National 5 History assignment - writing the main sectionmrmarr
The document provides guidance on writing the main section of a paper using the FIDO method, which stands for Factor, Information, Debate, and Overall. According to FIDO, the main section should cover 3 issues by first introducing the factor, then describing at least 3 relevant facts including one source fact, explaining why the issue is important, and on one occasion explaining why the issue is not the most important before stating the factor's overall importance and reason.
National 5 History assignment - writing the conclusionmrmarr
The document provides guidance for writing a conclusion in 3 sections: (a) directly answering the question and stating the main reason or issue, (b) providing one piece of evidence to support the stated view, and (c) acknowledging other important factors while emphasizing the primary factor. The writer is also reminded to include at least two sources in their response.
National 5 History assignment - writing the main sectionmrmarr
The document provides guidance on writing the main section of a paper using the FIDO method, which stands for Factor, Information, Debate, and Overall. According to FIDO, the main section should cover 3 issues by first introducing the factor, then describing at least 3 relevant facts including one source fact, explaining why the issue is important, and on one occasion explaining why the issue is not the most important before stating the factor's overall importance and reason.
National 5 History assignment - writing the conclusionmrmarr
The document provides guidance for writing a conclusion in 3 sections: (a) directly answering the question and stating the main reason or issue, (b) providing one piece of evidence to support the stated view, and (c) acknowledging other important factors while emphasizing the primary factor. The writer is also reminded to include at least two sources in their response.
SQA Advanced Higher History exam paper - 2023mrmarr
1) Kenneth MacAlpin's conquest of Pictland in the mid-9th century was an important step towards the formation of the kingdom of Alba by 900, though interpretations differ on his contributions. Sources C and D reveal differing views, with Source C seeing MacAlpin's dynasty as giving "added posthumous glory" to his conquest, while Source D emphasizes local Pictish resistance and that the tradition of MacAlpin killing Pictish nobles is "likely fictitious."
2) Sources A and B provide context on pre-Roman and Roman Northern Britain. Source A describes the lifestyle and organization of Iron Age peoples, though its usefulness is limited by being an outside account.
Advanced Higher History exam - 2023 (marking instructions)mrmarr
This document provides marking instructions for the 2023 Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and awarding marks for relevant points made by candidates regardless of errors. It also provides specific guidance for marking different types of questions, including essays, source analysis questions, and questions comparing two sources. The marking criteria focus on assessing candidates' knowledge, analysis, evaluation of sources, and understanding of historiography.
SQA Higher History exam (paper 1) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Higher History exam on British, European and World History. It outlines general marking principles and principles for specific question types, including essays. For essays, it describes how marks should be awarded for historical context, conclusions, use of knowledge, analysis, and evaluation. The marking instructions provide guidance to examiners on assessing responses consistently according to SQA standards.
This document contains instructions and questions for a History exam on British, European and World History from 2023. It is divided into two sections, with Section 1 focusing on British history and Section 2 on European and World history. Each section contains multiple parts on different time periods and topics. Students must choose one part from Section 1 and one from Section 2, and answer one question from each of the two parts they chose. The questions range from short answers to longer essay questions assessing students' understanding of key historical developments, causes, consequences and interpretations.
Higher History exam (paper 2) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Scottish Higher History exam on Scottish History. It outlines general marking principles, marking principles for different question types, and detailed marking instructions for specific questions. For question 1, candidates can earn marks for interpreting the viewpoints in two given sources about the Guardians ruling Scotland after King Alexander III's death, and for providing relevant outside knowledge. Overall, the document provides a framework for examiners to consistently mark student responses for this exam.
Sources A and B provide differing interpretations of the early growth of Protestantism in Scotland in the 1550s-1560s. Source A emphasizes that many Scots were dissatisfied with the Catholic Church and open to Protestant ideas due to works criticizing the Catholic Church. Source B stresses the impact of Protestant preachers like John Knox and the support of powerful lords and the passing of laws against Protestant literature.
