CAMBRIDGE IGCSE HISTORY REVISION 1 - TREATY OF VERSAILLESGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 1 - TREATY OF VERSAILLES. A presentation of the main aspects of the Treaty of Versailles: aims of the big three, six terms of TOV, how the Germans felt, why was the treaty so important, what the allies thought about the treaty, four other treaties 1919-1920, self-determination problems, successes and failures.
CAMBRIDGE AS HISTORY: MUSSOLINI AND ABYSSINIA. Contains: increasing militarism in Italy, Mussolini's Italy, economic problems, invading Abyssinia, failure of the League of Nation, the invasion, the League condemnation, the Hoare-Laval plan and its impact, the end of the League of Nations, Rome-Berlin Axis and Homework.
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONS. Presentation suitable for Cambridge History Students in Year 11, containing: a general overview, Yugoslavia and Albania 1921, Aaland Islands 1921, Upper Silesia 1921, Memel 1923, Turkey 1923, Mosul, Greece and Bulgaria 1925, other successes..
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.
LEAGUE OF NATIONS: THE MANCHURIAN CRISIS.
The Manchurian Crisis 1931-1933 followed the Mukden Incident in which Japanese rail tracks were destroyed in an explosion. The issue was investigated by the League of Nations which found Japan to be at fault. The Japanese ignored the League of Nations and left the organisation.
CAMBRIDGE IGCSE HISTORY REVISION 1 - TREATY OF VERSAILLESGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 1 - TREATY OF VERSAILLES. A presentation of the main aspects of the Treaty of Versailles: aims of the big three, six terms of TOV, how the Germans felt, why was the treaty so important, what the allies thought about the treaty, four other treaties 1919-1920, self-determination problems, successes and failures.
CAMBRIDGE AS HISTORY: MUSSOLINI AND ABYSSINIA. Contains: increasing militarism in Italy, Mussolini's Italy, economic problems, invading Abyssinia, failure of the League of Nation, the invasion, the League condemnation, the Hoare-Laval plan and its impact, the end of the League of Nations, Rome-Berlin Axis and Homework.
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONS. Presentation suitable for Cambridge History Students in Year 11, containing: a general overview, Yugoslavia and Albania 1921, Aaland Islands 1921, Upper Silesia 1921, Memel 1923, Turkey 1923, Mosul, Greece and Bulgaria 1925, other successes..
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.
LEAGUE OF NATIONS: THE MANCHURIAN CRISIS.
The Manchurian Crisis 1931-1933 followed the Mukden Incident in which Japanese rail tracks were destroyed in an explosion. The issue was investigated by the League of Nations which found Japan to be at fault. The Japanese ignored the League of Nations and left the organisation.
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEATGeorge Dumitrache
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEAT. At the end of World War I, Germans could hardly recognize their country. Up to 3 million Germans, including 15 percent of its men, had been killed. Germany had been forced to become a republic instead of a monarchy, and its citizens were humiliated by their nation's bitter loss. Germany lost 13% of its land and 12% of its population to the Allies. This land made up 48% of Germany's iron production and a large proportion of its coal productions limiting its economic power. The German Army was limited to 100,000 soldiers, and the navy was limited to 15,000 sailors.
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.
THE ROAD TO WAR 1939 - RHINELAND 1936.
On March 7, 1936, Adolf Hitler sent over 20,000 troops back into the Rhineland, an area that was supposed to remain a demilitarized zone according to the Treaty of Versailles. The area known as the Rhineland was a strip of German land that borders France, Belgium, and the Netherlands.
LEAGUE OF NATIONS: THE ABYSSINIAN CRISIS.
Some historians believe that the Abyssinian crisis destroyed the credibility of the League of Nations. It was the British and French foreign ministers, Hoare and Laval, who secretly planned to carve up Abyssinia and give a chunk of the country to Mussolini. Hoare and Laval lost their jobs because of this idea.
Lesson 1 of 4: The Rise of Hitler - Circumstances in Germany
In this lesson, we studied how the circumstances in Germany contributed to Hitler's rise to power. First, we made connections between what we studied in Chapter 1 (Treaty of Versailles and the League of Nations) and the start of Chapter 3. Then, we looked at the three major issues in Germany: the weakness of the Weimar Government, the problem of hyperinflation, and the severe impact of the Great Depression.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEATGeorge Dumitrache
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEAT. At the end of World War I, Germans could hardly recognize their country. Up to 3 million Germans, including 15 percent of its men, had been killed. Germany had been forced to become a republic instead of a monarchy, and its citizens were humiliated by their nation's bitter loss. Germany lost 13% of its land and 12% of its population to the Allies. This land made up 48% of Germany's iron production and a large proportion of its coal productions limiting its economic power. The German Army was limited to 100,000 soldiers, and the navy was limited to 15,000 sailors.
