HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: RHINELAND 1936George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: RHINELAND 1936. The remilitarisation of the Rhineland began on 7 March 1936, when German military forces entered the Rhineland, in direct contravention of the Treaty of Versailles and of the Locarno Treaties. After the end of World War I, the Rhineland came under Allied occupation.
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.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: RHINELAND 1936George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: RHINELAND 1936. The remilitarisation of the Rhineland began on 7 March 1936, when German military forces entered the Rhineland, in direct contravention of the Treaty of Versailles and of the Locarno Treaties. After the end of World War I, the Rhineland came under Allied occupation.
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.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: NAZI-SOVIET PACTGeorge Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: NAZI-SOVIET PACT.
The Molotov–Ribbentrop Pact was a non-aggression pact between Nazi Germany and the Soviet Union that enabled those two powers to partition Poland between them.
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONSGeorge Dumitrache
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONS. Manchuria, Abyssinia, the failure of the League of Nations and rearmament, The failure of the League of Nations and the appeasement.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: ANSCHLUSS 1938George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: ANSCHLUSS 1938. The Anschluss, also known as the Anschluss Österreichs, refers to the annexation of Austria into Nazi Germany on 12 March 1938. The idea of an Anschluss began after the unification of Germany excluded Austria and the German Austrians from the Prussian-dominated German Empire in 1871. Start date: 12 March 1938.
REVISION IGCSE CAMBRIDGE HISTORY: THE PACT OF STEEL 1939George Dumitrache
REVISION IGCSE CAMBRIDGE HISTORY: THE PACT OF STEEL 1939. The Pact of Steel, known formally as the Pact of Friendship and Alliance between Germany and Italy, was a military and political alliance between Italy and Germany. The pact was initially drafted as a tripartite military alliance between Japan, Italy and Germany.
THE ROAD TO WAR 1939 - SPANISH CIVIL WAR 1936-1939.
Nazi support for General Franco was motivated by several factors, including as a distraction from Hitler's central European strategy, and the creation of a Spanish state friendly to Germany to threaten France. It further provided an opportunity to train men and test equipment and tactics.
THE ROAD TO WAR 1939 - HITLER'S FOREIGN POLICY AIMSGeorge Dumitrache
THE ROAD TO WAR 1939 - HITLER'S FOREIGN POLICY AIMS. Adolf Hitler was appointed chancellor of Germany in 1933 following a series of electoral victories by the Nazi Party. He ruled absolutely until his death by suicide in April 1945. Adolf Hitler came to power with the goal of establishing a new racial order in Europe dominated by the German “master race.” This goal drove Nazi foreign policy, which aimed to: throw off the restrictions imposed by the Treaty of Versailles; incorporate territories with ethnic German populations into the Reich; acquire a vast new empire in Eastern Europe; form alliances; and, during the war, persuade other states to participate in the “final solution.”
THE ROAD TO WAR 1939 - INTRODUCTION.
The Road to WW2
1933: Hitler becomes German Chancellor.
1934: Germany Rearms.
1936 : Nazis occupy the Rhineland.
1937: Japan invades China.
1939: Germany and the Soviet Union Sign the Nazi-Soviet Non-Aggression Pact.
1939: Germany invades Poland.
1939: Britain and France declare war on Germany.
Hitler's foreign policy, Nazi expansion, road to WWIIJoanie Yeung
Hitler's foreign policies since 1935, Nazi expansion from the Saar to Poland, Appeasement policy and the Munich Agreement of 1938, and causes of WW2 http://curriculumglobal.blogspot.com
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: NAZI-SOVIET PACTGeorge Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: NAZI-SOVIET PACT.
The Molotov–Ribbentrop Pact was a non-aggression pact between Nazi Germany and the Soviet Union that enabled those two powers to partition Poland between them.
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONSGeorge Dumitrache
THE ROAD TO WAR 1939 - CONSEQUENCES OF THE FAILURES OF THE LEAGUE OF NATIONS. Manchuria, Abyssinia, the failure of the League of Nations and rearmament, The failure of the League of Nations and the appeasement.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: ANSCHLUSS 1938George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - THE ROAD TO WW2: ANSCHLUSS 1938. The Anschluss, also known as the Anschluss Österreichs, refers to the annexation of Austria into Nazi Germany on 12 March 1938. The idea of an Anschluss began after the unification of Germany excluded Austria and the German Austrians from the Prussian-dominated German Empire in 1871. Start date: 12 March 1938.
