier, so prices were plummeting. Children were forced to work at ridiculously young ages, and were often abused and neglected. Cities were overpopulated, and disease was spreading fast. The casualties in this revolution were mainly by disease and the child workers. The final revolution this paper will discuss the Hungarian Revolution of 1956. This revolution was a nationwide revolt against the Soviet-imposed policies of the Hungarian People’s Republic. This Revolution was a major threat to the Soviet Union...
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...Emma Contreras March, 6, 2024 8M Holocaust Research Paper “Thou shalt not be a victim, thou shalt not be a perpetrator, but, above all, thou shalt not be a bystander.” Yehuda Bauer, a Holocaust survivor, stated this inspirational quote. It is stating that no one should have to be a victim of any difficult situation, and no one should be the one doing it to someone. However, the worst of all is being a bystander. You should do something about it, not just watch it happen. This relates to the Holocaust. The Holocaust, also known as the Shoah in Hebrew, was a time when Jews were discriminated against. Germany was in serious financial trouble due to the effects of World War I and the Treaty of Versailles. Germany needed somebody to blame for their...
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...Kaitlyn Daignault December 2, 2012 Research Paper Hitler and Mussolini The relationship between Adolf Hitler and Benito Mussolini helped to instill fear throughout the rest of Europe through the 1930s and 1940s. The powerhouse duo was very similar in many ways including persuasion and public speaking; however they also had different key qualities to make them unique. Having risen to power years earlier during the 1920s, Benito Mussolini was the senior of the two, and an initial inspiration and mentor for a young Adolf Hitler. Mussolini’s ideas of a fascist Italy became a building block for Hitler and Nazi Germany. However, early on their relationship was not a good one as Mussolini saw himself as superior. Mussolini had little respect for Hitler and the Nazi Germany as a whole. He did not agree with Hitler’s beliefs regarding racialism and his desire of an Aryan race. As time continued Mussolini’s view of Nazi Germany and Hitler would change completely. As the Germans became the powerhouse of Europe, Mussolini was forced to take a backseat to Hitler throughout World War II. A young Benito Mussolini began his rise to power in Italy as early as 1918. It is then that he realized that in order for Italy to grow as a dominant force in Europe, a dictatorship was necessary. With his good looks and his persuasive speeches, a young Mussolini was able to gain the support of the Italian people. Although the content of his speeches was often incorrect, opinions contradictory...
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...Hitler: Man or Monster Mostafa Emad Tosson Academic Writing, Fall Class 2015 Canadian International College Abstract This research paper will present Hitler’s life from childhood till death, and how his character was shaped by happenings throughout his life. Conducting this research happened by studying Hitler’s biography from different points of view and analyzing the happenings he experienced to prove if Hitler was a man or a monster. Hitler: Man or Monster The man who has become known to many as the worst warmonger in history had humble, even bohemian beginnings. Believe it or not, Adolf Hitler was once a struggling artist, selling watercolor paintings of Viennese landmarks to keep him out of the poor house. How did Hitler go from this penny-pinching life to leading the Nazi Party and eventually Germany itself? Troubled Childhood Born 1889, April 20 – Adolf Hitler was born in an inn in the Austrian village of Braunau-am-Inn. He was the third child of Alois Hitler who was a customs official and his third wife Klara who came from a poor peasant family, but the other two children had died in infancy. Life was financially comfortable for the Hitler family but Alois was a domineering character and young Adolf frequently found himself on the wrong side of his father's short temper. At second Adolf had a half-brother, Alois Jr, and a half-sister, Angela, from Alois' previous marriage. Adolf's younger brother, Edmund, was be born in 1896. Another sister, Paula, was...
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...minority groups started growing within the empire. Eventually it came to a period where the Ottoman Empire felt these minority groups such as the Armenians, Greeks, as well as the Assyrians were becoming to strong and felt they were threating the empire therefore they were persecuted and the mass killings of the Armenian people being. The purpose of this paper is to dive into the times of the Armenian genocides before during and after the April 24th 1915 genocide attacks on the Armenian people. The various sources and references used in this paper will explain the various situations the Armenian people faced and how this has correlated to other world events at the time and how this has affected Armenian people for generations to come. The first part which we will look at is determining if the mass killings of the Armenian people is considered genocide or not as the people of Turkey time and time again failed to recognize that it was genocide. The genocide convention in 1948 defined the word “genocide” as an incident which involves a significant number of dead, as similar to the number of dead during the 1915-1916 era. “On 12 March 2010, the Swedish Riksdag recognized the 1915 Genocide in Ottoman Turkey” (Avedian). As the Swedish have stated that genocide did take place it further explains why the Republic of Turkey has yet to take responsibility of the actions. The article talks about how the government of Turkey doesn’t want to take responsibility because of two reasons 1. ) “by...
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...AU/ACSC/0609H/97-03 A MILITARY LEADERSHIP ANALYSIS OF ADOLF HITLER A Research Paper Presented To Dr. Richard Muller Air Command and Staff College In Partial Fulfillment of the Graduation Requirements of ACSC by Major Paul A. Braunbeck, Jr. March 1997 Distribution A: Approved for public release; distribution is unlimited Disclaimer The views expressed in this academic research paper are those of the author and do not reflect the official policy or position of the US government or the Department of Defense. ii Contents Page DISCLAIMER ................................................................................................................ ii PREFACE ...................................................................................................................... iv ABSTRACT.................................................................................................................... v HITLER’S POLITICAL DECISION MAKING PROCESS.............................................1 Personality and Goals..................................................................................................1 Hitler’s Grand Strategy?..............................................................................................3 HITLER AS A MILITARY LEADER.............................................................................9 Strengths........................................................................................
