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This source provides some useful information to historians but also has significant limitations. It gives insights into Hitler's view of the SA and their violent tactics against political opponents. However, it lacks important context and details. A historian would need more sources to objectively analyze the SA's organization and role.
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3. How credible is the author on his/her subject and what are some potential biases the author may have had?
4. List three things in the document that are important to your topic’s focus.
5. Why do you think the document was written?
6. How will this source contribute to your paper’s focus?
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1. What is the name of your chosen document?
2. Who was the author of this document and why is the author qualified to write about this topic?
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What is your topic and focus question?
1. Topic: Civil Rights Movement in the 1960s
Focus Question: The Civil Rights Movement, once unified, splintered in the early 1960s. What contributed to this split, and what happened to the movement as a result?
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2.2 causes of ww2
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2) An activity asks students to consider what made the rise of Nazism possible in Germany.
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Introduction Your introduction should include the following· .docx
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Opposition to Hilter and the Nazi Party
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TheWhite Rose Group[H]e is a man of courage who does not .docx
The
White Rose Group
"[H]e is a man of courage who does not run away, but remains at his post and
fights against the enemy; there can be no mistake about that."
Plato,
Laches
, or
Courage
(380 B.C.)
Sophie Scholl: The Final Days (Film) (連結到外部網站。)
Click CC for closed captioning.
REQUIREMENTS
DISCUSSION RUBRIC
OVERVIEW
More Information: Timothy Snyder's 2017 book
On Tyranny
Part 1: Due Thursday by 11:59 PM (100 Points)
1.
Write a 1,000-word (four-page) essay in which you develop a clear rhetorical focus regarding this question:
Do people have the responsibility to think critically and act ethically?
What is a rhetorical focus?
(連結到外部網站。)
2.
Use the White Rose Group as a vehicle to help you ponder the essay topic. You will need to research who they were on the Internet.
Helpful Sources:
"White Rose: German Anti-Nazi Group" by Michael Ray,
Encyclopaedia Brittanica
(連結到外部網站。)
"Holocaust Resistance: The White Rose - A Lesson in Dissent" by Jacob G. Hornberger, Jewish Virtual Library (連結到外部網站。)
"The Secret Student Group That Stood Up to the Nazis" by Erin Blakemore,
Smithsonian
(連結到外部網站。)
"
75 years since the White Rose siblings were killed for resisting Hitler" by Julius Haswell,
The Local
(連結到外部網站。)
3.
Explain which--if any--of the lessons in
Timothy Snyder's 2017 book
On Tyranny
that you think the White Rose Group practiced--or did NOT practice.
More Information: Timothy Snyder's 2017 book
On Tyranny
4.
Explain which of the
Common Logical Fallacies (連結到外部網站。)
below--if any--that the White Rose Group may have linked to the Third Reich (the Nazis), and how these fallacies may have caused the White Rose Group to oppose the Third Reich actively. And … consider if the White Rose Group is also guilty of fallacious thinking; did they fully understand the consequences of their actions: execution via the guillotine (they were decapitated)?
Common Logical Fallacies
Ad Hominem (連結到外部網站。)
Strawman Argument (連結到外部網站。)
Appeal to Ignorance (連結到外部網站。)
False Dilemma (連結到外部網站。)
Slippery Slope Fallacy (連結到外部網站。)
Circular Argument (連結到外部網站。)
Hasty Generalization (連結到外部網站。)
Red Herring Fallacy (連結到外部網站。)
Tu Quoque
(連結到外部網站。)
Causal Fallacy (連結到外部網站。)
Fallacy of Sunk Costs (連結到外部網站。)
Appeal to Authority (連結到外部網站。)
Equivocation (連結到外部網站。)
Appeal to Pity (連結到外部網站。)
Bandwagon Fallacy (連結到外部網站。)
5.
Quoting:
In addition to
Snyder's book
, use four sources to help you explain who the White Rose Group was and to support your thesis. You may use any sources you choose, including the sources listed above: the fallacies source and the sources for the White Rose Group.
