CAMBRIDGE AS HISTORY: PROBLEMS FACING THE NEW REPUBLIC. Contains: the monarchy, great depression impact, Alfonso abdicates, major problems, little industry and depression.
CAMBRIDGE AS HISTORY: REASONS FOR AND IMPLICATIONS OF FRANCO'S VICTORYGeorge Dumitrache
CAMBRIDGE AS HISTORY: REASONS FOR AND IMPLICATIONS OF FRANCO'S VICTORY. Contains: who was Franco, convinced monarchist, military dictatorship, El Caudillo, Spain and World War 2, Spain and the Cold War, restauration of monarchy, reasons for Franco's victory, implications.
CAMBRIDGE AS HISTORY: KING ALFONSO XIII ABDICATION. Contains: timeline, King Alfonso XIII, the RIF war, Primo de Rivera, the seeds of authoritarianism, reasons for king Alfonso abdication, country, religion, monarchy, king in voluntary exile, the velvet revolution.
CAMBRIDGE AS HISTORY: SPANISH CIVIL WAR. Contains: polarization, widespread conflict, military uprising, nationalists and republicans, general Franco, revolutionary struggle, help from abroad, Madrid, victims and significance of Spanish Civil War.
CAMBRIDGE AS HISTORY: AIMS MUSSOLINI FOREIGN POLICYGeorge Dumitrache
CAMBRIDGE AS HISTORY: THE MAIN AIMS OF MUSSOLINI'S FOREIGN POLICY. It contains: origins and rise of Mussolini, fascism, aims of the foreign policy, timeline.
CAMBRIDGE AS HISTORY: ROME-BERLIN AXIS. Contains: the speech in Milan, Hitler and Mussolini isolated, Realpolitik alliance, historian options, Hitler as an ally, Count Ciano, using each other, united for the ideology, 1938.
CAMBRIDGE AS HISTORY: REASONS FOR AND IMPLICATIONS OF FRANCO'S VICTORYGeorge Dumitrache
CAMBRIDGE AS HISTORY: REASONS FOR AND IMPLICATIONS OF FRANCO'S VICTORY. Contains: who was Franco, convinced monarchist, military dictatorship, El Caudillo, Spain and World War 2, Spain and the Cold War, restauration of monarchy, reasons for Franco's victory, implications.
CAMBRIDGE AS HISTORY: KING ALFONSO XIII ABDICATION. Contains: timeline, King Alfonso XIII, the RIF war, Primo de Rivera, the seeds of authoritarianism, reasons for king Alfonso abdication, country, religion, monarchy, king in voluntary exile, the velvet revolution.
CAMBRIDGE AS HISTORY: SPANISH CIVIL WAR. Contains: polarization, widespread conflict, military uprising, nationalists and republicans, general Franco, revolutionary struggle, help from abroad, Madrid, victims and significance of Spanish Civil War.
CAMBRIDGE AS HISTORY: AIMS MUSSOLINI FOREIGN POLICYGeorge Dumitrache
CAMBRIDGE AS HISTORY: THE MAIN AIMS OF MUSSOLINI'S FOREIGN POLICY. It contains: origins and rise of Mussolini, fascism, aims of the foreign policy, timeline.
CAMBRIDGE AS HISTORY: ROME-BERLIN AXIS. Contains: the speech in Milan, Hitler and Mussolini isolated, Realpolitik alliance, historian options, Hitler as an ally, Count Ciano, using each other, united for the ideology, 1938.
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934George Dumitrache
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934. Contains: Mussolini main policy aims, methods and strategies 1920-1924, 1925-1935, 1936-1945, key successes and failures, judgement and effect of policies, homework.
CAMBRIDGE AS HISTORY: THE PACT OF STEEL. Contains: general overview, opposition, different agendas, pact of steel, humiliation for Mussolini, military deficient Italy, Germany's vision.
CAMBRIDGE AS HISTORY: THE ITALIAN INVASION OF ALBANIA 1939George Dumitrache
CAMBRIDGE AS HISTORY: THE ITALIAN INVASION OF ALBANIA 1939. Contains: the invasion, strategically Albania, Mussolini interest for Albania, sabotage, advance, mixed data, leaving the League of Nations, Albanian military merging Italian army.
