European history
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This document summarizes discussions between students from Poland, France, and Norway about major 20th century events in Europe. The students presented on topics like life during World War II, reconstruction after the war, Cold War propaganda, the fall of communism in Eastern Europe, and views on the European Union. They found many common experiences during WWII like food rationing and bombings. However, Poland faced greater hardships under Nazi occupation including the Holocaust. After the war, the countries had different experiences under Western or Soviet influence during the Cold War era. Poland transitioned to democracy in 1989 while views on European integration varied between support, indifference, and skepticism.
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On August 25, 1991, Linus Torvalds announced a new operating system kernel called "Linux" and asked for feedback on it. Linux went on to become widely used both for traditional computers and embedded systems like routers. In 1993, Euronews launched as the first pan-European 24-hour news channel to provide a European perspective and counterbalance English-language news channels. In 1994, the Channel Tunnel opened, connecting Britain to the European mainland for the first time since the Ice Age.
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This photo album documents major historical events in Europe between 1945-2015 through photos collected by students and teachers from several schools across Europe. It aims to fill gaps in knowledge about post-World War 2 European history. The album is organized thematically, with sections such as "Behind the Iron Curtain" showing life behind the Iron Curtain and images from the divided Berlin. Other sections portray the difficulties after the war, environmental disasters, conflicts, struggles for freedom and changing perspectives over time. The collaborative project helped develop language, research, technology and group skills.
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The document lists eight schools from different European countries that participated in a Erasmus+ project on European history from 1945-2015. It provides an introduction to the project, outlining its goals of improving knowledge of European history, promoting critical thinking on EU issues, and developing students' sense of European identity and citizenship. The project activities described include research, debates, lectures, conferences, and study visits. The expectation is that it will offer students new perspectives and skills while helping teachers introduce a more European dimension to their lessons.
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The document provides a timeline of key events from 1933-1945 relating to the rise of the Nazi party in Germany and the Holocaust. It outlines Otto Frank's family immigrating to Holland to escape Nazi persecution in 1933. It then details the implementation of anti-Semitic laws and policies in Germany, including the boycott of Jewish businesses in 1933, book burnings in 1933, Kristallnacht in 1938, and the requirement to wear the yellow star in 1942. The timeline also includes the Frank family going into hiding in 1942 to avoid deportation, and their subsequent arrest and transport to concentration camps in 1944, where Anne and Margot died in 1945.
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This photo album documents major historical events in Europe between 1945-2015 through photos collected by students and teachers from 8 schools across 7 European countries. It aims to illustrate important moments that shaped European history after World War 2, including the division of Germany and Berlin during the Cold War, difficult post-war times, and environmental/man-made disasters like the Vajont Dam failure. The album is organized thematically rather than chronologically and explores topics such as life behind the Iron Curtain, struggles for freedom and human rights, and technological progress across Europe over the past 70 years.
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Winston Churchill had a varied career before becoming a politician:
- He was a soldier and war correspondent.
- He served in the British Army and took part in several campaigns in British India and Sudan.
- He wrote books and articles.
So the correct answers are:
a) He was a soldier
b) He was a war correspondent
c) He wrote books and articles
2. What was Václav Havel's profession?
a) Writer
b) Playwright
c) Dissident
d) All of the above
3. What was the name of the declaration that led to the creation of the European Coal and Steel Community?
a) Schuman Declaration
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Scientific events (1989- 2015)
On August 25, 1991, Linus Torvalds announced a new operating system kernel called "Linux" and asked for feedback on it. Linux went on to become widely used both for traditional computers and embedded systems like routers. In 1993, Euronews launched as the first pan-European 24-hour news channel to provide a European perspective and counterbalance English-language news channels. In 1994, the Channel Tunnel opened, connecting Britain to the European mainland for the first time since the Ice Age.
