CAMBRIDGE A2 HISTORY: THE GULAGS. Contains: main administration of the camps, the first labour camp, corrective labour camps, soviet dissidents, gulags and labour colonies, people in gulags, estimates, political prisoners.
CAMBRIDGE A2 HISTORY: STALIN IMPACT ON CULTURE. It contains: the cultural system, the social role of the writers, the censorship, policy, repressed atmosphere, effects on theatre and film, painting and sculpture, socialist music.
CAMBRIDGE A2 HISTORY: THE GULAGS. Contains: main administration of the camps, the first labour camp, corrective labour camps, soviet dissidents, gulags and labour colonies, people in gulags, estimates, political prisoners.
CAMBRIDGE A2 HISTORY: STALIN IMPACT ON CULTURE. It contains: the cultural system, the social role of the writers, the censorship, policy, repressed atmosphere, effects on theatre and film, painting and sculpture, socialist music.
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
CAMBRIDGE A2 HISTORY: LEON TROTSKY. Contains: who was Trotsky, early life, meeting Lenin, disputes, uprisings, provisional government, disagreements and resignation, Trotsky leader, Trotsky dead.
After World War Two a Cold War developed between the capitalist Western countries and the Communist countries of the Eastern Bloc. Soviet leader Joseph Stalin wanted a buffer zone of friendly Communist countries to protect the USSR from further attack in the future. However, British Prime Minister Clement Attlee and US President Harry Truman made it clear at Yalta and Potsdam that this was unacceptable to the Western governments. They wanted freely defined states. Communist parties had gained control through what the Hungarian leader, Rakosi, called salami tactics. By 1950, the Eastern Bloc consisted of many Eastern European countries which were under the influence of the USSR. These included Poland, Hungary, Czechoslovakia and Ukraine. After Stalin's death in 1953, there was a power struggle in the USSR. By the mid-1950s the dominant Soviet political figure Nikita Khrushchev was solidifying his grasp on power.
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
CAMBRIDGE A2 HISTORY: LEON TROTSKY. Contains: who was Trotsky, early life, meeting Lenin, disputes, uprisings, provisional government, disagreements and resignation, Trotsky leader, Trotsky dead.
After World War Two a Cold War developed between the capitalist Western countries and the Communist countries of the Eastern Bloc. Soviet leader Joseph Stalin wanted a buffer zone of friendly Communist countries to protect the USSR from further attack in the future. However, British Prime Minister Clement Attlee and US President Harry Truman made it clear at Yalta and Potsdam that this was unacceptable to the Western governments. They wanted freely defined states. Communist parties had gained control through what the Hungarian leader, Rakosi, called salami tactics. By 1950, the Eastern Bloc consisted of many Eastern European countries which were under the influence of the USSR. These included Poland, Hungary, Czechoslovakia and Ukraine. After Stalin's death in 1953, there was a power struggle in the USSR. By the mid-1950s the dominant Soviet political figure Nikita Khrushchev was solidifying his grasp on power.
Concentration Camp Essay
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The Holocaust: The systematic genocide of six million Jews and millions of ot...Artist Rave
The Holocaust was a genocide carried out by Nazi Germany during World War II, resulting in the systematic murder of six million Jews, as well as millions of other groups including homosexuals, Romani people, disabled individuals, and political dissidents.
The persecution of Jews in Germany began in 1933 after Adolf Hitler came to power. The Nazis implemented laws and policies that discriminated against Jews and stripped them of their rights, such as the Nuremberg Laws in 1935. In 1938, during Kristallnacht (“Night of Broken Glass”), Nazis destroyed Jewish businesses, synagogues, and homes and arrested thousands of Jews.
In 1939, Germany invaded Poland, and the Nazis began to implement their plan to exterminate the Jews, which they called the “Final Solution.” Jews and other groups were forced into ghettos, where living conditions were dire, and many died of starvation and disease.
In 1941, Nazi Germany invaded the Soviet Union and began to implement mass shootings of Jews, Romani people, and other groups in the territories they occupied. However, these methods were not efficient enough, and the Nazis began to build extermination camps, where Jews and others were transported to be gassed and cremated.
The most infamous of these camps was Auschwitz-Birkenau, which became a symbol of the Holocaust. In addition to the gas chambers, prisoners were subjected to forced labor, medical experiments, and brutal treatment by the SS guards.
The Allies, led by the United States, Great Britain, and the Soviet Union, eventually defeated Germany in 1945, and the extent of the Holocaust was revealed to the world. The Nuremberg Trials were held to prosecute high-ranking Nazis for war crimes, crimes against humanity, and genocide.
The Holocaust had a profound and lasting impact on Jewish communities around the world, as well as other groups targeted by the Nazis. It remains one of the most tragic and horrifying events in human history, and its lessons continue to shape global discussions about human rights and the dangers of hatred and discrimination.
WHO WAS JEWS IN THE HOLOCAUST?
The Jews
WERE THE PRIMARY TARGET OF THE HOLOCAUST, A GENOCIDE CARRIED OUT BY NAZI GERMANY DURING WORLD WAR II. THE NAZIS IMPLEMENTED A SYSTEMATIC PLAN TO EXTERMINATE THE JEWS, WHICH THEY CALLED THE “FINAL SOLUTION.” THE PLAN INVOLVED ROUNDING UP JEWS FROM ALL OVER EUROPE AND SENDING THEM TO CONCENTRATION CAMPS AND EXTERMINATION CAMPS, WHERE THEY WERE SUBJECTED TO BRUTAL CONDITIONS AND MASS MURDER.