Source C outlines the Second Book of Discipline's vision of an independent Kirk governed by presbyteries and assemblies rather than bishops or the Crown. It notes James VI's opposition to these plans in 1581, with Presbyterians believing the King should submit to the Kirk, while the King and nobility disagreed
Higher Migration and Empire - reasons for emigrant scots' successmrmarr
The document discusses reasons for the success of many emigrant Scots in building new lives in other parts of the British Empire from 1830-1939. It states that Scots often succeeded due to factors like their nationality, English language abilities, education levels, reputation for hard work, skills in demanded fields, establishment of businesses and communities, and support from the British government and other Scots abroad. However, not all emigrant Scots found success, as some faced problems like poverty, unemployment, and loneliness in their new homes.
The 1944 Education Act aimed to improve education access and outcomes in Britain. It raised the compulsory school leaving age to 15, providing all children a minimum of secondary education. At age 11, children took an exam that determined if they attended an academic-focused senior secondary school or trades-focused junior secondary school. However, the exam system was criticized for penalizing poorer students and determining children's futures too early. Labour also introduced new school buildings to replace those damaged in war and accommodate growing student populations, though secondary schools remained outdated in many areas.
The NHS was established in 1948 by the 1945-51 British government to provide universal healthcare access, treating all medical problems freely at the point of use based on need rather than ability to pay. It aimed to eliminate disease by offering healthcare to all British citizens, over half of whom previously lacked medical coverage. While popular, the NHS also proved very expensive to run and faced initial shortages of hospital facilities and medical staff that limited treatment effectiveness and access.
The New Towns Act of 1946 aimed to tackle overcrowding and improve housing conditions in Britain by building new towns with homes. 14 new towns were established by 1951, moving people from city slums to new communities built in the countryside. However, these new towns initially lacked jobs and local facilities, requiring long commutes. Additionally, while the government set targets to build over 1 million new homes by 1951, housing shortages remained an issue as only around 800,000 new houses were completed. Prefabricated housing provided a temporary solution to the shortage but was meant to last only 10 years though many prefab homes stood for decades.
The Family Allowances Act of 1946 provided weekly payments to mothers with two or more children to help families struggling financially, especially those where fathers had died in war. However, it did not help families with only one child and payments stopped at age 18. The National Insurance Act of 1946 built on previous acts to provide benefits like sickness, unemployment, old age pensions and other benefits by requiring weekly contributions from working-age people. However, the poorest still struggled to pay and the National Assistance Act of 1948 provided additional financial help for these individuals. Studies in York in 1936 and 1950 showed poverty levels falling from 36% to only 2% due to these welfare programs but benefits did not always keep up with inflation.
Labour social reforms 1945-51 - Unemploymentmrmarr
The Labour government nationalized several key industries like coal mining, steel production, electricity, and railways between 1946-1948. This was done to ensure these important industries were controlled by the country rather than private companies. Owners were compensated for the nationalized industries. Nationalization allowed the government to use tax money to fund unprofitable businesses and increase apprenticeships to reduce unemployment. However, nationalization was very costly and this high cost reduced funds available for other issues. Labour also introduced policies aimed at improving working conditions for workers through measures like paid holidays and secure jobs at docks. While some workers saw higher wages and better conditions, it may have discouraged companies from hiring more employees as it increased costs. Labour's home
National 5 History exam - 2023 (marking instructions)mrmarr
The document provides general marking principles for the National 5 History exam. It outlines 6 types of questions that may be asked and the marking criteria for each. It details the point structure for questions that ask candidates to describe, explain, make a judgement, evaluate evidence, compare sources, and assess how fully a source describes/explains something. For each question type, it provides the maximum marks, how marks will be allocated for knowledge points and developed points, and includes an example question and response.
This document provides information about the structure and content of the Scottish History exam to be taken on 2 May. It is divided into three sections covering Scottish, British, and European/World contexts. Each section contains multiple parts on different time periods and topics in history. For the Scottish section, candidates must attempt one of five parts, choosing from topics such as the Wars of Independence or Mary Queen of Scots. The document provides the page numbers for source books where more information on each topic can be found. It instructs candidates to write their answers in the provided booklet and clearly label the question number being attempted.
