CAMBRIDGE A2 HISTORY: POLICIES TOWARDS MINORITIES, OPPOSITION AND JEWSGeorge Dumitrache
CAMBRIDGE A2 HISTORY: POLICIES TOWARDS MINORITIES, OPPOSITION AND JEWS. Contains: the racial policy of Nazi Germany, the anti-Jews laws, the law for the protection of German blood and honour, the Reich citizenship law, persecution of German Jews, Romany minority.
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 A2 HISTORY: POLICIES TOWARDS MINORITIES, OPPOSITION AND JEWSGeorge Dumitrache
CAMBRIDGE A2 HISTORY: POLICIES TOWARDS MINORITIES, OPPOSITION AND JEWS. Contains: the racial policy of Nazi Germany, the anti-Jews laws, the law for the protection of German blood and honour, the Reich citizenship law, persecution of German Jews, Romany minority.
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 A2 HISTORY: HITLER'S REPUTATION AND POPULARITYGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HITLER'S REPUTATION AND POPULARITY. Contains: the Superman image, heroic leadership, people's Kaiser, the Fuhrer, building the myth, struggle, conflict, nazis.
CAMBRIDGE A2 HISTORY: HITLER'S ECONOMIC AIMS. Presentation contains: unemployment, deficit financing, autarky, the first and second year plan, reinflation, measures to reduce unemployment.
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.
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.
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934George Dumitrache
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934. It contains: overview, Reichstag fire, general elections, enabling act, Gestapo, abolishing trading unions, the concordat, banning political parties, people's courts, night of the long knives, fuhrer, the events, Nazi government, Hitler and the army, homework.
CAMBRIDGE A2 HISTORY: STALIN AIMS IN GOVERNMENT AND ADMINISTRATIONGeorge Dumitrache
CAMBRIDGE A2 HISTORY: STALIN AIMS IN GOVERNMENT AND ADMINISTRATION. Contains: the structure and organisation, party congress meetings, Politburo powers, General secretary powers, administrative hierarchy, party cells, united party, organisation of the party, elections in the party.
CAMBRIDGE A2 HISTORY:NAZISM. It contains: national socialism, the struggle for dominance, noble and creative Aryans, expansionism and war, persecution of Jews, terror, genocide and racial extermination, Nazism theory, Nazi party, Mein Kampf, the purge, identifying Nazism, preserving pure elements, Fichte, Volkskrieg, Riehl, Volkish nationalism, Bismarck, Hitler.
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERRORGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR. Contains: Courtois, Pipes, Marx, Stalin, Conquest, Figes, Ryan, historical significance.
CAMBRIDGE A2 HISTORY: HITLER'S REPUTATION AND POPULARITYGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HITLER'S REPUTATION AND POPULARITY. Contains: the Superman image, heroic leadership, people's Kaiser, the Fuhrer, building the myth, struggle, conflict, nazis.
CAMBRIDGE A2 HISTORY: HITLER'S ECONOMIC AIMS. Presentation contains: unemployment, deficit financing, autarky, the first and second year plan, reinflation, measures to reduce unemployment.
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.
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.
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934George Dumitrache
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934. It contains: overview, Reichstag fire, general elections, enabling act, Gestapo, abolishing trading unions, the concordat, banning political parties, people's courts, night of the long knives, fuhrer, the events, Nazi government, Hitler and the army, homework.
CAMBRIDGE A2 HISTORY: STALIN AIMS IN GOVERNMENT AND ADMINISTRATIONGeorge Dumitrache
CAMBRIDGE A2 HISTORY: STALIN AIMS IN GOVERNMENT AND ADMINISTRATION. Contains: the structure and organisation, party congress meetings, Politburo powers, General secretary powers, administrative hierarchy, party cells, united party, organisation of the party, elections in the party.
CAMBRIDGE A2 HISTORY:NAZISM. It contains: national socialism, the struggle for dominance, noble and creative Aryans, expansionism and war, persecution of Jews, terror, genocide and racial extermination, Nazism theory, Nazi party, Mein Kampf, the purge, identifying Nazism, preserving pure elements, Fichte, Volkskrieg, Riehl, Volkish nationalism, Bismarck, Hitler.
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERRORGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR. Contains: Courtois, Pipes, Marx, Stalin, Conquest, Figes, Ryan, historical significance.
