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 - 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.
CAMBRIDGE A2 HISTORY: HITLER'S TOTALITARIAN REGIME. Suitable for Year 13 History students in Cambridge. It contains: overview, totalitarian regimes, Hitler in Vienna, etc.
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.
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.
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.
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTYGeorge Dumitrache
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTY. Hitler joined the Nazi Party in 1919 and was influential in defining its beliefs. He also led the Munich Putsch in 1923. However, from 1924 to 1929 the unpopular party gained little electoral success.
3. support for the republic, election of hindenburgmrmarr
This page discusses the extent of support for the Weimar Republic, as well as events surrounding the election of Paul von Hindenburg as National President.
CAMBRIDGE A2 HISTORY: HITLER'S TOTALITARIAN REGIME. Suitable for Year 13 History students in Cambridge. It contains: overview, totalitarian regimes, Hitler in Vienna, etc.
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.
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.
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.
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTYGeorge Dumitrache
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTY. Hitler joined the Nazi Party in 1919 and was influential in defining its beliefs. He also led the Munich Putsch in 1923. However, from 1924 to 1929 the unpopular party gained little electoral success.
3. support for the republic, election of hindenburgmrmarr
This page discusses the extent of support for the Weimar Republic, as well as events surrounding the election of Paul von Hindenburg as National President.
Discusses Hitler's rise to power in Germany's political system; Discusses American Neutrality and preparation for war; discusses contributions by women, African Americans, native Americans and Japanese Internment.
HISTORY YEAR 10: HITLER'S RISE IN POWER. It contains: economic depression, TOV and reparation, Hindenburg, Hitler chancellor, reasons for Hitler rise to power.
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.
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
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Collapse of the Weimar Republic - rise of the nazis performance in elections
1. Rise of the Nazis:
performance in
Reichstag and
presidential elections
2. The extent of the Nazis’
electoral success is shown in
Hitler eventually becoming
Chancellor in 1933.
Until then the Nazis had seen
mixed electoral success,
showing strengths in the mid-
1920s, followed by decline,
and then eventual triumph,
achieving power in Germany.
3. Reichstag elections
In May 1924, the Nazis gained
6.5% of the national vote
(32/472 deputies in the
Reichstag) when Hitler was still
in prison.
By December 1924 – after
Hitler’s release from prison –
they saw their share of the vote
fall to 3% (14/493 deputies).
4. The Nazi decline continued four
years later in May 1928 when
their vote again fell, to 2.6%
(12/491 deputies).
By 1930 the financial crisis had
hit. Bruning’s decision to call
early elections in September
1930 led to a huge Nazi upsurge.
They received 18.3% of the vote
(102/577 deputies).
5. Elections in July 1932 saw
another big increase for the Nazis
(after Hitler had been a
presidential candidate). The
Nazis gained 37.3% of the vote
(230/608 deputies).
By November 1932 their vote
had declined to 33.1% (196/584
deputies), but they were still the
Reichstag’s dominant party.
6. The Nazis’ November 1932
success was enough to secure
the Chancellorship in January
1933. However Hitler wanted
complete power and called
elections for March 1933.
March’s elections were the high
point of Nazi election success;
they gained 43.9% of the vote
(288/647 deputies).
7. The Nazis' electoral success can
be tracked against Germany’s
economic performance.
During times of economic
strife, Hitler’s simple message
and solutions gained public
interest, which declined as the
economy improved. Equally
when the economy again fell,
voters looked to the Nazis.
8. Presidential elections
The March and April (run-off)
1925 presidential elections
had seen the triumph of Paul
von Hindenburg.
Hindenburg had been helped
by the left’s splits. The
Communist decision to not
back centrist Wilhelm Marx
helped Hindenburg win.
9. President Hindenburg was 84
years old by March 1932. He
did not want to stand for re-
election but was opposed to
seeing Hitler win.
Chancellor Bruning had tried to
secure a deal to keep
Hindenburg as President
without an election, but could
not get enough support.
10. In the March 1932 election, no
candidate received 50%+, so
Deusterberg dropped out.
Candidate Party %
Paul von
Hindenburg
Independent 49.6
Adolf Hitler Nazi Party 30.1
Ernst Thalmann KDP 13.2
Theodor
Deusterberg
Stahlhelm 6.8
11. In the April 1932 run-off
election, Hindenburg emerged
as the winner. However the
election had helped Hitler build
a major national profile.
Candidate Party %
Paul von
Hindenburg
Independent 53
Adolf Hitler Nazi Party 36.8
Ernst Thalmann KDP 10.2
12. The 1932 presidential election
had a mixed impact on Hitler.
He was disappointed not to
receive more votes.
However he did increase his
support in the run-off elections.
Also his public profile acted as a
springboard for greater Nazi
success in the 1932 Reichstag
elections.
13. Historians’ views
• Detlef Muhlberger (2003): The middle classes “responded
strongly” to the Nazis but “there was also a surprisingly high
level of support from the working class.”
• Tim Kirk (2007): By the time it reached its peak of electoral
success in July 1932, the NSDAP represented a greater range of
social and economic groups than any of its competitors,
although the middle classes were the main group.
• Peter Fritzsche (2008): The Great Depression “speeded up
the Nazis gains after 1929” but was not only relevant factor.