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934George Dumitrache
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934. Contains: Mussolini main policy aims, methods and strategies 1920-1924, 1925-1935, 1936-1945, key successes and failures, judgement and effect of policies, homework.
CAMBRIDGE AS HISTORY: THE PACT OF STEEL. Contains: general overview, opposition, different agendas, pact of steel, humiliation for Mussolini, military deficient Italy, Germany's vision.
CAMBRIDGE AS HISTORY: THE ITALIAN INVASION OF ALBANIA 1939George Dumitrache
CAMBRIDGE AS HISTORY: THE ITALIAN INVASION OF ALBANIA 1939. Contains: the invasion, strategically Albania, Mussolini interest for Albania, sabotage, advance, mixed data, leaving the League of Nations, Albanian military merging Italian army.
Restoration of Monarchy in Spain between 1874 to 1931Swagata Basu
Notes created by me for my students about the period between 1874 and 1931 known as Restoration in Spanish history which covers Problems of Spain under the Restored Monarchy, Caciquismo, Disaster of 98, Rise of Left in Europe, Modernism, Generation of 98, Generation of 27, the Avant Garde
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Thomas, The Spanish Civil War
Wadsworth, Chapter 3
Spanish Civil War. (2016). Encyclopædia Britannica.
The Happiest Living Monarch, New York Times.
Morris, Jan. The Matter of Wales (1986 ed.).
3. In 1920, Spain was a constitutional monarchy. The king was
Alfonso XIII.
The government was inefficient and corrupt. In 1921, an army
was sent to Spanish Morocco to put down a rebellion.
It was massacred but this defeat seemed to emphasise just how
corrupt and incompetent Spain’s leadership was.
In 1923, Spain experienced a bloodless coup when Alfonso
agreed that General Primo de Rivera should take control of
Spain.
He ruled as a military dictator until 1930. Rivera’s approach to
leadership was fully supported by Alfonso.
4.
5. However, Rivera did not display the classic features of a dictator.
He introduced public works schemes building roads and
irrigating the land. Industrial production increased by three
times from 1923 to1930. Rivera also ended the rebellion in
Morocco in 1925.
However, the Great Depression of the 1930’s hit Spain hard.
Unemployment rose and Rivera did not have the ability to sort
out Spain’s financial mess.
The army withdrew its support and Rivera had to resign.
6.
7. In April 1931, elections were held in Spain which resulted in
republicans winning all the major cities in Spain.
Alfonso decided to abdicate as he feared that if he stayed on,
Spain would plummet into turmoil.
Those victorious at the election then declared Spain a republic
and monarchy was abolished.
8. Two important regions in Spain wanted independence – Catalonia
and the Basque region. Had their requests been successful, it
would have lead to the break-up of Spain.
The Roman Catholic Church was hostile to the republic and the
republic was hostile to the highly influential Roman Catholic
Church.
9. The government believed that the army had too much say in
politics and determined to reduce its influence.
Spain was primarily an agricultural nation and the 1930’s
Depression had hit prices for crops. Prime exports such as olive oil
and wine fell in value and previously used agricultural land fell
into disuse.
The little industry that Spain had was also hit by the Depression.
Iron and steel were especially hit as no-one had the money to pay
for the products. Iron production fell by 33% and steel by 50%.
10. Unemployment in both agriculture and industry rose and those in
work had to put up with a cut in wages as the economy struggled
to survive the Depression.
The Republic faced losing the support of those whose support it
desperately needed – the working class.
Those who governed Spain had differing views on what to do.
The wishes of the left alarmed those on the right and vice versa.
Political infighting was in danger of pushing Spain into social
revolution.
11. The middle ground in Spain’s parliament – the socialists and
middle-class radicals – did try to resolve outstanding problems.
Catalonia did receive some degree of self-government.
The historic privileges of the Roman Catholic Church were
attacked. Priests were no longer paid by the state. Their salaries
now came out of the Roman Catholic Church’s purse.