.
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6. How will this source contribute to your paper’s focus?
Part II: Secondary Source Investigation!
Instructions: Choose one of your secondary sources and answer the questions below in your own words. All answers should be at least 100 words.
1. What is the name of your chosen document?
2. Who was the author of this document and why is the author qualified to write about this topic?
3. What historical event/topic is the author writing about and what is his/her main argument?
4. List three things in the document that are important to your topic’s focus.
5. How will this source contribute to your paper?
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What is your topic and focus question?
1. Topic: Civil Rights Movement in the 1960s
Focus Question: The Civil Rights Movement, once unified, splintered in the early 1960s. What contributed to this split, and what happened to the movement as a result?
In mid-1960s, numerous black activists began to lose faith in the civil rights developments that had targeted the most obvious forms of discrimination. The end of court-mandated segregation didn’t give immediate equality upon blacks or reform a political system that.
YTE What can we learn from source A PROHIBITION
The Anti-Saloon League used posters to persuade people about the evils of alcohol in 1915. The poster would contain messages that aimed to educate people on the negative effects of alcohol and encourage abstinence. Through imagery and text, the poster suggested that alcohol could damage one's health and be harmful to families and society. The League sought to raise awareness of alcohol's ills and sway public opinion against the liquor trade through non-confrontational means such as posters.
2.2 causes of ww2
The document provides background information on a teaching unit about the causes of World War II, with a focus on the rise of Nazism in Germany. It includes discussion questions, activities, and resources for students. Some key points:
1) It addresses the Australian curriculum standard on an overview of the causes and course of World War II.
2) An activity asks students to consider what made the rise of Nazism possible in Germany.
3) Hitler appealed to different groups in society by promoting ideals of national strength and portraying others as threats.
4) The Nazis gained control over almost all aspects of German social, political, economic and cultural life through propaganda and the suppression of opposition.
Introduction Your introduction should include the following· .docx
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Opposition to Hilter and the Nazi Party
This document discusses various groups that opposed Hitler and the Nazi regime in Germany. It identifies different methods that people used to show opposition, including attempted coups, underground resistance, passive resistance, and private grumbling. It evaluates the threat level of different opposition groups and finds that political opponents and groups like the White Rose offered the greatest threat to Hitler. Students are tasked with learning about these opposition groups and the risks they posed to the Nazi government.
TheWhite Rose Group[H]e is a man of courage who does not .docx
The
White Rose Group
"[H]e is a man of courage who does not run away, but remains at his post and
fights against the enemy; there can be no mistake about that."
Plato,
Laches
, or
Courage
(380 B.C.)
Sophie Scholl: The Final Days (Film) (連結到外部網站。)
Click CC for closed captioning.
REQUIREMENTS
DISCUSSION RUBRIC
OVERVIEW
More Information: Timothy Snyder's 2017 book
On Tyranny
Part 1: Due Thursday by 11:59 PM (100 Points)
1.
Write a 1,000-word (four-page) essay in which you develop a clear rhetorical focus regarding this question:
Do people have the responsibility to think critically and act ethically?
What is a rhetorical focus?
(連結到外部網站。)
2.
Use the White Rose Group as a vehicle to help you ponder the essay topic. You will need to research who they were on the Internet.
Helpful Sources:
"White Rose: German Anti-Nazi Group" by Michael Ray,
Encyclopaedia Brittanica
(連結到外部網站。)
"Holocaust Resistance: The White Rose - A Lesson in Dissent" by Jacob G. Hornberger, Jewish Virtual Library (連結到外部網站。)
"The Secret Student Group That Stood Up to the Nazis" by Erin Blakemore,
Smithsonian
(連結到外部網站。)
"
75 years since the White Rose siblings were killed for resisting Hitler" by Julius Haswell,
The Local
(連結到外部網站。)
3.
Explain which--if any--of the lessons in
Timothy Snyder's 2017 book
On Tyranny
that you think the White Rose Group practiced--or did NOT practice.