CAMBRIDGE A2 HISTORY: LEON TROTSKY. Contains: who was Trotsky, early life, meeting Lenin, disputes, uprisings, provisional government, disagreements and resignation, Trotsky leader, Trotsky dead.
CAMBRIDGE A2 HISTORY: LENIN AND MARXISM. Module Stalin, it contains: Lenin and Marxism, Utopic Marxism, the appeal of Marxism, Marxism and Lenin's radicalism, Lenin's role in the Revolution, provisional government weakness, homework.
CAMBRIDGE A2 HISTORY: HITLER'S TOTALITARIAN REGIME. Suitable for Year 13 History students in Cambridge. It contains: overview, totalitarian regimes, Hitler in Vienna, etc.
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
CAMBRIDGE A2 HISTORY: THE KEY ROLE OF SECRETARIAT IN STALIN'S VICTORYGeorge Dumitrache
CAMBRIDGE A2 HISTORY: THE KEY ROLE OF SECRETARIAT IN STALIN'S VICTORY. Contains: the key role of the secretariat, struggle for power at all levels, Stalin's measures applauded, deception and passive resistance,
CAMBRIDGE A2 HISTORY: THE CENTRAL COMMITTEE SECRETARIAL BEFORE STALINGeorge Dumitrache
CAMBRIDGE A2 HISTORY: THE CENTRAL COMMITTEE SECRETARIAL BEFORE STALIN. Contains: Bolsheviks taking control of the empire, Sverdlov and Lenin, Sverdlov/s death, bureaucracy, the privilege of being in the party, loyalty, party departments.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT UNDER STALIN. Contains: Stalin and first changes, Nomenklatura no 1,
Party Congress, assigning party members blindly, strengthening the organisation and accounting, responsibilities for the appointments, guberniia, the local party secretary, settling for conflicts, Georgian Affair, Democratic Centralists, Workers Opposition, struggle for power, conspiracies.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
CAMBRIDGE A2 HISTORY: THE GULAGS. Contains: main administration of the camps, the first labour camp, corrective labour camps, soviet dissidents, gulags and labour colonies, people in gulags, estimates, political prisoners.
CAMBRIDGE A2 HISTORY: THE CENTRAL COMMITTEE SECRETARIAT BEFORE STALINGeorge Dumitrache
CAMBRIDGE A2 HISTORY: THE CENTRAL COMMITTEE SECRETARIAT BEFORE STALIN. Summary: Bolsheviks controlling the empire, Sverdlov, Lenin, Stalin, the privilege of being in a party, loyalty to the party, capturing positions, the struggle, various party departments, paralysis of the party, power struggle, homework.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT AND LENIN SUCCESSIONGeorge Dumitrache
CAMBRIDGE A2 HISTORY: THE SECRETARIAT AND LENIN SUCCESSION. Contains: Lenin succession, first year as secretary general, division in the party, the retreat from democracy.
62 slides on causes of World War 2: the treaty of Versailles, the 29 Crash and Nazism. The presentation ended with the invasion of Poland. By Alex Liese and me.
Visual Culture and the Holocaust: Nazi Anti-Semitic PropagandaJohn Corrigan
Social and political reasoning uses predetermined national security to defend its position against European Jewry. Historic animosity, paranoia, and social fatigue led to false defensive actions against the Jews. Wrongful blame, according to socialist doctrines, both accelerated and intensified after the out come and Germany’s Nationalist position after World War I.
The undercurrent attitudes, extended anti-Semitic ideologies dating back to Martin Luther’s protestant reformation, and the events and circumstances surrounding the French inquisition. The predominant historic attitudes of European citizens continually resented the Jewish communities wealth and supposed economic influences. European Jewry previously had been denied land ownership rights in Russia, France, Germany, and England. This political and economic restriction forced the International Jewish Diaspora to turn inward, relying on the extension of community and its cross-cultural connections incorporating academia, and the trade and distribution of marketable goods.