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...AU/ACSC/0609H/97-03 A MILITARY LEADERSHIP ANALYSIS OF ADOLF HITLER A Research Paper Presented To Dr. Richard Muller Air Command and Staff College In Partial Fulfillment of the Graduation Requirements of ACSC by Major Paul A. Braunbeck, Jr. March 1997 Distribution A: Approved for public release; distribution is unlimited Disclaimer The views expressed in this academic research paper are those of the author and do not reflect the official policy or position of the US government or the Department of Defense. ii Contents Page DISCLAIMER ................................................................................................................ ii PREFACE ...................................................................................................................... iv ABSTRACT.................................................................................................................... v HITLER’S POLITICAL DECISION MAKING PROCESS.............................................1 Personality and Goals..................................................................................................1 Hitler’s Grand Strategy?..............................................................................................3 HITLER AS A MILITARY LEADER.............................................................................9 Strengths........................................................................................
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...fatal in the sense of reprisals accustomed to it. In any case, international criminal activities are largely based geopolitical factors rather than the genuine purpose of ending human to human barbarism. This paper will attempt to prove that ‘global community’ commitment to end genocide events is categorically challenged by lack of sufficient devotion to ‘the pledge’ to eradicate the vice. The paper is structured into three main parts and one secondary part. The background will attempt to examine the scholarly effort attempting to relate the basis of global community pledge and the general act of genocide. A further sub category of this part will introduce the role played by United Nations in minimizing genocide. The second section will be substantial in analyzing past genocide events; courtesy of three relevant examples, Cambodia, Sri Lanka and Rwanda. In this section, the document will examine the various roles played by United Nations in fueling the genocide. The third section will examine 21 century events, and how United Nations has chosen a back player in preventing the occurrences of these genocides. The secondary section will attempt to examine the role played by International Criminal Court and how it has been challenged in limiting genocide events. Background Research has attempted relate the end of the holocaust and the emergence of non-allied political movements and arms race to contemporary genocide. Besides, a close consideration of this discussion is the commencement...
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...the beginnings of a technology which would, eventually, deliver everything from tourist information, online shopping and advertisements, financial data, weather forecasts and much more to your personal computer. Tim Berners-Lee is the inventor of the Web. In 1989, Tim was working in a computing services section of CERN when he came up with the concept; at the time he had no idea that it would be implemented on such an enormous scale. Particle physics research often involves collaboration among institutes from all over the world. Tim had the idea of enabling researchers from remote sites in the world to organize and pool together information. But far from simply making available a large number of research documents as files that could be downloaded to individual computers, he suggested that you could actually link the text in the files themselves. In other words, there could be cross-references from one research paper to another. This would mean that while reading one research paper, you could quickly display part of another paper that holds directly relevant text or diagrams. Documentation of a scientific and mathematical nature would thus be represented as a `web' of information held in electronic form on computers across the world. This, Tim thought, could be done by using some form of hypertext, some way of linking documents together by using buttons on the screen, which you simply...
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...Planning Your Historical Investigation Examples of Types of Investigations Examples of Research Questions Choice of Topic 20th Century History of the Americas Alternative The Written Account & Assessment Criteria A. Plan of the Investigation B. Summary of Evidence C. Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation ● document analysis The structure of the IA is unlike any history paper you have ever written (and will most likely ever write again)...
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...subjects, and every candidate shall take all the compulsory subjects and opt for three of the optional subjects carrying 600 marks in all but not more than 200 marks from a single group. 2. A candidate shall answer the language papers in the language concerned. The question paper in Islamiat is to be answered in Urdu or English. All other papers must be answered in English. Violation of this instruction shall incur cancellation of the concerned paper(s) and consequently award of Zero. 3. The compulsory and optional subjects and maximum marks fixed for each subject shall be as below: Sr. No. 1 2 3 COMPULSORY SUBJECTS Subjects English (Précis & Composition) English Essay General Knowledge (a) Current Affairs 100 (b) Every Day Science 100 (c) Pakistan Affairs 100 Islamiat Viva Voce Total Maximum Marks 100 100 300 100 300 900 600 120 4 5 Qualifying marks in the aggregate of written papers: Qualifying marks in the Viva Voce: The non-Muslim candidates will have the option to take Islamiat as a compulsory subject or otherwise Pakistan Affairs (General Knowledge PaperIII) will be treated of 200 marks and counted in lieu of Islamiat. A candidate who fails to appear in any of the compulsory subject will not be allowed to appear in the remaining papers of the examination. No candidate shall be summoned for Viva voce test unless he has obtained at least 33 percent marks in each optional subject, 40% in the each compulsory subject and 50% marks in the aggregate of the written...
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...REPORT ON “EUROPE – CULTURE, HISTORY & ECONOMICS” “Based on Seminar delivered by Prof. Dr. De Meuter” Submitted To: Submitted By: PROF. DR. DE MEUTER GROUP 7 NIDHI SHARMA RICHARD SUMAN HIMANSHU SAHNI MAHESH DILIP REDDY European culture & history LESSONS OF HISTORY: * Historical truth & historical books doesn’t always actually say or what it meant in the books. * They books are changed from time to time according to the situations and conditions. Example of Christopher Columbus who discovered America has been discussed in the class, where the actual evil intentions of Columbus were discussed who started his journey in search of India and discovered America. Here the myth is said as a history but the factual reality is left behind. Perennial philosophy: The perennial philosophy says about the whole world’s religious traditions as sharing a single, universal truth on which the foundation of all religious knowledge and doctrine has grown. In the perennial philosophy the several representations of different countries such as kundalini of India where the seven chakras represents seven energies present around the spine, Greece and the Caduceus / Homer and the Odyssey, Egypt and the Uraeus-Cobra & vulture, South America’s the oroburos, Chinese Dragon and the European alchemy which representation has different meaning has been discussed. Europe and Christianity: ...
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