More Information: Timothy Snyder's 2017 book
On Tyranny
4.
Explain which of the
Common Logical Fallacies (連結到外部網站。)
below--if any--that the White Rose Group may have linked to the Third Reich (the Nazis), and how these fallacies may have caused the White Rose Group to oppose the Third Reich actively. And … consider if the White Rose Group is also guilty of fallacious thinking; did they fully understand the consequences of their actions: execution via the guillotine (they were decapitated)?
Common Logical Fallacies
Ad Hominem (連結到外部網站。)
Strawman Argument (連結到外部網站。)
Appeal to Ignorance (連結到外部網站。)
False Dilemma (連結到外部網站。)
Slippery Slope Fallacy (連結到外部網站。)
Circular Argument (連結到外部網站。)
Hasty Generalization (連結到外部網站。)
Red Herring Fallacy (連結到外部網站。)
Tu Quoque
(連結到外部網站。)
Causal Fallacy (連結到外部網站。)
Fallacy of Sunk Costs (連結到外部網站。)
Appeal to Authority (連結到外部網站。)
Equivocation (連結到外部網站。)
Appeal to Pity (連結到外部網站。)
Bandwagon Fallacy (連結到外部網站。)
5.
Quoting:
In addition to
Snyder's book
, use four sources to help you explain who the White Rose Group was and to support your thesis. You may use any sources you choose, including the sources listed above: the fallacies source and the sources for the White Rose Group.
.
Critical Thinking Essay 3 Thinking with Our Eyes The Power of an I.docx
This document outlines an assignment to analyze and discuss a 1933 Time magazine cover featuring Adolf Hitler. Students are asked to argue whether the cover was responsible journalism or misleading based on what was known about Hitler at the time. They can also argue that criticizing the cover encourages limited thinking. The assignment requires researching Hitler's background and Time's explanation for featuring infamous figures. It includes quoting from On Tyranny and defining related concepts. Students then respond to four peers' posts with respectful comparisons of thinking.
Guiding questions nazi and the final solution 1
This document contains guiding questions and slides about Nazi concentration camps and the Holocaust. It asks students to analyze pictures of Hitler and describe characteristics of the Nazi concept of an Aryan "master race." It also asks students to define key Nazi policies, like the Nuremberg Laws, which stripped rights from Jews. Finally, it includes discussion questions about the location and treatment in concentration camps, as well as how to prevent future human atrocities.
SBQ Notes for Social Studies
The document provides guidance on developing source-handling skills for structured essay questions in examinations. It discusses studying sources by considering context, provenance, tone, and purpose. Context refers to the time, audience, and events surrounding a source's creation. Provenance includes the author, date, location, intended audience, and reliability. Tone indicates attitude through word choice and stress. Purpose is the intention to inform, influence, or educate readers. The document also covers cross-referencing claims within and across sources and using background information. An example question is provided comparing two sources with different tones on the IRA in Northern Ireland.
Utility
This document provides guidance on evaluating the utility and reliability of a source to answer a given question. It advises examining what information the source provides and leaves out, making inferences supported by evidence, considering other sources, and assessing the source's reliability. Utility means how useful a source is for a specific purpose like answering "How useful is this source in showing that fast food makes you obese?".
CWSS Sec 3E CHUM: Combined Class Lecture
The document outlines the structure and rules for a combined history lecture. It will focus on developing source-based skills like inference, comparison, and evaluating reliability through examples from the Treaty of Versailles and League of Nations. Students are told to understand rather than copy material and that questions will only be taken at set times during the lecture.
Document Interpretation TutorialDocument Interpretation Ultimat.docx
Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary Sources
Primary sources are generally first-hand accounts or records. They may have been written or created during the time period under investigation, or perhaps were written by someone who lived during that time period. Most crucially, they have not been interpreted by anyone else, though they may offer interpretations of the events they describe. Below are four examples of primary sources: a political cartoon, a page of correspondence, the title page of Thomas Paine's Common Sense, and a wartime poster encouraging women workers. As you can imagine, however, there are many more types of primary sources.
