QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
LEAGUE OF NATIONS: EFFECTS OF GREAT DEPRESSION.
The League of Nations was formed to prevent a repetition of the First World War, but within two decades this effort failed. Economic depression, renewed nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) eventually contributed to World War II.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
THE ROAD TO WAR 1939 - RHINELAND 1936.
On March 7, 1936, Adolf Hitler sent over 20,000 troops back into the Rhineland, an area that was supposed to remain a demilitarized zone according to the Treaty of Versailles. The area known as the Rhineland was a strip of German land that borders France, Belgium, and the Netherlands.
REVISION IGCSE CAMBRIDGE HISTORY: APPEASEMENT.
Appeasement in an international context is a diplomatic policy of making political or material concessions to an aggressive power in order to avoid conflict.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
LEAGUE OF NATIONS: EFFECTS OF GREAT DEPRESSION.
The League of Nations was formed to prevent a repetition of the First World War, but within two decades this effort failed. Economic depression, renewed nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) eventually contributed to World War II.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
THE ROAD TO WAR 1939 - RHINELAND 1936.
On March 7, 1936, Adolf Hitler sent over 20,000 troops back into the Rhineland, an area that was supposed to remain a demilitarized zone according to the Treaty of Versailles. The area known as the Rhineland was a strip of German land that borders France, Belgium, and the Netherlands.
REVISION IGCSE CAMBRIDGE HISTORY: APPEASEMENT.
Appeasement in an international context is a diplomatic policy of making political or material concessions to an aggressive power in order to avoid conflict.
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONS. A presentation of the main aspects of the League of Nations: successes and failures, aims and membership.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONSGeorge Dumitrache
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONS. Manchuria, Abyssinia, the failure of the League of Nations and rearmament, The failure of the League of Nations and the appeasement.
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONS. Presentation suitable for Cambridge History Students in Year 11, containing: a general overview, Yugoslavia and Albania 1921, Aaland Islands 1921, Upper Silesia 1921, Memel 1923, Turkey 1923, Mosul, Greece and Bulgaria 1925, other successes..
CAMBRIDGE IGCSE HISTORY REVISION 4 - COLD WAR. A comprehensive revision presentation including: causes of the cold war, Yalta Conference, Postdam Conference, salami tactics, the events in 1946-1948, the Berlin blockade, the Korean War, Khrushchev succeeded Stalin, Hungary 1956, U2 crisis, Berlin Wall and Cuban Missile Crisis.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
The Treaty of Versailles was the most important of the peace treaties that brought World War I to an end. The Treaty ended the state of war between Germany and the Allied Powers. It was signed on 28 June 1919 in Versailles, exactly five years after the assassination of Archduke Franz Ferdinand. The other Central Powers on the German side of World War I signed separate treaties. Although the armistice, signed on 11 November 1918, ended the actual fighting, it took six months of Allied negotiations at the Paris Peace Conference to conclude the peace treaty. The treaty was registered by the Secretariat of the League of Nations on 21 October 1919.
In this lesson, we will go through the origins of the Cold War, going right back to the Russian Revolution all the way to the events that followed the end of WWII.
CAMBRIDGE A2 HISTORY: HITLER AIMS IN GOVERNMENT AND ADMINISTRATIONGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HITLER AIMS IN GOVERNMENT AND ADMINISTRATION. Contains: Hitler's aims: administrative chaos, Hitler and his power, a culture of competition, Nazi state departments, Reich Chancellery, Reich Interior Ministry, Reich Ministry for Propaganda, the Reich Office of the four-year plan, German Labour Front.
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONS. A presentation of the main aspects of the League of Nations: successes and failures, aims and membership.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONSGeorge Dumitrache
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONS. Manchuria, Abyssinia, the failure of the League of Nations and rearmament, The failure of the League of Nations and the appeasement.
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONS. Presentation suitable for Cambridge History Students in Year 11, containing: a general overview, Yugoslavia and Albania 1921, Aaland Islands 1921, Upper Silesia 1921, Memel 1923, Turkey 1923, Mosul, Greece and Bulgaria 1925, other successes..
CAMBRIDGE IGCSE HISTORY REVISION 4 - COLD WAR. A comprehensive revision presentation including: causes of the cold war, Yalta Conference, Postdam Conference, salami tactics, the events in 1946-1948, the Berlin blockade, the Korean War, Khrushchev succeeded Stalin, Hungary 1956, U2 crisis, Berlin Wall and Cuban Missile Crisis.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
The Treaty of Versailles was the most important of the peace treaties that brought World War I to an end. The Treaty ended the state of war between Germany and the Allied Powers. It was signed on 28 June 1919 in Versailles, exactly five years after the assassination of Archduke Franz Ferdinand. The other Central Powers on the German side of World War I signed separate treaties. Although the armistice, signed on 11 November 1918, ended the actual fighting, it took six months of Allied negotiations at the Paris Peace Conference to conclude the peace treaty. The treaty was registered by the Secretariat of the League of Nations on 21 October 1919.