The government and the Roman Catholic Church were made two
separate entities. Jesuits – seen as hard line Roman Catholics –
were expelled from Spain – ironically the country that had
founded the movement. Religious education in schools was
stopped. Many army officers were made to retire early.
12. The huge estates in Spain were nationalised i.e. taken over by the
government which would control what was done on them etc.
The wages of those who worked in industry were increased but
they were to be paid by the owners of those industries not by the
government.
The government tried to attack those it deemed as having too
many privileges in society. But by doing this it angered all those
sectors in society that had the potential to fight back – the
military, industrialists, land owners and the Roman Catholic
Church. These four (potentially very powerful bodies) were
unwilling to support the republican government in Madrid.
13. They were also aware that there were countries in Europe that
would be willing to give support to their plight as many nations in
Europe were scared of communism and Stalin’s Russia. Fascist
Italy under Mussolini would be an obvious ally as would Germany
once Hitler had got power in January 1933.
In January 1932, a number of army officers tried to overthrow the
government lead by Manuel Azana, the prime minister. The
attempt was unsuccessful as the army, for now, was loyal to the
government – after all, it had won the elections fairly and,
therefore, had legitimacy. However, a new political party was
formed called the Ceda. This was a right wing party dedicated to
protecting the authority of the Roman Catholic Church and
landlords.
14. The government of Azana, having lost support from the right, also
lost support from the left. Two powerful left wing political parties,
the anarchists and syndicalist (powerful trade union groups), felt
that Azana’s government was too middle of the road.
Both wanted a more communistic state and the overthrow of
capitalism. Above all, Azana was despised for forming a political
union with the middle ground in Spain’s political life.
He was deemed to have betrayed the working class. The extreme
left organised strikes and riots in an effort to destabilise the
government of Azana.
15. Matters came to a head when in January 1933, 25 people were
killed by government troops who were attempting to catch some
anarchists near Cadiz.
This lost the government a great deal of support among the
working class and the socialists withdrew their support from the
government.
Azana resigned as prime minister and elections were called for
November 1933.
16. In this election, the right wing won a majority of support and the
largest party in the parliament (known as the Cortes), was the
Ceda lead by Gil Robles.
The new right wing government immediately over-turned all of
the changes brought in by the Azana government.
This angered many but especially the Catalans who had their
privileges withdrawn.
This was a serious error of judgement as the Catalans and
Basques had supported the government in the elections. The way
ahead for Robles became clear to many – an attack on the left
wing parties of Spain.
17. It forced the many parties of the left to come together to form the
Popular Front.
They organised strikes, riots and took part in acts of violence such
as derailing main line trains.
In 1934 there was a general strike. Coal miners in the Asturias
went on strike but were ruthlessly put down by the army lead by
General Franco. Spain appeared to be heading for all out chaos. In
a last minute attempt to avoid serious trouble, a general election
was called for February 1936.
In this election, the Popular Front won and Azana, once again
became prime minister.
18. However, the government of the Popular Front was a farce after
the socialists withdrew their support from it; more and more
public disturbances occurred and the government had clearly lost
control of Spain.
In July 1936, a leading right wing politician, Sotelo, was murdered
and the right wing politicians and their supporters believed that
they were now in serious danger.
They wanted to put their faith in a military dictatorship.
19. The military had, in fact, already made preparations for a takeover
of Spain. General Franco assumed control of the military.
He took control of Spanish Morocco after overthrowing the
civilian government there.
His next target was to invade mainland Spain, establish a military
government there and rid the country of all those involved in left
wing politics.
The left would have to fight for survival. The civil war started in
July 1936.
20. From this presentation, Internet research and consulting your
book, CHOOSE AT LEAST THREE OF THE FOLLOWING THEMES and
write an essay answering some of these questions:
• Why was Spain politically unstable in the early 1930s?
• Why did the king abdicate in 1931?
• What problems faced the Republic after 1931?
• What actions by the Republic led to the civil war?
• What actions by the Right led to the civil war?
• Why did civil war break out in 1936 and not before?