Countless items can be used by historians as primary sources. Almost anything you can imagine could be used as a primary source in some type of historical research. A fun exercise to help you understand the immensity of available primary sources is to look around the room you're in and ask yourself, "what would historians view or study one hundred years from now to understand the way we live and what we think today?"
The list below includes only a few of the types of primary sources utilized by historians. How many more can you add to the list?
letters • diaries • autobiographies • plays • novels • short stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings • email • musical recordings
clothing • political campaign signs • pottery • religious icons • tools • furniture
Secondary Sources
Secondary sources analyze, interpret, or comment upon primary sources. A secondary source says something about a primary sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your textbook. Open it to any chapter and read a couple of paragraphs and you will find that the authors have conducted extensive research utilizing primary sources. They have likely consulted other secondary sources as well. They have then written those paragraphs to explain what they have learned and how they understand the people and ideas of the past. The authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve already identified accompanies by secondary sources which might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I.
Business Research Methods session 3
Foundation Session Taught at Beijing Foreign Studies University in 2011 drawn extensively from Saunders et al
What to cite
This document provides guidance on when and how to cite sources. It explains that any ideas, phrases, or direct quotes borrowed from sources should be cited, unless they are common knowledge. It recommends citing sources for specific facts and ideas, even if subsequent analysis and ideas are original. Direct quotes of three or more consecutive words should be in quotation marks. Only quote material that enhances the text; paraphrasing is generally preferable. When in doubt, cite the source.
Skin Deep Essay
The document provides instructions for creating an account and submitting assignment requests on the HelpWriting.net site. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with refund available for plagiarized work. The site uses a bidding system to match requests with qualified writers.
Essay Proposal Sample.pdf
005 Essay Example Proposal Proposals Examples ~ Thatsnotus. 10+ Sample Research Paper Proposal Template - SampleTemplatess .... 019 Essay Proposal Sample Example ~ Thatsnotus. Proposal - essay - Proposal Brittney Grimm PSY Dr. Bieger Capella .... How To Write A Body Paragraph For Argumentative Essay | PDF. Understanding What a Thesis Proposal is and How to Write it. College essay: Essay proposal sample. Research Question Thesis Worksheet - Thesis Title Ideas for College. APA Proposal Format: All Writing Tips & Examples | Writepaperfor.me.
Source analysis
This document discusses key concepts for historians in evaluating primary and secondary sources. It defines primary sources as those created during the time period being studied, and secondary sources as those created afterwards. When determining usefulness, reliability, and limitations, historians consider factors like the author, date, intended audience, message, and completeness of information. While primary sources have the advantage of being contemporaneous, both primary and secondary sources can be useful or unreliable depending on thorough analysis. The reliability of a source may also depend on balancing multiple perspectives.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
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Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
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More from Candexime Cardoso
Versaille
The Palace of Versailles and its expansive gardens cover an area of 10 square miles. The meticulously designed gardens feature hundreds of fountains and an intricate system of canals. Within the palace grounds are two smaller palaces, the Grand Trianon and Petit Trianon, as well as Marie Antoinette's Village. The interior of the palace contains ornate rooms such as the famous Hall of Mirrors, bedrooms, and galleries decorated with paintings.
Trench warfare
The document discusses life in the trenches during World War 1, including the poor living conditions, diseases, and dangers soldiers faced. It describes how trenches provided protection but also trapped soldiers in cramped, unsanitary spaces where they were exposed to threats like trench foot and rats. The document also includes several poems that capture experiences of gas attacks, lice infestation, and the horrors of trench warfare.
Trench warfare in wwi
Trench warfare during World War 1 involved extensive trench systems on both sides of No Man's Land, with front line, communication, and support trenches connected by tunnels and protected by barbed wire. Attacks required soldiers to go "over the top" through heavy shelling to advance across No Man's Land and engage in close combat, often resulting in many casualties and a retreat back to their own trenches if unsuccessful against the enemy.