In this lesson, we will go through the origins of the Cold War, going right back to the Russian Revolution all the way to the events that followed the end of WWII.
CAMBRIDGE A2 HISTORY: HITLER AIMS IN GOVERNMENT AND ADMINISTRATIONGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HITLER AIMS IN GOVERNMENT AND ADMINISTRATION. Contains: Hitler's aims: administrative chaos, Hitler and his power, a culture of competition, Nazi state departments, Reich Chancellery, Reich Interior Ministry, Reich Ministry for Propaganda, the Reich Office of the four-year plan, German Labour Front.
Industrial Reform1. Describe some of the living and working cond.docxaltheaboyer
Industrial Reform
1. Describe some of the living and working conditions of the Industrial Revolution
2. Explain the trend towards urbanization during the second half of the 19
th
Century.
3. Evaluate the methods that reformers used to solve the problems of the Industrial Revolution.
Define / Identify
Mary Wollstonecraft Robert Owen Emmeline Pankhurst
John Stuart Mill David Ricardo Karl Marx Adam Smith
Nationalism in Europe
1. As Prime Minister of Sardinia, Count Camillo di Cavour stood for four principles. Name them.
2. What was Garibalbi’s main contribution to the unification of Italy?
3. How were Sardinia and Prussia similar in the movement of Nationalism?
4. Otto von Bismark’s policy of realpolitik meant that he:
5. Why was Prussia was eager to go to war with France in 1870?
6. Describe ways that Austria-Hungary and the Ottoman Empire were similar in the 1880s and 1890s.
7. List several of the many ethnic groups in Austria Hungary.
8. In 1876, Emperor Francis Joseph created the Dual Monarchy of Austria –Hungary to satisfy the demands of the ________.
9. Nationalism can serve as both a unifying and divisive force. Give examples of each in different parts of the world and explain what factors make it happen each way.
Imperialism
Terms to define / People to Know
Menelik II Muhammad Ali David Livingstone
Colony protectorate sphere of influence
Berlin Conference Matthew Perry Opium War
Banana republics Zulu Uprising Roosevelt Corollary
1. List examples for each of the following reasons for Imperialism:
A. political B. economic C. social
2. What theory was used by European imperialists to justify their exploitation of the native peoples in Asia, Africa, and the Americas?
3. List four results of reforms made during the Meiji period in Japan
4. What is the main reason that the Japanese began the Seclusion policy (keeping out Europeans)?
5. While most of Africa was under European control, which two countries maintained independence?
6. How did native peoples generally view European imperialism?
7. What did the Sino-Japanese War and the Russo-Japanese War have in common?
8. By 1914, what was the situation in the Ottoman Empire?
9. Explain the change in China’s attitude toward Imperialism and trade with the West from the 1600s to the 1800s.
10. What was unethical about the way that Great Britain opened trade with China?
11. What was the goal of the Boxers in China?
12. List three improvements the British made in India.
13. Explain why the Sepoy Rebellion occurred.
14. The Suez Canal was built by the combined efforts of what two countries?
15. How d.
Lecture SlidesGive Me Liberty! AN AMERICAN HISTORYFIFTH ED.docxcroysierkathey
Lecture Slides
Give Me Liberty!
AN AMERICAN HISTORY
FIFTH EDITION
By Eric Foner
1
Chapter 22: Fighting for the Four Freedoms: World War II, 1941 to 1945
The most popular works of art in World War II were paintings of the Four Freedoms by Norman Rockwell. In his State of the Union address before Congress in January 1941, President Roosevelt spoke of a future world order based on “essential human freedoms”: freedom of speech, freedom of worship, freedom from want, and freedom from fear. During the war, Roosevelt emphasized these freedoms as the Allies’ war aims, and he compared them to the Ten Commandments, the Magna Carta, and the Emancipation Proclamation. In his paintings, created in 1943, Rockwell portrayed ordinary Americans exercising these freedoms: a citizen speaking at a town meeting, members of different religious groups at prayer, a family enjoying a Thanksgiving dinner, and a mother and father standing over a sleeping child.