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The document lists eight schools from different European countries that participated in a Erasmus+ project on European history from 1945-2015. It provides an introduction to the project, outlining its goals of improving knowledge of European history, promoting critical thinking on EU issues, and developing students' sense of European identity and citizenship. The project activities described include research, debates, lectures, conferences, and study visits. The expectation is that it will offer students new perspectives and skills while helping teachers introduce a more European dimension to their lessons.
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The document summarizes key events in Poland before and during World War 2. It describes the secret protocol dividing Europe between Germany and the Soviet Union, Germany's invasion of Poland on September 1st 1939 which started World War 2, the occupation of Poland by Germany and the Soviet Union, and the mass killings, deportations, and atrocities committed against the Polish people by the Nazi and Soviet regimes throughout the war. Over 6 million Polish citizens perished during this period, including around 90% of Poland's Jewish population of 3 million people through the Holocaust.
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The document provides a timeline of key events from 1933-1945 relating to the rise of the Nazi party in Germany and the Holocaust. It outlines Otto Frank's family immigrating to Holland to escape Nazi persecution in 1933. It then details the implementation of anti-Semitic laws and policies in Germany, including the boycott of Jewish businesses in 1933, book burnings in 1933, Kristallnacht in 1938, and the requirement to wear the yellow star in 1942. The timeline also includes the Frank family going into hiding in 1942 to avoid deportation, and their subsequent arrest and transport to concentration camps in 1944, where Anne and Margot died in 1945.
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This photo album documents major historical events in Europe between 1945-2015 through photos collected by students and teachers from 8 schools across 7 European countries. It aims to illustrate important moments that shaped European history after World War 2, including the division of Germany and Berlin during the Cold War, difficult post-war times, and environmental/man-made disasters like the Vajont Dam failure. The album is organized thematically rather than chronologically and explores topics such as life behind the Iron Curtain, struggles for freedom and human rights, and technological progress across Europe over the past 70 years.
Evaluation sheets
Winston Churchill had a varied career before becoming a politician:
- He was a soldier and war correspondent.
- He served in the British Army and took part in several campaigns in British India and Sudan.
- He wrote books and articles.
So the correct answers are:
a) He was a soldier
b) He was a war correspondent
c) He wrote books and articles
2. What was Václav Havel's profession?
a) Writer
b) Playwright
c) Dissident
d) All of the above
3. What was the name of the declaration that led to the creation of the European Coal and Steel Community?
a) Schuman Declaration
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The document summarizes Germany's occupation of Europe during World War 2. It discusses that Germany first took Poland, then conquered almost all of Europe between 1939-1945. It specifically discusses the occupation of Denmark, noting that Germany invaded Denmark in 1940 and imposed conditions on the government. Danish resistance began as nonviolent but became violent by 1943, with over 850 resistance members being executed by the end of the war. The resistance helped smuggle around 7,000 Danish Jews to safety in Sweden.
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This document summarizes a book titled "Belonging to the Nation: Inclusion and Exclusion in the Polish-German Borderlands, 1939–1951" by John J. Kulczycki. The book examines how Nazi Germany and postwar Poland tried to nationalize the inhabitants of the contested Polish-German borderlands by either including or excluding people based on their ethnicity. Both countries regarded national identity as biologically determined but found this principle difficult to enforce in practice. As a result, officials sometimes used cultural behaviors to assess nationality instead of proven ethnic descent. While the goal was ethnically homogeneous nations, both Germany and Poland allowed pockets of minorities to remain for their labor. The book illustrates the complexity and obstacles of national self-
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1. Students from different countries have varying understandings of historical periods in their national histories. Some are able to identify periods like the Renaissance or Middle Ages, while others reference more country-specific periods like the Viking Era in Norway or the time of the Kings in France.
2. The viewed starting points of national histories also differ between countries. For Poland it is the baptism in 966, for Norway the Viking Era, and for Italy it is the 1861 unification and establishment of the Kingdom of Italy.
3. Famous individuals are mentioned to different degrees, with Poland mentioning many kings and historical figures and Italy focusing on Garibaldi and others related to independence.