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.
THE ROAD TO WAR 1939 - RHINELAND 1936.
On March 7, 1936, Adolf Hitler sent over 20,000 troops back into the Rhineland, an area that was supposed to remain a demilitarized zone according to the Treaty of Versailles. The area known as the Rhineland was a strip of German land that borders France, Belgium, and the Netherlands.
LEAGUE OF NATIONS: THE ABYSSINIAN CRISIS.
Some historians believe that the Abyssinian crisis destroyed the credibility of the League of Nations. It was the British and French foreign ministers, Hoare and Laval, who secretly planned to carve up Abyssinia and give a chunk of the country to Mussolini. Hoare and Laval lost their jobs because of this idea.
Lesson 1 of 4: The Rise of Hitler - Circumstances in Germany
In this lesson, we studied how the circumstances in Germany contributed to Hitler's rise to power. First, we made connections between what we studied in Chapter 1 (Treaty of Versailles and the League of Nations) and the start of Chapter 3. Then, we looked at the three major issues in Germany: the weakness of the Weimar Government, the problem of hyperinflation, and the severe impact of the Great Depression.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
Slides explaining the Treaty of Versaillessamiabatool015
The Treaty of Versailles, signed on June 28, 1919, marked the end of World War I and was one of the most significant peace treaties in history. It imposed severe penalties on Germany, including substantial territorial losses, disarmament, and reparations payments. The treaty aimed to punish Germany for its role in the war and prevent future aggression. However, its harsh terms led to widespread resentment among the German population and contributed to economic hardship and political instability in the country. Many historians argue that the treaty's punitive measures sowed the seeds of resentment and discontent, ultimately paving the way for the rise of Adolf Hitler and the outbreak of World War II. Despite its intentions to secure peace, the Treaty of Versailles proved to be a controversial and ultimately flawed attempt to restore stability to post-war Europe. The Treaty of Versailles, signed at the Palace of Versailles in France, was the culmination of negotiations among the Allied powers and Germany following the end of World War I. It aimed to address the causes of the war, assign blame, and establish terms for peace and reconstruction. The treaty imposed significant territorial losses on Germany, including the cession of Alsace-Lorraine to France and parts of West Prussia to Poland. Germany was also required to demilitarize the Rhineland and limit its army to 100,000 troops.
CAMBRIDGE IGCSE HISTORY: GERMAN REACTIONS TO THE TREATYGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: GERMAN REACTIONS TO THE TREATY. It contains: some people said the treaty was fair, some people said the treaty was too harsh, negative reactions, Germany hated the treaty, problems were building for the future, German outrage, German reaction, Germans hated the treaty, reparations and army, loss of territory.
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: 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.
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.
WEAKNESSES OF THE LEAGUE OF NATIONS. However, the League also had three great weaknesses. The USA, Russia and Germany were not members; without these powers, the League was too weak to make a big country do as it wished (for instance, Italy over Corfu in 1923). Also, the League's organisation was a muddle, so when there was a crisis, no-one could agree.
A Strategic Approach: GenAI in EducationPeter 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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - FAIRNESS OF THE TREATIES 1919-1923: THE IMPACT OF THE TREATY ON GERMANY UP TO 1923
1. WHAT WAS THE IMPACT OF THE PEACE
TREATY ON GERMANY UP TO 1923?
IGCSE HISTORY
2. TOO HARSH
Germany’s general objection to the treaty was that it was too harsh.
Many Germans felt that their country was being punished twice over.
They had to pay reparations.
They were deprived of the very sources (coal, iron ore) that were needed
to pay these reparations.
But Germany imposed an equally harsh treaty on Soviet Russia at Brest-
Litovsk in March 1918.
3.
4. DIKTAT
Germany objected that the treaty was a DIKTAT (dictated peace).
German officials were excluded from the negotiations.
They were handed a draft copy and invited to express comments and
criticism in writing.
That led to minor changes, including the holding of a plebiscite in Upper
Silesia.
The Germans had little choice but to sign.
If they had refused then the Allies would have continued the naval
blockade and restart the war.
5.
6. WAR GUILT CLAUSE
Article 231 was included in the treaty at the insistence of the Allied
lawyers.
They wanted to establish a legal basis for reparations.
The Germans felt that this clause rubbed salt into their wounds.
They were not convinced that they were totally responsible for starting
the war.
It could be argued that the first military action in the immediate lead-up to
the conflict was the Russian mobilisation of July 1914.
7.
8. POLITICAL IMPACT OF TOV
On 23 of June 1919, two representatives of the new German government
(Weimar) signed the treaty. Later, they were called traitors.