Higher Migration and Empire - Push factors (Lowlands)mrmarr
The document discusses various "push factors" that led many lowland Scots to emigrate in the 1800s-1900s. It describes poverty issues like unemployment, poor working conditions in factories/mines, low wages, seasonal work patterns, lack of welfare benefits, and overcrowded/unsanitary housing. Disease spread easily due to these conditions. After World War I and the 1930s Depression, unemployment increased sharply in heavy industries like shipbuilding. Emigration was a way to escape these difficult economic and living circumstances in Scotland.
Higher Migration and Empire - Pull factors (Emigration)mrmarr
Scottish emigrants were attracted to move abroad in the 1800s-1900s due to several "pull factors" including better employment opportunities, higher wages, the prospect of owning land or a business, improved housing conditions, joining family/friends who had emigrated, and religious reasons. The development of steam ships in the mid-1800s made long-distance travel safer and faster, further encouraging emigration. Colonial governments and Britain provided assistance to Scottish emigrants through recruiting agents, financial support, training programs, and offers of free or cheap land.
Higher Migration and Empire - Pull factors (Internal migration)mrmarr
Scots internally migrated within Scotland in the 1800s-1900s due to various "pull factors" that attracted them to urban areas. Some key pull factors included better job opportunities in industries like shipbuilding, access to higher wages that improved standards of living, improved housing compared to rural areas like the Highlands, proximity to family and friends who had also migrated, and access to amenities like healthcare, education, and entertainment not available in rural communities. The expansion of the railway network in Scotland in the mid-1800s also helped facilitate internal migration by making travel across the country easier.
Higher Migration and Empire - Push factors (Highlands)mrmarr
Highland Scots faced many push factors that led to large-scale emigration in the 1800s-1900s. There was not enough land for subsistence farming, soils were poor, and the Potato Famine devastated the population. Later, jobs were lost in kelp harvesting and fishing as foreign competition and changed tastes impacted demand. Mechanization also reduced the need for farm labor. Further, isolation made accessing services difficult while land clearances forcibly evicted tenants so estates could be used for more profitable sheep farming. Combined, these social, economic, and political pressures left many Highlanders with no choice but to emigrate to places like Canada.
Women and the vote - Changing social attitudesmrmarr
By the early 1900s, attitudes towards women in British society were changing as reflected by new opportunities in jobs and education, as well as laws being passed that expanded women's rights. Over the course of the 1800s and 1900s, women gained more legal rights including custody of children after divorce and keeping their own property after marriage. They also had greater access to education and jobs, which helped undermine arguments against women's suffrage and showed they were capable of participating in politics. However, some resistance remained to expanding women's rights further to include voting in national elections.
Atlantic Slave Trade - Other slaves and workers in the Caribbeanmrmarr
There were several groups that worked under difficult conditions in the Caribbean during colonization:
Native Americans were the first slaves, forced to work for European settlers on plantations and dying in large numbers from disease and overwork. European prisoners were also sent to work in the Caribbean as punishment for crimes. Indentured servants had contracts to work without pay for a fixed term, after which they would be freed, while slaves provided lifetime forced labor. Later, Asian workers also arrived as indentured laborers to replace declining populations of other worker groups. Conditions were harsh for all but improved somewhat for skilled workers and those who gained specialized roles.
SQA Advanced Higher History exam paper - 2023mrmarr
1) Kenneth MacAlpin's conquest of Pictland in the mid-9th century was an important step towards the formation of the kingdom of Alba by 900, though interpretations differ on his contributions. Sources C and D reveal differing views, with Source C seeing MacAlpin's dynasty as giving "added posthumous glory" to his conquest, while Source D emphasizes local Pictish resistance and that the tradition of MacAlpin killing Pictish nobles is "likely fictitious."