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1. The document provides definitions and information about the Holocaust and genocide, including how Adolf Hitler led the systematic extermination of six million Jewish people in Europe through concentration camps and the "Final Solution."
2. It describes the major death camp Auschwitz-Birkenau, where over 1 million people, mostly Jews, were killed using gas chambers and other methods.
3. Two other major death camps discussed are Chelmno, the first established, and the camps used for Operation Reinhard, which combined Belzec, Sobibor, and Treblinka II to murder victims using gas chambers.
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This document summarizes the work done by students in France, Norway, Poland, and Italy on a history project comparing their national and family histories. The project involved:
1) Students introducing themselves and their home towns.
2) Creating a shared logo.
3) Researching and presenting on their family histories and origins.
4) Writing narratives on their country's history without preparation.
5) Comparing how they learned about history in each country.
6) Creating timelines and presentations on important dates in each country's history.
7) Researching and presenting on common historical topics across the four countries.
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1. The document outlines the history projects completed by students in France, Norway, Poland, and Italy over two years as part of a Comenius program. Students introduced themselves and their home regions, created a logo, and explored their family histories.
2. Students then summarized the history of their nation in 3 sentences or less, showing a focus on political and military events from a national perspective. They also learned 10 key dates in the history of each country.
3. Finally, students examined common topics and events in European history in the 20th century, including life during World War 2, postwar reconstruction, Cold War propaganda, and the fall of communism in Eastern Europe. The program helped students better understand history in
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This document summarizes information about Germany in the 1930s and the Holocaust. It introduces Adolf Hitler and the concentration camps he established where Jews and others were imprisoned for their religion or actions. In the camps, prisoners were given striped uniforms and gas chambers were used to kill people. The document also discusses the treatment of Jewish servants in Germany, including abuse and exploitation, as well as cruel medical experiments performed on Jewish twins in the camps.
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The document is about the book Number the Stars by Lois Lowry, which takes place in Copenhagen, Denmark during WWII. It describes the Nazi invasion and occupation of Denmark, and how the Danish Resistance formed to help Danish Jews escape arrest by the Germans. The document also provides background on Lois Lowry, the author, as well as details about Nazi persecution of Jews across Europe leading up to the Holocaust.
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The document provides a timeline and overview of key events during the Holocaust from 1933 to 1962. It describes how Hitler rose to power in Germany and began enacting racist policies against Jews, including banning them from jobs and healthcare. It then outlines the Nazi invasion and occupation of several European countries and the mass killings of Jews in concentration camps, which resulted in the deaths of around two-thirds of Europe's Jewish population. The aftermath section discusses the millions of refugees left after the war and the ongoing anti-Semitism many faced upon returning home.
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This document summarizes a book titled "Belonging to the Nation: Inclusion and Exclusion in the Polish-German Borderlands, 1939–1951" by John J. Kulczycki. The book examines how Nazi Germany and postwar Poland tried to nationalize the inhabitants of the contested Polish-German borderlands by either including or excluding people based on their ethnicity. Both countries regarded national identity as biologically determined but found this principle difficult to enforce in practice. As a result, officials sometimes used cultural behaviors to assess nationality instead of proven ethnic descent. While the goal was ethnically homogeneous nations, both Germany and Poland allowed pockets of minorities to remain for their labor. The book illustrates the complexity and obstacles of national self-
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The Holocaust began in 1933 when Hitler rose to power in Germany and ended in 1945 with the Nazi defeat. It involved the systematic persecution and murder of approximately six million Jews by Nazi Germany and its allies. Key events included Kristallnacht in 1938 when Jews faced violence and their businesses were destroyed, the establishment of ghettos in major cities from 1939 to confine Jews, and the operation of extermination camps from 1941 where millions of Jews were murdered in gas chambers. The Holocaust demonstrated the depths of human cruelty and resulted in an estimated 11 million victims before the Allied forces liberated the camps and defeated Nazi Germany.