Though Rockwell presented images of small-town American life, the United States changed dramatically in the course of the war. Many postwar trends and social movements had wartime origins. As with World War I, but on a far greater scale, wartime mobilization expanded the size and reach of government and stimulated the economy. Industrial output skyrocketed and unemployment disappeared as war production finally ended the Depression. Demands for labor drew millions of women into the workforce and lured millions of migrants from rural America to industrial cities of the North and West, permanently changing the nation’s social geography.
The war also gave the United States a new and lasting international role and reinforced the idea that America’s security required the global dominance of American values and power. Government military spending unleashed rapid economic development in the South and West, laying the basis for the modern Sunbelt. The war created a close alliance between big business and a militarized federal government—what President Dwight D. Eisenhower later called the “military-industrial complex.”
And the war reshaped the boundaries of American nationality. The government recognized the contributions of America’s ethnic groups as loyal Americans. Black Americans’ second-class status attracted national attention. But toleration went only so far. The United States, at war with Japan, forced more than 100,000 Japanese-Americans, including citizens, into internment camps.
The Four Freedoms thus produced a national unity that obscured divisions within America: divisions over whether free enterprise or the freedom of a global New Deal would dominate after the war, whether civil rights or white supremacy would define race relations, and whether women would return to traditional roles in the household or enter the labor market. The emphasis on freedom as an element of private life would become more and more prominent in postwar America.
2
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07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
SOCIAL WORK OF THE LEAGUE OF NATIONS. The League of Nations Commissions tried to tackle a huge range of social issues including economic recovery (the Financial Committee), working conditions (International Labour Office), health (Health Office) and scientific research.
WEAKNESSES OF THE LEAGUE OF NATIONS. However, the League also had three great weaknesses. The USA, Russia and Germany were not members; without these powers, the League was too weak to make a big country do as it wished (for instance, Italy over Corfu in 1923). Also, the League's organisation was a muddle, so when there was a crisis, no-one could agree.
SUCCESSES OF THE LEAGUE OF NATIONS. The League quickly proved its value by settling the Swedish-Finnish dispute over the Åland Islands (1920–21), guaranteeing the security of Albania (1921), rescuing Austria from economic disaster, settling the division of Upper Silesia (1922), and preventing the outbreak of war in the Balkans between Greece and Bulgaria.
LEAGUE OF NATIONS ORGANISATION. The League of Nations consisted of three main organs. The Assembly, where all member states were represented on equal footing; the Council which was composed of permanent and non-permanent members; and the Secretariat which performed the day-to-day work at the League's headquarters in Geneva, Switzerland.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. 1. Given the state of the world
in the 1920's and 30’s,
why was there only one general
assembly per year
for the LON?
3. The Assembly met once a year in ordinary session, normally in
September.
If necessary, it could meet at any moment at the request of one
or more members, if approved by most of the Member States.
This happened in 1926, when Germany applied to be included
in LON.
4. 2. Why was Russia not a member of
the League, in the beginning?
5. The League of Nations was one of the planners and developers of
anti-Soviet campaigns. The Soviet government was fighting against
attempts of the LON to intervene in the internal affairs.
In mid-1930’s, due to rising threat from Nazi Germany, fascist Italy
and militarist Japan, the governments of some countries were
seeking cooperation with the Soviet Union.
September 15, 1934: 30 delegates of the LON addressed the Soviet
government with a telegram, inviting the Soviet Union to join the
League and “bring its valuable cooperation". Soviet Government
replied by letter that it accepted the proposal.
39 members of the League voted for the acceptance of the USSR. 3
members (Netherlands, Portugal and Switzerland) were against. 7
members abstained. The USSR joined the League of Nations and
became a permanent member of the Council.
In December 1939, after the beginning of Soviet-Finnish war of
1939-1940, the Council excluded the USSR.
6. 3. Did the LON have any ideas/plans
that they never got to carry out
because they fell apart and what
effects could they have had?
7. One of the most important idea for the future was to end the
colonial tyranny, and to pave the way for new forms of
statehood, as the mandate system put the colonial powers
under international observation.
These actions were delayed by the war and the post-war
conferences were aligned with the post-war realities, rather
than the idealistic world that the League wanted to project for
the future.
8. 4. Explain how exactly the
British politicians in
Abyssinian crisis ‘got tough’.
9. United Kingdom imposed an embargo on arms sales to both
Italy and Ethiopia. The embargo was a response to Italy's
decree that it would view arms sales to Ethiopia as an act of
unfriendliness toward Italy, but it was clear that the United
Kingdom was protecting its economic interests in East Africa.
The British Parliament supported the initiative of Konni
Zilliacus and unanimously authorised the imposition of
sanctions against Italy if it continued its policy towards
Ethiopia. All the toughness of the British politicians was
dictated by interests and the proximity of the elections.