2) Sources A and B provide context on pre-Roman and Roman Northern Britain. Source A describes the lifestyle and organization of Iron Age peoples, though its usefulness is limited by being an outside account.
Advanced Higher History exam - 2023 (marking instructions)mrmarr
This document provides marking instructions for the 2023 Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and awarding marks for relevant points made by candidates regardless of errors. It also provides specific guidance for marking different types of questions, including essays, source analysis questions, and questions comparing two sources. The marking criteria focus on assessing candidates' knowledge, analysis, evaluation of sources, and understanding of historiography.
SQA Higher History exam (paper 1) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Higher History exam on British, European and World History. It outlines general marking principles and principles for specific question types, including essays. For essays, it describes how marks should be awarded for historical context, conclusions, use of knowledge, analysis, and evaluation. The marking instructions provide guidance to examiners on assessing responses consistently according to SQA standards.
This document contains instructions and questions for a History exam on British, European and World History from 2023. It is divided into two sections, with Section 1 focusing on British history and Section 2 on European and World history. Each section contains multiple parts on different time periods and topics. Students must choose one part from Section 1 and one from Section 2, and answer one question from each of the two parts they chose. The questions range from short answers to longer essay questions assessing students' understanding of key historical developments, causes, consequences and interpretations.
Higher History exam (paper 2) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Scottish Higher History exam on Scottish History. It outlines general marking principles, marking principles for different question types, and detailed marking instructions for specific questions. For question 1, candidates can earn marks for interpreting the viewpoints in two given sources about the Guardians ruling Scotland after King Alexander III's death, and for providing relevant outside knowledge. Overall, the document provides a framework for examiners to consistently mark student responses for this exam.
Sources A and B provide differing interpretations of the early growth of Protestantism in Scotland in the 1550s-1560s. Source A emphasizes that many Scots were dissatisfied with the Catholic Church and open to Protestant ideas due to works criticizing the Catholic Church. Source B stresses the impact of Protestant preachers like John Knox and the support of powerful lords and the passing of laws against Protestant literature.
Source C outlines the Second Book of Discipline's vision of an independent Kirk governed by presbyteries and assemblies rather than bishops or the Crown. It notes James VI's opposition to these plans in 1581, with Presbyterians believing the King should submit to the Kirk, while the King and nobility disagreed
Higher Migration and Empire - reasons for emigrant scots' successmrmarr
The document discusses reasons for the success of many emigrant Scots in building new lives in other parts of the British Empire from 1830-1939. It states that Scots often succeeded due to factors like their nationality, English language abilities, education levels, reputation for hard work, skills in demanded fields, establishment of businesses and communities, and support from the British government and other Scots abroad. However, not all emigrant Scots found success, as some faced problems like poverty, unemployment, and loneliness in their new homes.
The 1944 Education Act aimed to improve education access and outcomes in Britain. It raised the compulsory school leaving age to 15, providing all children a minimum of secondary education. At age 11, children took an exam that determined if they attended an academic-focused senior secondary school or trades-focused junior secondary school. However, the exam system was criticized for penalizing poorer students and determining children's futures too early. Labour also introduced new school buildings to replace those damaged in war and accommodate growing student populations, though secondary schools remained outdated in many areas.
The NHS was established in 1948 by the 1945-51 British government to provide universal healthcare access, treating all medical problems freely at the point of use based on need rather than ability to pay. It aimed to eliminate disease by offering healthcare to all British citizens, over half of whom previously lacked medical coverage. While popular, the NHS also proved very expensive to run and faced initial shortages of hospital facilities and medical staff that limited treatment effectiveness and access.
The New Towns Act of 1946 aimed to tackle overcrowding and improve housing conditions in Britain by building new towns with homes. 14 new towns were established by 1951, moving people from city slums to new communities built in the countryside. However, these new towns initially lacked jobs and local facilities, requiring long commutes. Additionally, while the government set targets to build over 1 million new homes by 1951, housing shortages remained an issue as only around 800,000 new houses were completed. Prefabricated housing provided a temporary solution to the shortage but was meant to last only 10 years though many prefab homes stood for decades.