Jewish national identity has continually focused on their biblical Holy Land of the ‘Chosen People,’ Palestine, Israel and the city of Jerusalem. This affection continued to provide them with a strong emotional and national pride. A people without land to claim as their own, left Jews around the world to identify first with religious conviction, and secondly with their national/state of occupancies. This conviction, to the ideological state of Israel, considered by residential communities to represent a lack of National pride in the host country, such as Germany, Italy, Poland, Bohemia, the Ukraine, Russia, and the Balkan States. This apparent and deliberate lack of National pride provoked citizens and wrongfully encouraged ideologies of mistrust, questioned solidarity, paranoid rumors of espionage, and undercurrents of potential revolutionaries.
Geschiedenis: De geschiedenis van het antisemitisme
I use my own material and material from colleagues who have presented their work also on internet.
I claim nothing. This is merely educational fair use.
Educational fair use:
"the fair use of a copyrighted work (...) for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright"
But I claim nothing, All trademarks, works and images used are properties of their respective owners. If I violate any form of copyright please contact me and I will give credit.
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 - 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.
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.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
The French Revolution Class 9 Study Material pdf free download
CAMBRIDGE A2 HISTORY: HITLER, PROPAGANDA AND REPRESSION
1. HISTORY CAMBRIDGE A2 (PAPER 4)
PRESENTATION 10
HITLER MODULE
3. ACHIEVING DOMESTIC AIMS UP TO 1941
HITLER, PROPAGANDA
AND REPRESSION
2. "Propaganda tries to force a doctrine on the whole people... Propaganda
works on the general public from the standpoint of an idea and makes
them ripe for the victory of this idea."
Mein Kampf, Adolf Hitler
3. ADVOCATING FOR PROPAGANDA
Adolf Hitler wrote these words in his book Mein Kampf (1926), in which
he first advocated the use of propaganda to spread the ideals of National
Socialism—among them racism, antisemitism, and anti-Bolshevism.
4. THE REICH MINISTRY FOR PROPAGANDA
Following the Nazi seizure of power in 1933, Hitler established a Reich
Ministry of Public Enlightenment and Propaganda headed by Joseph
Goebbels.
The Ministry's aim was to ensure that the Nazi message was successfully
communicated through art, music, theatre, films, books, radio, educational
materials, and the press.
5. AUDIENCE FOR NAZI PROPAGANDA
There were several audiences for Nazi propaganda.
Germans were reminded of the struggle against foreign enemies and
Jewish subversion.
During periods preceding legislation or executive measures against Jews,
propaganda campaigns created an atmosphere tolerant of violence
against Jews, particularly in 1935 (before the Nuremberg Race Laws of
September) and in 1938 (prior to the barrage of antisemitic economic
legislation following Kristallnacht).
Propaganda also encouraged passivity and acceptance of the impending
measures against Jews, as these appeared to depict the Nazi government
as stepping in and “restoring order.”
6. FIRM ECONOMIC RESULTS
Hitler promised the German people work and bread and he delivered both.
As most shrewd politicians are capable, Hitler gave the people what they
wanted the most. He launched a massive public works program to pull
Germany out of the Depression.
Superhighways, office buildings, huge stadiums and public buildings were
constructed at a rapid pace. By 1936, however, government spending was
now being directed almost entirely to the military, necessary for the coming
war Hitler had already specified in Mein Kampf. Meanwhile, unemployment
dropped steadily. In January 1937, unemployment stood at 7 million. Twelve
months later it had fallen to 1 million and by 1938, Germany witnessed a
shortage of labour. The standard of living increased by 20% and business
profits were finally increasing.
7. VICTORIES FOR THE PROPAGANDA MACHINE
What all this recovery showed was that Hitler was more than show.
Hitler had accomplished something for Germany and the German people. For
those Germans who were not Jews, Slavs, Gypsies or communists, liberals,
non-Germans, or insane or weak, Hitler's government meant greater
opportunity and greater equality.
Older class barriers were replaced by individuals who, like Hitler, were
rootless and had risen to the top. The Nazis tolerated privilege and wealth,
but only when it served the Party. Big business was constantly ordered
around thus making, once again, the invisible hand of Adam Smith, a thing of
the past. We can identify a similar tendency in the United States with the New
Deal and Stalin's Five Year Plans in Soviet Russia. Planning was essential.
8. German children read an anti-Jewish propaganda book titled DER
GIFTPILZ ( "The Poisonous Mushroom"). The girl on the left holds a
companion volume, the translated title of which is "Trust No Fox."
Germany, ca. 1938.