10. 5. How did the US react to the
invasions of Manchuria and
Abyssinia?
11. It was more of the isolationism that had kept the United States
out of the League of Nations. The idea of preventing war was
not popular in the US. More popular was the idea that it was
not America's business to be involved in Europe or Asia.
Following Italy's invasion of Ethiopia on October 3, 1935,
Roosevelt declared the United States neutral. Following the
LON failure in November regarding trade sanctions against
Italy, merchants in the United States would continue sending
to Italy the materials that Italians needed to conduct their
belligerence.
Roosevelt looked upon with contempt. He saw Mussolini as
part buffoon. Responding to a photo of Mussolini goose-
stepping, he commented: "It's wonderful what middle-aged men
can do when driven to extremes."
12. 6. Why were France and the UK seen
as the powerhouses of the LON after
they had done nothing economically
or militarily to stop the invasions of
Manchuria and Abyssinia?
13. At that point, after the second major failure in Abyssinia, the
“main” powers France and Britain, already lost all the respect
and fear, so they were not regarded as powerhouses anymore.
The year was 1937, when they already realized that Hitler,
Mussolini and their allies will rage war all over Europe.
14. 7. Why did the UK and France
secretly agree with Italy invading
Abyssinia?
15. They truly believed that Mussolini would
keep Germany at bay, and they did not see
any problems in, yet another colonial move.
A. J. P. Taylor argued that it was the
Hoare-Laval pact that "killed the League"
and that the pact "was a perfectly sensible
plan, in line with the League's previous acts
of conciliation from Corfu to Manchuria"
which would have "ended the war; satisfied
Italy; and left Abyssinia with a more
workable, national territory" but that the
"common sense of the plan was, in the
circumstances of the time, its defect".
A. J. P. Taylor was a British historian who
specialised in 19th- and 20th-century
European diplomacy. Both a journalist and a
broadcaster, he became well known to
millions through his television lectures.
16. The military historian Correlli Barnett has
argued that if Britain alienated Italy, Italy
"would be a potential enemy astride
England's main line of imperial
communication at a time when she was
already under threat from two existing
potential enemies at opposite ends of the line
[Germany and Japan].
If Italy were to fight in a future war as an
ally of Germany or Japan, or both, the
British would be forced to abandon the
Mediterranean for the first time since 1798".
Therefore, in Barnett's view, it was "highly
dangerous nonsense to provoke Italy" due to
Britain's military and naval weakness and
that therefore the pact was a sensible option.
Correlli Barnett was an
English military historian,
who also wrote works of
economic history,
particularly on the United
Kingdom's post-war
"industrial decline“. He
died in 2022.
18. Rome-Berlin Axis was the alliance formed in 1936 between Italy
and Germany.
It was an agreement linking the two fascist countries.
It was formalized by the Pact of Steel in 1939.
The term Axis Powers came to include Japan as well.
19. 9. How desired was Manchuria &
how the Japanese people received the
withdrawal from the LON?
20. JAPANESE PEOPLE STRONGLY BELIEVED THAT MANCHURIA
WAS JAPANESE TERRITORY.
"Japan will oppose any attempt at international control of Manchuria. It does not
mean that we defy you, because Manchuria belongs to us by right. Read your
history. We recovered Manchuria from Russia. We made it what it is today.“
Matsuoka said that Manchuria was a matter of life and death for Japan, and
than no concession or compromise was possible.
"Japan has been and will always be the mainstay of peace, order and progress
in the Far East."
EMOTIVE LANGUAGE WAS USED TO PERSUADE THE LEAGUE
NOT TO GO FORWARD WITH THE CONDEMNATION.
In objecting to proposed international control of Manchuria, he asked:
"Would the American people agree to such control of the Panama Canal Zone;
would the British permit it over Egypt? The Japanese people will oppose any
attempt in Manchuria. I beg of this body to realize the facts and see a vision of
the future. I beg of you to deal with us on our terms, to give us your confidence”.
21. 10. Do you have any tips on
remembering smaller pieces of
information such as casualties,
countries, names or dates?
22. THINK OF THE MAIN STORY
Weave a story. Spin a yarn around an important event.
MNEMONICS CAN HELP
This is a good method to memorize.
FLASHCARDS
You can create your easy and simple flashcards with the main
ideas, dates, names.
TIMELINE
Easy to remember if all the events are on a long timeline. Can be
created on many pages, with a marker and visible. You can also
stick it to your walls in your room.
CONCENTRATE/UNDERSTAND/PICTURE IT
Some students, like myself, can remember everything only by
picturing or remembering the place in the page.
24. The League lacked its own armed forces and depended completely
on the victorious Allies of World War I (Britain, France, Italy and
Japan were the permanent members of the Executive Council).