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The Holocaust was the systematic murder of 6 million Jews and millions of other groups by the Nazi regime between 1933-1945. Key events included the rise of Hitler and the Nazis, the establishment of concentration camps to imprison political opponents and Jews, and the implementation of the "Final Solution" which industrialized the mass murder of Jews in death camps like Auschwitz where over 4 million were killed. The Holocaust occurred due to long-standing anti-Semitism that was capitalized on by the Nazis who believed Jews and other groups were inferior.
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My presentation used in my senior presentation on a very influential, yet undiscussed figure. Enjoy! :D
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The Holocaust was the systematic murder of approximately 6 million European Jews by the Nazi regime during World War 2. The killings began in 1941 with the shooting of Jews in German-occupied Soviet territories, then expanded to include deportations of Jews to ghettos and concentration camps in Poland. By 1945, around two-thirds of the Jewish population in Europe had been killed under the Nazi planned genocide, known as the "Final Solution." The Holocaust took place across German-occupied Europe between 1933-1945, targeting Jews as well as Roma, Slavs, homosexuals, Jehovah's Witnesses and the disabled.
National histories comparison
1. Students from different countries have varying understandings of historical periods in their national histories. Some are able to identify periods like the Renaissance or Middle Ages, while others reference more country-specific periods like the Viking Era in Norway or the time of the Kings in France.
2. The viewed starting points of national histories also differ between countries. For Poland it is the baptism in 966, for Norway the Viking Era, and for Italy it is the 1861 unification and establishment of the Kingdom of Italy.
3. Famous individuals are mentioned to different degrees, with Poland mentioning many kings and historical figures and Italy focusing on Garibaldi and others related to independence.
Holocaust Interactive Power Point
1. The document provides definitions and information about the Holocaust and genocide, including how Adolf Hitler led the systematic extermination of six million Jewish people in Europe through concentration camps and the "Final Solution."
2. It describes the major death camp Auschwitz-Birkenau, where over 1 million people, mostly Jews, were killed using gas chambers and other methods.
3. Two other major death camps discussed are Chelmno, the first established, and the camps used for Operation Reinhard, which combined Belzec, Sobibor, and Treblinka II to murder victims using gas chambers.
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3) Researching and presenting on their family histories and origins.
4) Writing narratives on their country's history without preparation.
5) Comparing how they learned about history in each country.
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STAGES OF THE HOLOCAUST.pptx
The document provides information about the stages of the Holocaust under Nazi Germany:
1. After Hitler became Chancellor in 1933, Germany transitioned from a democracy to a totalitarian state. Political opponents and ideological enemies were sent to concentration camps.
2. Anti-Jewish measures escalated throughout the 1930s, including boycotts, segregation, dispossession of property, and the use of propaganda to spread antisemitic ideology.
3. Kristallnacht in 1938 saw violent pogroms against Jews across Germany and Austria, murdering 99 Jews and destroying Jewish homes and businesses. This radicalized Nazi policy further.
4. During World War 2, Jews across Europe were isolated in ghe
Power Point Educ 321
This document summarizes the life and death of Anne Frank during the Holocaust. It describes how she and her family went into hiding in 1942 in Amsterdam to escape Nazi persecution of Jews. However, in 1944 they were betrayed and arrested. Anne and her sister Margot were sent to the Bergen-Belsen concentration camp in Germany, where they both died in March 1945 shortly before the camp was liberated. After the war, Anne's diary was published and became famous worldwide.
World War II
The document discusses the start and end dates of World War 2. It notes that while the war is generally considered to have started on September 1, 1939 with Germany's invasion of Poland, some date the beginning earlier to Japan's invasion of Manchuria in 1931 or the Second Sino-Japanese War in 1937. The exact end date is also not universally agreed upon, though some suggest August 1945 with Japan's surrender or May 1945 with Nazi Germany's surrender. The document also includes a brief world map showing colonial control at the end of the war in 1945.