REVISION IGCSE CAMBRIDGE HISTORY: THE PACT OF STEEL 1939George Dumitrache
REVISION IGCSE CAMBRIDGE HISTORY: THE PACT OF STEEL 1939. The Pact of Steel, known formally as the Pact of Friendship and Alliance between Germany and Italy, was a military and political alliance between Italy and Germany. The pact was initially drafted as a tripartite military alliance between Japan, Italy and Germany.
THE ROAD TO WAR 1939 - SPANISH CIVIL WAR 1936-1939.
Nazi support for General Franco was motivated by several factors, including as a distraction from Hitler's central European strategy, and the creation of a Spanish state friendly to Germany to threaten France. It further provided an opportunity to train men and test equipment and tactics.
THE ROAD TO WAR 1939 - HITLER'S FOREIGN POLICY AIMSGeorge Dumitrache
THE ROAD TO WAR 1939 - HITLER'S FOREIGN POLICY AIMS. Adolf Hitler was appointed chancellor of Germany in 1933 following a series of electoral victories by the Nazi Party. He ruled absolutely until his death by suicide in April 1945. Adolf Hitler came to power with the goal of establishing a new racial order in Europe dominated by the German “master race.” This goal drove Nazi foreign policy, which aimed to: throw off the restrictions imposed by the Treaty of Versailles; incorporate territories with ethnic German populations into the Reich; acquire a vast new empire in Eastern Europe; form alliances; and, during the war, persuade other states to participate in the “final solution.”
THE ROAD TO WAR 1939 - INTRODUCTION.
The Road to WW2
1933: Hitler becomes German Chancellor.
1934: Germany Rearms.
1936 : Nazis occupy the Rhineland.
1937: Japan invades China.
1939: Germany and the Soviet Union Sign the Nazi-Soviet Non-Aggression Pact.
1939: Germany invades Poland.
1939: Britain and France declare war on Germany.
Hitler's foreign policy, Nazi expansion, road to WWIIJoanie Yeung
Hitler's foreign policies since 1935, Nazi expansion from the Saar to Poland, Appeasement policy and the Munich Agreement of 1938, and causes of WW2 http://curriculumglobal.blogspot.com
AQA B History GCSE Hitler's Foreign Policy RevisionGeorgie Pearson
A complete revision presentation for the topic Hitler's Foreign Policy as part of the AQA B History GCSE spec. Includes brief notes covering all the areas needed in studying the topic. Hope this helps :)
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.
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.
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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!
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
2. CAMBRIDGE IGCSE – ROAD TO WW2 – MR. D
ENCOURAGED BY MANCHURIA AND ABYSSINIA
Hitler was encouraged by the two major failures of the League of
Nations and its ineffectiveness.
He was also encouraged by the Saar plebiscite in January 1935.
The Saar had been taken away from Germany by the TOV and
administered by the LON.
It was an important industrial area and had large coal deposits.
In the plebiscite, 90% voted for joining with Germany.
3. CAMBRIDGE IGCSE – ROAD TO WW2 – MR. D
REARMING GERMANY
Hitler now felt confident enough to announce his programme of
rearmament for Germany.
When he came to power Germany’s military position was very weak.
Hitler simply ignored the terms of the Treaty of Versailles and began to
build up the German army.
Britain and France did nothing to prevent this, and in 1935 Britain even
signed a naval agreement with Germany, allowing Nazi’s navy to be
35% of the size of the British navy.
This agreement broke the TOV and is the first example of Britain
practising the policy of appeasement towards Germany.
France was furious.
4. CAMBRIDGE IGCSE – ROAD TO WW2 – MR. D
KEY POINT
There is agreement about Hitler’s aims were but historians disagree
about how he planned to achieve them.
Some argue that he had a plan from the beginning which he followed
step by step.
Others argue that he simply acted when opportunities were right.
5. CAMBRIDGE IGCSE – ROAD TO WW2 – MR. D
HOMEWORK
1. Name 4 of Hitler’s foreign policy aims.
2. Explain what Hitler meant by the “Aryan” race.
3. How did the plebiscite result in the Saar and the naval agreement
with Britain encourage Hitler to become more aggressive?
6. CAMBRIDGE IGCSE – ROAD TO WW2 – MR. D
HOMEWORK - ANSWERS
1. Name 4 of Hitler’s foreign policy aims.
Make Germany Great again; reclaiming land lost at Versailles; expand
into Eastern Europe and Russia; build a Germany where all German
people could live together.
2. Explain what Hitler meant by the “Aryan” race.
Hitler believed the Aryan race was a superior one.
3. How did the plebiscite result in the Saar and the naval agreement
with Britain encourage Hitler to become more aggressive?
The plebiscite in Saar encouraged Hitler to be more aggressive because
it showed that the people wanted to be part of Germany.