The Family Allowances Act of 1946 provided weekly payments to mothers with two or more children to help families struggling financially, especially those where fathers had died in war. However, it did not help families with only one child and payments stopped at age 18. The National Insurance Act of 1946 built on previous acts to provide benefits like sickness, unemployment, old age pensions and other benefits by requiring weekly contributions from working-age people. However, the poorest still struggled to pay and the National Assistance Act of 1948 provided additional financial help for these individuals. Studies in York in 1936 and 1950 showed poverty levels falling from 36% to only 2% due to these welfare programs but benefits did not always keep up with inflation.
Labour social reforms 1945-51 - Unemploymentmrmarr
The Labour government nationalized several key industries like coal mining, steel production, electricity, and railways between 1946-1948. This was done to ensure these important industries were controlled by the country rather than private companies. Owners were compensated for the nationalized industries. Nationalization allowed the government to use tax money to fund unprofitable businesses and increase apprenticeships to reduce unemployment. However, nationalization was very costly and this high cost reduced funds available for other issues. Labour also introduced policies aimed at improving working conditions for workers through measures like paid holidays and secure jobs at docks. While some workers saw higher wages and better conditions, it may have discouraged companies from hiring more employees as it increased costs. Labour's home
National 5 History exam - 2023 (marking instructions)mrmarr
The document provides general marking principles for the National 5 History exam. It outlines 6 types of questions that may be asked and the marking criteria for each. It details the point structure for questions that ask candidates to describe, explain, make a judgement, evaluate evidence, compare sources, and assess how fully a source describes/explains something. For each question type, it provides the maximum marks, how marks will be allocated for knowledge points and developed points, and includes an example question and response.
This document provides information about the structure and content of the Scottish History exam to be taken on 2 May. It is divided into three sections covering Scottish, British, and European/World contexts. Each section contains multiple parts on different time periods and topics in history. For the Scottish section, candidates must attempt one of five parts, choosing from topics such as the Wars of Independence or Mary Queen of Scots. The document provides the page numbers for source books where more information on each topic can be found. It instructs candidates to write their answers in the provided booklet and clearly label the question number being attempted.
Higher Migration and Empire - Push factors (Lowlands)mrmarr
The document discusses various "push factors" that led many lowland Scots to emigrate in the 1800s-1900s. It describes poverty issues like unemployment, poor working conditions in factories/mines, low wages, seasonal work patterns, lack of welfare benefits, and overcrowded/unsanitary housing. Disease spread easily due to these conditions. After World War I and the 1930s Depression, unemployment increased sharply in heavy industries like shipbuilding. Emigration was a way to escape these difficult economic and living circumstances in Scotland.
Higher Migration and Empire - Pull factors (Emigration)mrmarr
Scottish emigrants were attracted to move abroad in the 1800s-1900s due to several "pull factors" including better employment opportunities, higher wages, the prospect of owning land or a business, improved housing conditions, joining family/friends who had emigrated, and religious reasons. The development of steam ships in the mid-1800s made long-distance travel safer and faster, further encouraging emigration. Colonial governments and Britain provided assistance to Scottish emigrants through recruiting agents, financial support, training programs, and offers of free or cheap land.
Higher Migration and Empire - Pull factors (Internal migration)mrmarr
Scots internally migrated within Scotland in the 1800s-1900s due to various "pull factors" that attracted them to urban areas. Some key pull factors included better job opportunities in industries like shipbuilding, access to higher wages that improved standards of living, improved housing compared to rural areas like the Highlands, proximity to family and friends who had also migrated, and access to amenities like healthcare, education, and entertainment not available in rural communities. The expansion of the railway network in Scotland in the mid-1800s also helped facilitate internal migration by making travel across the country easier.