9. USING DISCRIMINATION AGAINST GERMANS AS A TOOL
Real and perceived discrimination against ethnic Germans in east
European nations which had gained territory at Germany's expense
following World War I, such as Czechoslovakia and Poland, was the
subject of Nazi propaganda.
This propaganda sought to elicit political loyalty and so-called race
consciousness among the ethnic German populations.
It also sought to mislead foreign governments—including the European
Great Powers—that Nazi Germany was making understandable and fair
demands for concessions and annexations.
10. JUDEO-BOLSHEVIK THREAT
After the German invasion of the Soviet Union, Nazi propaganda stressed
to both civilians at home and to soldiers, police officers, and non-German
auxiliaries serving in occupied territory themes linking Soviet Communism
to European Jewry, presenting Germany as the defender of “Western”
culture against the “Judeo-Bolshevik threat, and painting an apocalyptic
picture of what would happen if the Soviets won the war.
This was particularly the case after the catastrophic German defeat at
Stalingrad in February 1943. These themes may have been instrumental in
inducing Nazi and non-Nazi Germans as well as local collaborators to fight
on until the very end.
11. FILMS AND PROPAGANDA
Films in particular played an important role in disseminating racial
antisemitism, the superiority of German military power, and the intrinsic
evil of the enemies as defined by Nazi ideology.
Nazi films portrayed Jews as "subhuman" creatures infiltrating Aryan
society. For example, The Eternal Jew (1940), directed by Fritz Hippler,
portrayed Jews as wandering cultural parasites, consumed by sex and
money. Some films, such as The Triumph of the Will (1935) by Leni
Riefenstahl, glorified Hitler and the National Socialist movement. Two
other Riefenstahl works, Festival of the Nations and Festival of Beauty
(1938), depicted the 1936 Berlin Olympic Games and promoted national
pride in the successes of the Nazi regime at the Olympics.
12.
13. NEWSPAPERS AND PROPAGANDA
Newspapers in Germany, above all Der Stürmer (The Attacker), printed
cartoons that used antisemitic caricatures to depict Jews.
After the Germans began World War II with the invasion of Poland in
September 1939, the Nazi regime employed propaganda to impress upon
German civilians and soldiers that the Jews were not only subhuman, but
also dangerous enemies of the German Reich.
The regime aimed to support, or at least knowledge, for policies aimed at
removing Jews permanently from areas of German settlement.
14.
15. FINAL SOLUTION AND PROPAGANDA
During the implementation of the so-called Final Solution, the mass
murder of European Jews, SS officials at killing centres compelled the
victims of the Holocaust to maintain the deception necessary to deport
the Jews from Germany and occupied Europe as smoothly as possible.
Concentration camp and killing centre officials compelled prisoners, many
of whom would soon die in the gas chambers, to send postcards home
stating that they were being treated well and living in good conditions.
Here, the camp authorities used propaganda to cover up atrocities and
mass murder.
16. THERESIENSTADT CASE STUDY
In June 1944, the German Security Police permitted an International Red
Cross team to inspect the Theresienstadt camp-ghetto, located in the
Protectorate of Bohemia and Moravia (today: Czech Republic).
The SS and police had established Theresienstadt in November 1941 as an
instrument of propaganda for domestic consumption in the German
Reich.
The camp-ghetto was used as an explanation for Germans who were
puzzled by the deportation of German and Austrian Jews who were
elderly, disabled war veterans, or locally known artists and musicians “to
the East” for “labour.”
17.
18.
19.
20. In preparation for the 1944 visit, the ghetto underwent a “beautification”
program.
In the wake of the inspection, SS officials in the Protectorate produced a
film using ghetto residents as a demonstration of the benevolent
treatment the Jewish “residents” of Theresienstadt supposedly enjoyed.
When the film was completed, SS officials deported most of the "cast" to
the Auschwitz-Birkenau killing centre.
THERESIENSTADT CASE STUDY cont.
21.
22.
23.
24. The Nazi regime used propaganda effectively to mobilize the German
population to support its wars of conquest until the very end of the
regime.
Nazi propaganda was likewise essential to motivating those who
implemented the mass murder of the European Jews and of other victims
of the Nazi regime.
It also served to secure the acquiescence of millions of others—as
bystanders—to racially targeted persecution and mass murder.
PROPAGANDA TO SUPPORT THE WAR EFFORT