Treaty of versailles2
The document summarizes key aspects of the Treaty of Versailles signed in 1919 after World War 1. It discusses the goals of the main negotiators - France wanted security and reparations from Germany, Britain wanted to punish but also stabilize Germany, and America advocated for a just settlement. The terms of the treaty included reducing Germany's military, taking territory like Alsace-Lorraine, and requiring reparations. Germans reacted with anger at the harsh terms, feeling it unjustly blamed them and would weaken their economy. The treaty is seen as a cause of World War 2 due to the resentment it created in Germany.
Failure of the league ab.
The League of Nations failed to prevent Italy's invasion and conquest of Abyssinia (modern-day Ethiopia) from 1935-1936 due to weak responses from member states. Britain and France were unwilling to strongly challenge Italy due to their own interests in the region. Limited sanctions against Italy had little impact and were abandoned in 1936 after Italy completed its conquest. The failure weakened confidence in the League and contributed to countries pursuing secret alliances and rearmament.
Nazi soviet
Stalin was worried about German aggression after Hitler came to power in 1933. He tried to create alliances with Britain and France but was unsuccessful. By 1939, Stalin distrusted Britain and France's willingness and ability to stop Hitler. He signed a non-aggression pact with Germany in August 1939, shocking the world, as it essentially gave Hitler approval to invade Poland and divided Eastern Europe between the two countries.
Foreign policy
The document outlines several foreign policy crises faced by Germany between 1933-1939 and choices of how to respond. It shows that Hitler pursued an aggressive expansionist policy, choosing the most assertive option in each crisis: sending troops to Austria in 1934, remilitarizing the Rhineland in 1936, annexing Austria in 1938 by force, invading Czechoslovakia in 1938, and invading Poland in 1939 by agreeing to split it with the Soviet Union. Hitler's policies achieved many of his initial aims but ultimately led Germany into a devastating war that destroyed its power.
First worldwarforgermany
Germany faced immense political and economic challenges after World War 1. The Treaty of Versailles imposed harsh terms that reduced Germany's military, assigned war guilt, and required massive reparations payments. This crippled Germany's economy and led to problems like hyperinflation. The new Weimar government struggled to stabilize the country and faced distrust from the German people who blamed it for signing the punitive treaty. Unless conditions changed, the government was unlikely to succeed given the desperate situation it inherited.
Coldwar
The Cold War was a period of geopolitical tension between the United States and Soviet Union from 1945-1991. The two superpowers established opposing military alliances - NATO and the Warsaw Pact - and engaged in an arms race including developing nuclear weapons. This rivalry led to regional proxy wars in Korea and Vietnam as the US sought to contain the spread of communism through military interventions and economic aid like the Marshall Plan. Tensions escalated during events like the Berlin Blockade and Cuban Missile Crisis, bringing the world close to nuclear war before relations gradually improved in the later Cold War era.
Ww1
World War I began in 1914 after the assassination of Archduke Franz Ferdinand of Austria-Hungary by Serbian nationalists. This triggered a series of events that led major European powers to take sides along the Allied and Central Powers alliance system. Germany launched the Schlieffen Plan to quickly defeat France but it failed after the British joined the war. Both sides then dug extensive trench systems that stretched hundreds of miles, leading to brutal stalemate warfare across Western Europe for the next four years with new weapons and millions of casualties. The war also involved fighting on the Eastern Front between Germany, Austria-Hungary and Russia until Russia withdrew in 1917. The United States joined the Allies in 1917, helping to shift momentum and lead
Wuthering Heights 2
The document provides context and background for the novel Wuthering Heights. It introduces the main characters of Heathcliff, Catherine, and Nelly Dean. Through a series of flashbacks narrated by Nelly, the story of Heathcliff and Catherine's love and how it impacted those around them at Wuthering Heights will be revealed. The reliability and potential biases of the narrators, particularly Nelly who tells the main story, must be considered by readers as they make judgments about the characters and events.