The people who signed the Armistice on 11/11/198, 11am, were called
November criminals and the entire story of forcing Germany to pay for
everything and admit guilt for the war was the “Stab in the Back” theory.
The treaty was the symbol of Germany’s dishonour and humiliation.
As a result, the authority of the Weimar Republic was seriously
undermined.
9. POLITICAL IMPACT OF TOV cont.
- Right-wing politicians and activists expressed their disapproval by
supporting attempts to overthrow the government, such as the Munich
Putsch of November 1923.
- Right-wing extremists carried out a number of assassinations of high-
ranking government ministers, eg. Walther Rathenau (foreign minister)
and Matthias Erzberger (finance minister).
- Left-wing extremists groups exploited the unpopularity of the Weimar
government by promoting rebellions, such as Ruhr of March 1920.
10. POLITICAL IMPACT OF TOV cont.
Many members of the army carried were furious on the Government for
agreeing the disarmament clauses so they joined Freikorps.
Freikorps = an unofficial anti-communist vigilante group.
When the government tried to disband this group in March 1923
following pressure from the Allies, Freikorps units under the command of
Wolfgang Kapp staged a coup in Berlin and declared a new national
government (hence the name Kapp Putsch).
Coup = a sudden, violent, and illegal seizure of power from a government.
The army refused to intervene and the Weimar Government was on the
point of collapse.
11. ECONOMIC IMPACT OF TOV
The Germans claimed that in signing the treaty they were also signing a
blank cheque.
When the figure of 6.6 billion pounds was announced by the Reparations
Commission in 1921.
Germany claimed that this amount was more than it could afford to pay.
TOV caused major economic problems for Germany and the Weimar
Republic.
Post-war Germany lost valuable economic resources and German
economy was characterised by inflation, rising unemployment, poverty
and homelessness.
12. 1923 CRISIS WAS TRIGGERED
BY THE REPARATIONS
Germany had paid its first instalment of reparations in 1921.
They claimed that it was unable to make the 1922 payment.
The French felt that Germany was simply trying to escape from its Treaty
obligations and together with Belgium decided to take direct action.
In January 1923 French and Belgian troops occupied the Ruhr, Germany’s
most valuable industrial area. The intention was to seize coal and other
resources to the value of the missed payments.
Germany was not in position to order armed resistance and instead
ordered the German population of the Ruhr to offer PASSIVE RESISTANCE
or PEACEFUL STRIKE ACTION.
13.
14. PRINTING MONEY = HYPERINFLATION
To make up for the lost revenue the German Government began to print
money.
This transformed the existing high inflation into hyperinflation.
The German mark became worthless and middle class savings lost their
value.
Bartering was increasingly popular: eggs, cigarettes, sugar used as currency.
15. GUSTAV STRESEMANN
In August 1923 Stresemann became chancellor and he took the unpopular
decision to end the passive resistance in the Ruhr.
In October he introduced a temporary new currency called Rentenmark
(think renting plus mark).
Soon, he agreed to resume reparation payments.
Germany’s finances had been stabilised.
The reparations problem was partly solved by the DAWES PLAN of April
1924, introducing a more flexible repayments schedule.
Five years later, the YOUNG PLAN reduced the outstanding amount to 2
billion pounds.
16. DISARMAMENT
Germany’s dislike of the disarmament clauses was partly to do with status
and prestige but there were also practical objections.
Germany claimed that 100.000 men was insufficient for border defence.
It would also be difficult to deal with revolts and uprising.
17. WILSON’S FOURTEEN POINTS
Germany always maintained that the armistice was signed on the
understanding that the peace settlement would be based upon Wilson’s
Fourteen Points.
TOV was seen by the German people as a betrayal of this promise in a
number of ways.
There is no mention in the 14 Points of war guilt or reparations.
The 14 Points proposed disarmament for all and a general assembly of
nations.
In the treaty, Germany was required to disarm but there was no equivalent
requirement for the victorious countries.
18. The wreckage of
German warplanes in
a Munich scrap yard
following the
disarmament clauses
of TOV
19. WILSON’S FOURTEEN POINTS cont.
The 14 Points stressed the idea of self-determination yet in the TOV it was
clear that this was not to apply to Austria, Alsace-Lorraine or the Saar
Basin.
AREA YEAR RESULT
SCHLESWIG 1920
Partitioned between
Germany and Denmark
EAST PRUSSIA:
ALLENSTEIN AND
MARIENWERDER
1920
Remained part
of Germany
UPPER
SILESIA 1921
Partitioned between
Germany and Poland
SAAR BASIN 1935
Returned
to Germany