Holocaust 4 edited.pptx
The Holocaust was one of the darkest periods in human history. Adolf Hitler and the Nazi party orchestrated the mass slaughter of approximately 6-7 million Jewish people across Europe between 1933-1945. Jews were segregated into ghettos and concentration camps where they faced unspeakable cruelty and atrocities, including medical experiments and mass killings in extermination camps. While some resisted or helped Jews escape, most of the world remained complacent, leading to an unprecedented failure of humanity. The horrors of the Holocaust demonstrate the importance of promoting equality, justice, and compassion to prevent such atrocities from ever happening again.
Similar to European history (17)
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The beginning of European Union
The representatives of Belgium, Holland, Luxembourg, Germany, Italy and France started the new European movement after World War 2 to rebuild Europe. Known as the "Fathers of Europe", they established organizations like the European Coal and Steel Union to promote economic integration and secure peace between countries. Over time, more countries joined these organizations, which became the European Union with the goal of political and economic cooperation through treaties like the Maastricht Treaty.
Trade
The document summarizes medieval trade in several regions. It describes how navigators during this period imported spices, goods, and other rare items in exchange for precious metals. Improvements to roads and security helped develop trade. Important trade fairs were held in places like Champagne, France where merchants could safely sell goods. Major trading cities in Poland included Krakow and Gdansk, where various products were traded. Bergen, Norway emerged as an important trading port, controlled by the Hanseatic League, where stockfish was a main export. The League influenced Norwegian society and established fishing communities. Florence became a prominent banking center as trade flourished across Europe. Genoa introduced gold coins and dominated Mediterranean trade until wars damaged
The map of the origins
The students created a map on their classroom wall showing the origins of their families, connecting colored strings from grandparents' hometowns in various countries to the students' four hometowns. The map revealed that half of the French students' families came from abroad, from countries like Italy, Germany, and North Africa, showing France has long been an immigrant nation. In contrast, the Polish students' families were all native to Poland, and the same was true for most Norwegian and Southern Italian students, though those countries have recently seen more immigration from Africa. Creating the map helped the students understand how migration has interconnected the peoples and histories of different European countries.
Comenius krakow
Kraków is the second largest and oldest city in Poland, located on the Vistula River. It has historically been a center of Polish academic, cultural, and artistic life as well as an economic hub. Kraków has grown from a Stone Age settlement to Poland's second most important city, with a population of around 760,000 people and 8 million within 100 km. It has been the capital of Poland multiple times throughout history and contains many beautiful historic buildings and places, including the Old Town, St. Mary's Church, Cloth Hall, and Wawel Castle.
Comenius krakow
Kraków is the second largest and one of the oldest cities in Poland, located on the Vistula River in the Lesser Poland region. It has historically been a center of Polish academic, cultural, and artistic life and one of Poland's most important economic hubs. The city has grown from a Stone Age settlement to Poland's second most important city today, with a population of over 760,000 in the city and 8 million in the surrounding area. Kraków has served as the capital of Poland at various points throughout its history and remains the capital of the Lesser Poland Voivodeship. It is known for its well-preserved medieval Old Town and architectural landmarks like Wawel Castle.
4. the end of communism
Two out of ten French people don't know anything about the end of communism in Europe. Of those who learned about it, most did so through television or newspapers, while a few learned in school or from parents. Some could name leaders like Vaclav Havel or Lecj Walesa. The events mentioned included the fall of the Berlin Wall, Solidarnosc strikes in Poland, and the Velvet Revolution in Czechoslovakia. When asked if it was important, some felt German reunification or the end of the Cold War were most significant, while others cited former communist countries joining the EU or economic changes in Europe.
3. 30 glorious
The document describes the economic changes in France between 1945-1975 known as "The Glorious Thirty". During this period, unemployment disappeared, salaries increased allowing people to purchase household appliances like refrigerators and washing machines. Car ownership also became more common. After 1955, many more people could afford cars. Television ownership spread widely in the 1960s, bringing comfort and convenience. Supermarkets were built in the 1970s and a minimum wage was established, while access to credit in the 1960s enabled purchases of new products and holidays.