Wuthering Heights 1
Wuthering Heights explores two parallel love stories set against the backdrop of 19th century English society. The first centers on the intense but doomed passion between Catherine Earnshaw and Heathcliff, whose love challenges social conventions. The second depicts the more harmonious love between Catherine and Hareton that restores order. Key themes are the precarious social status of the gentry class and the conflict between the wild, passionate nature embodied by the Earnshaws versus the refinement represented by the Lintons and Thrushcross Grange.
Ww1
World War I began in 1914 after the assassination of Archduke Franz Ferdinand of Austria-Hungary by Serbian nationalists. This triggered a series of events that led major European powers to take sides along the Allied and Central Powers alliance system. Germany launched the Schlieffen Plan to quickly defeat France but it failed after the British joined the war. Both sides then dug extensive trench systems that stretched hundreds of miles, leading to brutal stalemate warfare across Western Europe for the next four years with new technologies like tanks, planes, gas but no breakthroughs until the US entry in 1917 helped the Allies prevail. Over 20 million soldiers and civilians lost their lives in what shattered Europe both physically and psychologically.
The holocaust
The document discusses the Holocaust and the Nazi's "Final Solution" to exterminate the Jewish population of Europe. It describes how the Nazis gradually increased persecution of Jews throughout the 1930s before implementing the systematic genocide of around 6 million Jews between 1940-1945. Key events discussed include the Wannsee Conference in 1942 where the Nazis formalized plans for the "Final Solution" and industrialized mass murder in death camps like Auschwitz using gas chambers and crematoriums.
Unemployment
The document examines the relationship between unemployment rates in Germany's Weimar Republic and the rise in votes for the Nazi party. It presents statistics showing that as unemployment increased, support for the Nazis also increased. However, it notes that unemployment alone does not fully explain the Nazis' rise to power and that other factors must also be considered.
Nazi revision
1. The Nazi regime in Germany from 1933 to 1945 utilized extensive propaganda and terror tactics to suppress opposition and advance its racist ideology.
2. The SS and Gestapo secret police were used to eliminate political enemies, operate concentration camps, and suppress dissent.
3. Jews and other minority groups faced escalating persecution through laws stripping them of rights, business restrictions, ghettoization, and eventually mass murder in death camps like Auschwitz during the Holocaust.
Nazieconomy
The document discusses Hitler's economic policies and priorities when coming to power in Germany, including dragging Germany out of recession, solving unemployment, making Germany self-sufficient, and transforming the economy to focus on rearmament. It describes Hjalmar Schacht's role in directing early Nazi economic policy from 1933-1935, focusing on steady growth, trade, and limiting rearmament spending. Hermann Goering replaced Schacht in 1936 to accelerate rearmament under the four-year plan and make Germany ready for war by increasing self-sufficiency in raw materials. Unemployment dropped greatly but working hours increased significantly, consumer goods declined, and unions were replaced with state-run organizations.
Keepingcontrol
The Nazi regime in Germany established a terror state to maintain control over the population. Secret police like the Gestapo used spies and surveillance to arrest and imprison enemies of the state in concentration camps. This included Jews, communists, social democrats, and anyone who criticized the Nazi party. Hitler and the Nazis kept Germans in a constant state of fear through these arrests and concentration camps, ensuring no one would speak out against the regime. Over 800,000 Germans were imprisoned as enemies of the state between 1933-1945.
Jobs
Hitler implemented several public works programs and policies to drastically reduce unemployment in Germany. This included the National Labour Service which employed men in construction projects to build infrastructure like roads and schools. Germany also pursued national self-sufficiency through programs that developed substitutes for imported goods to create new domestic industries. Hitler further reduced unemployment by firing Jewish people from government jobs and pushing women out of the workforce to open more jobs for German men. Those who refused the new jobs offered could be sent to concentration camps. These changes benefited ethnic German men as they gained employment while Jewish people and women lost jobs and opportunities.
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
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