They were supposed to enforce LON’s resolutions, keep to its
economic sanctions, or provide an army when needed.
The Great Powers were often reluctant to do so.
25. 12. Why did Britain and France team
up with Mussolini?
26.
27. 13. Why was Germany viewed as an
effective barrier against the spread of
Communist ideologies when the two
most influential communists were
German (Karl Marx and Frederic Engels)?
-complex answer-
28. Communism is an economic and political philosophy grounded in
the belief that societies are shaped by their economic systems.
According to communism, capitalism creates social problems by
dividing wealth unfairly between two classes of people. The
economic system must be reformed to distribute wealth equally.
Communist ideas spread rapidly in Europe during the 19th and
20th centuries, offering an alternative to both capitalism and far-
right fascism and setting the stage for a political conflict with
global repercussions.
29. Socialist and communist philosophies had never been popular
with Europe’s conservative elites.
They considered these beliefs to be dangerous ideologies that
threatened their traditional political and economic control.
The Russian Revolution and emergence of the Soviet Union
increased fears of violent revolution and a radical reordering of
society. These fears played out both within Germany and across
Europe. If communism were to spread from the Soviet Union into
Germany, it would reach into the heart of Europe.
The fear of communism prompted several European leaders—
including British Prime Minister Neville Chamberlain—to focus at
first on Nazism’s anti-communist credentials rather than its
territorial ambitions or antisemitism.
30. Communism was antithetical to Nazism because communism
prioritized class above nation and race.
Under the Nazis, communism was recast as Judeo-Bolshevism.
Judeo-Bolshevism claims that communism was a Jewish plot designed
at German expense.
Judeo-Bolshevism’s threat was explained by Germany’s proximity to the
Soviet Union and competing Nazi-Soviet territorial ambitions in Eastern
Europe.
The existence of a communist state so close to Germany was not merely
a political threat, but also an existential racial and ideological threat.
For Nazis, both Jews and communists were made worse by their
supposed identification with one another.
As soon as the Nazis rose to power, they began targeting communists,
both inside and outside Germany. In 1933, the first concentration camp
opened at Dachau to hold political prisoners. The first prisoners were
all communists.
Later in 1933 the Nazis banned all political parties. They intensified the
targeting of Communists, Social Democrats, and trade unionists.
31. 14. What was the reasoning behind
the League of Nations not having an
army–did anyone object to a
proposal, or was it just never brought
up?
32. It was because the members of the League of Nations were
required to respect the territorial integrity and sovereignty of all
other nation-states and to not use or threat of military force as a
means of resolving international conflicts.
33. 15. Did the minorities commission
did anything in terms of informing
the public and fostering
understanding or was it of law
mainly?
34. It was mainly to establish a place where minorities from different
regions of the planet can have their rights recognized, so the
minorities commission informed people and established the rule of
law.
Several of the treaties concluded after the Great War contain
clauses dealing with the protection of minorities.
This protection is placed under the guarantee of the League of
Nations.
By minorities are meant groups of persons who differ in race,
religion or language from the majority.
But such persons may be further subdivided into: (a) nationals of
a foreign Power; (b) nationals of the country concerned.
The protection of minorities was also established to:
(1) be granted by the laws of the country and therefore to be
guaranteed by the state; (2) be dependent on treaties and be
guaranteed by foreign Powers.
35. 16. Did the public of the USA feel
about not being in the LON?
36. The official motivation was the Republican concerns that the
League would commit the United States to an expensive
organization that would reduce the United States' ability to defend
its own interests.
At that point, the American public voted for the Republicans to be
in power and the chose to send America in isolationism as opposed
to involving themselves in world affairs, which led to America
rejecting the opportunity to join the League of Nations.
Some other important reason was that the American public was
not enthusiastic about committing the country to another possible
confrontations or conflicts, away from the American soil.
38. The didn’t petition but raised concerns about the power of the big
countries and the possible unfairness of the League.
However, that was not significant, as they didn’t have the power to
influence the decisions, as Britain and France were appointing
people in charge of reports, e.g., Lord Lytton.
40. The real meaning of an axis is a coalition of interests. In our case,
this was like a great friendship from Point A (Rome) to Point B
(Berlin), the respective capitals of Italy and Germany.
A coalition, in politics and international relations, is a group of
actors that coordinate their behaviours in a limited and temporary
fashion to achieve a common goal.
A (Rome) B (Berlin)
To achieve world
domination and
their interests
Rome-Berlin
Axis
41. 19. What was the timeline of the
League of Nations?
42.
43. 20. What were the triumphs and
failures we need to know about?