2. cold war propaganda
The document summarizes Cold War propaganda in France after World War 2. It describes how the Marshall Plan helped rebuild Western Europe but was criticized by French communists as a way for the US to gain economic control. Propaganda posters from both sides of this issue are shown. The document also discusses later Cold War tensions in France in the 1950s-1980s, including divisions over capitalism vs communism and the Vietnam War. French citizens had varying views influenced by their exposure to American and Soviet media and propaganda during this period.
1. life during world war two in frrance
Life was difficult for French citizens during World War 2 due to rationing and fears of the German occupation. Food rationing was severe, with families receiving barely enough to survive on. People grew small gardens and traded goods on the black market to get more food. There was constant fear of German soldiers, who were present on the streets enforcing curfews. Families hid in cellars during air raids and bombings. Many witnessed German soldiers kidnapping French citizens. The occupation created food shortages, curfews, and fears of violence from the German forces that controlled much of the country during this period.
5. what do french people think about european union
The European Union has brought economic benefits like new money, open borders, common trade policies and agriculture support to France, fueling a period of growth. Politically, it has increased environmental protections, pursued peace between members, and advanced cooperation on security and justice issues. While the EU has facilitated communication and trade between countries, some French citizens view the shared euro currency as negative due to its economic impacts.
5. what do french people think about european union
The European Union has brought economic benefits like new money, open borders, common trade policies and agriculture support to France, fueling a period of growth. Politically, it has increased environmental protections, pursued peace between members, and advanced cooperation on security and justice issues. While the EU has facilitated communication between countries by opening borders and increasing trade, some French citizens view the shared euro currency as a negative aspect of the union.
3. 30 glorious
France experienced a period of economic prosperity and rising living standards from 1945-1975 known as "The Glorious Thirty". During this time, unemployment was non-existent, salaries increased allowing people to purchase household appliances like refrigerators and washing machines, and some could even afford cars. As the decades progressed, car ownership became more common, televisions entered many homes, supermarkets were built, minimum wages were established, and consumers gained increased access to credit, enabling the purchase of new products and the ability to take holidays and travel.
2. cold war propaganda
The document summarizes Cold War propaganda in France after World War 2. It describes how the Marshall Plan helped rebuild Western Europe but was criticized by French communists as a way for the US to gain economic control. Propaganda posters from both sides of this issue are shown. The document also discusses later Cold War tensions in France in the 1950s-1980s, including divisions over capitalism vs communism and the Vietnam War. French citizens had varying views influenced by their exposure to American and Soviet media and politics during this era.
1. life during world war two in frrance
Life was difficult for French citizens during World War 2 due to rationing and fears of the German occupation. Food rationing was severe, with families receiving barely enough to survive on. People grew small gardens and traded goods on the black market to get more food. There was constant fear of German soldiers, who were present everywhere and imposed curfews. Families hid in cellars during air raids and bombings. Some French citizens joined the resistance to collect information from Germans and support the allied forces. Throughout it all, children still found ways to play and enjoy life despite the hardships of war all around them.
4. the end of communism
Two out of ten French people don't know anything about the end of communism in Europe. Of those who learned about it, most did so through television or newspapers, while a few learned in school or from parents. Some could name leaders like Vaclav Havel or Lecj Walesa. The events mentioned included the fall of the Berlin Wall, Solidarnosc strikes in Poland, and the Velvet Revolution in Czechoslovakia. When asked if it was important, some felt German reunification or the end of the Cold War were most significant, while others cited former communist countries joining the EU or economic changes in Europe.
The vikings
The document provides information about the Vikings from Scandinavia who raided and traded throughout Europe between the 8th and 11th centuries. It describes how the Vikings explored many lands, including settling in places like Normandy, Iceland, Greenland, and even reaching North America. They established settlements and ports in countries like Ireland, England, and Poland. The Vikings played an important role in European history and had a significant impact through both their raids and peaceful colonization efforts.