Higher Migration and Empire - Push factors (Highlands)mrmarr
Highland Scots faced many push factors that led to large-scale emigration in the 1800s-1900s. There was not enough land for subsistence farming, soils were poor, and the Potato Famine devastated the population. Later, jobs were lost in kelp harvesting and fishing as foreign competition and changed tastes impacted demand. Mechanization also reduced the need for farm labor. Further, isolation made accessing services difficult while land clearances forcibly evicted tenants so estates could be used for more profitable sheep farming. Combined, these social, economic, and political pressures left many Highlanders with no choice but to emigrate to places like Canada.
Women and the vote - Changing social attitudesmrmarr
By the early 1900s, attitudes towards women in British society were changing as reflected by new opportunities in jobs and education, as well as laws being passed that expanded women's rights. Over the course of the 1800s and 1900s, women gained more legal rights including custody of children after divorce and keeping their own property after marriage. They also had greater access to education and jobs, which helped undermine arguments against women's suffrage and showed they were capable of participating in politics. However, some resistance remained to expanding women's rights further to include voting in national elections.
Atlantic Slave Trade - Other slaves and workers in the Caribbeanmrmarr
There were several groups that worked under difficult conditions in the Caribbean during colonization:
Native Americans were the first slaves, forced to work for European settlers on plantations and dying in large numbers from disease and overwork. European prisoners were also sent to work in the Caribbean as punishment for crimes. Indentured servants had contracts to work without pay for a fixed term, after which they would be freed, while slaves provided lifetime forced labor. Later, Asian workers also arrived as indentured laborers to replace declining populations of other worker groups. Conditions were harsh for all but improved somewhat for skilled workers and those who gained specialized roles.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. In today’s class, I am learning to:
• Describe events at the 1919 Spartacist
Revolt
• Explain why the Spartacist Revolt
helped the Nazis take power
The Spartacist Revolt
3. The Spartacist Revolt
The Spartacist Revolt
The Spartacists were a
Communist (Far Left) group
that wanted to see more
radical change in Germany.
This included a Revolution
like in Russia, and giving full
power and control to
workers’ and soldiers’
groups.
4. The Spartacist Revolt
The new Chancellor of
Germany – Friedrich Ebert –
was a member of the Social
Democratic Party (SDP).
He believed that all parties
should be represented in
the Reichstag. Ebert was
very opposed to a
Communist system of
government.
5. The Spartacist Revolt
Ebert worried that the
Communists would try and
overthrow his government.
As a result he reached a
secret deal with Wilhelm
Groener (the head of
Germany’s army) to support
the new government, in
exchange for the army’s
leaders keeping their jobs.
6. The Spartacist Revolt
Neither Ebert nor Groener
liked the other; Ebert had
criticised the army’s actions
during the war. Groener was
suspicious of Ebert’s
political party.
However both were united
in their desire to stop a
Communist revolution
taking over Germany.
7. The Spartacist Revolt
In January 1919 100,000
workers staged a
demonstration in Berlin, to
complain about the poverty
and poor working
conditions that they faced.
The Spartacists (and other
Communist groups) joined
the protest, and it soon
turned violent.
8. The Spartacist Revolt
The protestors took over
much of the centre of Berlin,
including setting up
barricades and taking
control of a number of
buildings, including
newspaper offices.
Other protest leaders began
having peace talks with the
Weimar government.
9. The Spartacist Revolt
The German Army was sent
in to tackle the Spartacists
and end the revolt.
They used a group of former
soldiers called the Freikorps.
This group were known for
their violence, and blamed
Communist groups for
Germany’s defeat in World
War One.
10. The Spartacist Revolt
During a ‘Bloody week’ of
violence, hundreds of
protestors were killed,
including Spartacist
leaders Karl Liebknecht
and Rosa Luxemburg.
Luxemburg’s body was
dumped in a canal;
Liebknecht’s body was left
at a morgue.
11. The Spartacist Revolt
The SPD’s decision to use
the Freikorps would later
help Hitler gain power.
This is because the
Communists refused to ever
again work with the SPD, a
division that limited
possible obstacles to the
Nazis taking control in
Germany. 1919 Communist poster:
“Betrayed by the SPD”