The industry developed
The document discusses the industrialization of several European countries in the 19th century, including the development of industries like mining, steel, textiles, and manufacturing in places like England, Poland, France, and Norway; it also describes improvements to working conditions and infrastructure like railroads that accompanied industrialization. Key industries and areas of growth varied by country, but all saw populations shift from rural to urban as industrialization modernized their economies.
Royal marriages
The document lists several royal marriages between European powers between the 1st and 17th centuries, including between Poland and other countries like Norway, Italy, and France. It then provides more details on several French royal marriages, such as between Charlemagne and Desiderata of Lombardy in 770, Henry II and Catherine de Medici in 1533, and Louis XV and Maria Leszczyńska in 1725. The document concludes with details on the 1823 marriage between Oscar I of Sweden and Norway and Josephine of Leuchtenberg, who both had French origins.
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5. what do french people think about european union
5. what do french people think about european union
5. what do french people think about european union
5. what do french people think about european union
European history
- 1. EUROPEAN HISTORY SIMILARITIES AND DIFFERENCES We chose to work on major European events of the XXth century : - life during World War Two - Reconstruction after WW2 - Propaganda during the Cold War - Autumn of the nations - The feeling about European Union Students mainly looked for witnesses, documents and made presentations in Poland in March 2013. This work was very interesting for students and for teachers as well. Especially talking about Cold War and the differences in everyday life between Eastern and Western countries. Recent history is needed to understand our world today, and it appeared that few students really knew what had happened 30 years ago. Working on it, talking to witnesses made things more concrete. Here is a sum up of the debate which took place after the students’presentations. About the living conditions during WWII, we noticed many common points : food rationing, curfew, bombing, black market, children set to the countryside… Norway, Poland and France were invaded by the Nazis. But in Poland things were worse for different reasons : the Shoah took place in Poland ; German camps were set there. There were ghettos for Jews. Around 99% of the polish jews died during this period. Krakow was the German capital of Eastern Europe. Polish people bowed to Germans like slaves. Farmers gave all their food to Germans. They couldn't go to the cinema, couldn't use cars, paidphones... Universities were closed. They used to have classes in private flats secretly... Monuments,factories, houses, in both countries were destroyed but we can report that Germans bombed all the north of Norway because they didn't want to leave anything for Russians.
- 2. From London, French and Polish resistance started to be organized. The Norvegian government was also established in this town. They tried to motivate people to fight against the advancing German invasion. Post-War period: Reconstruction American helped the 3 countries (Marshall Plan). After the war, France and Norway were under the influence of Americans. who were seen as heros. They called them Öthe SavioursÜ. Of the 68's generation, this situation changed specially during the Vietnam War. In Poland, at the beginning Americans were their enemy but after a while they tried to look like them! However, they appeared Evil in Poland. Cold War propaganda Studying propaganda during the Cold War was very interesting because Poland was not part of the same camp. Obviously our points of view are different. After World War II, Communist Terror started for the polish population. They were very scared (spies, denouncements...). They missed food and they were very poor. Americans, English and Russians drew the polish borders without any consultation with the polish government. Everything belonged to the nation (no private companies). They imposed an economic plan. The Church was also persecuted. They couldn't travel; it was very difficult for them to get a visa. People tried to escape their country to find a life of freedom. In France and Norway, it was different. The births exploded (baby boom).The Economy continued to grow up with stable governments. Work for everyone!! They were free to go anywhere. They lived under Democracy. The autumn of nations This was a major event for Poland who became free in 1989. The first free elections took place, it has since been a democracy. In France and Norway people haven’t always understood how important this was. Some people followed the news intensely, but the majority knows something has happened, but when ? Where ? Why ? European feelings Poland belongs to the European Union since 2004, France since 1957 but Norway isn't a member state of the EU. Polish people have a very positive point of view about European union. They have benefited from the EU and have joined it recently. French people are mostly in favour of EU except for the common currency because of the growth of prices in everyday life. Norvegian people think EU is good, but not for their country, for others !