JEWS WERE TARGETED BY THE NAZIS BECAUSE OF THEIR RELIGIOUS AND CULTURAL IDENTITY, AS WELL AS NAZI PROPAGANDA THAT BLAMED THEM FOR GERMANY’S ECONOMIC PROBLEMS AND THE DEFEAT IN WORLD WAR I. THE PERSECUTION OF JEWS BEGAN IN 1933 AFTER ADOLF HITLER CAME TO POWER, AND GRADUALLY ESCALATED UNTIL THE GENOCIDE BEGAN IN EARNEST IN 1941.
JEWISH COMMUNITIES THROUGHOUT EUROPE WERE DEVASTATED BY THE HOLOCAUST.
An insight and a research of how the Greek economy came about to being of the most deteriorating economy today. Explains the 2000-2009 crises, the 2010 crises and the current situation of Greece economy. Also highlights the the social and economic effects of these crises.
Country profile of Latin American countries.Hareem_syed
Argentina (the highest ranked HDI county) and Haiti (the lowest ranked HDI country) is selected to discuss its political, cultural, economic and historical traits. Furthermore the development pattern of these country are explained in the context of dependency and modernization theory.
Comparing economies of India VS MaldivesHareem_syed
The main aim of this presentation is to compare the economies of one the largest geographical country of South Asia in contrast to the smallest geographical economy of South Asia, This presentation further states the analysis and conclusion observing the facts of the economy.
Social and Economic problems in PakistanHareem_syed
Talks about the residing problems Pakistan is currently facing like shortage of electricity, unemployment and terrorism. The information in the slides is supported by statistical data.
Covers the causes, theories and recommendations for domestic violence. Also has many real life domestic violence stories that has occurred in Pakistan.
This MC word documents includes the current water disputes that exist in South Asia. The disputed country discussed are;
Pakistan-India
Bangladesh-India
Nepal-India
India-Bhuta
India-Sri-Lanka.
This presentation explain the horror of Genocide in the context of International law. It also marks the Muslim states suffering from Genocide since world war 2.
I made this presentation to specifically cover why Industrial revolution started, causes of Industrial revolution, major inventions, effects - both positive and negative and industrial revolution today.
A small, compact case study on the Chernobyl disaster. I have made this presentation because I deeply grieve for the loss of every person who suffered by the hand of the horrendous disaster.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2.
Gulag can be defined as ‘State Camp Administrative.’
GULAG—the prison camp system that arose in the
Soviet Union after 1929.
The aim of this camp was to gain control over the entire
population, rather than punish criminal acts
Introduction
3.
Difference between Nazi’s
camp and GULAG.
Nazi Camp’s
Nazi camps were used to
exterminate whole
groups of people.
The Nazi camps were
specifically set up to
erode Jewish population
of Europe.
GULAG
GULAG was used as a
weapon of ongoing political
control over one country.
The GULAG system did not
target any particular group
of people: in fact all ethnic
groups, nationalities and
religions were imprisoned.
4. Joseph Stalin was born in a tiny Georgian village.
His father constantly abused him both mentally and physically, and then
left the family when Stalin was twelve; he also had a deformed left arm.
He became interested in Marxism, leading him to become a member of the
Bolshevik party.
It is estimated that during his reign, over 20,000,000 people died, causing
him to be known as one of the bloodiest leaders in history. (Excluding
GULAG)
Stalin suffered from extreme paranoia and various other mental illnesses,
which some say led to his erratic activity, manipulation, and strange
choices.
How did this start?
JOSEPH STALIN’s RISE TO
POWER
5.
6.
The criminals sentenced to prison camps can be
divided into two categories:
People who committed crimes such as murder, rape,
and robbery.
People who committed “crimes” so minor that they
would not be punishable in other countries. Example:
Unexcused absences from work, or petty theft (taking
bread from a restaurant kitchen to feed one’s children.)
WHO WAS SENT TO CAMPS?
WHO WAS RELEASED?
7.
There were three main types of prison camps:
Camps where prisoners lived in crowded barracks.
Stricter camps with barred windows, locked barracks
and restricted movement within the camp zone.
Unguarded camps in remote regions of the USSR,
where labor was controlled but prisoners had
complete freedom of movement.
DIFFERENT TYPE OF
CAMPS
8.
9.
Wives of Prisoners:
When married men were sentenced to a labor camp the
wives and children they left behind were victimized as
well.
One prisoner stated,
“I often thought of my wife. She was worse off than me. I was
after all in the company of other outcasts whereas she was among
free people among whom there might be many who would shun
her…”
SOCIAL EFFECT OF
CAMPS
10.
Children of prison camps:
If both parents were sent to the prison camps,
children were either adopted by family members and
raised in other cities or sent to orphanages for
children.
Children sometimes went to the prison camp with
their parents, where they lived in special barracks for
juveniles.
SOCIAL EFFECT OF
CAMPS
12.
The GULAG participated in mining, highway and rail
construction, arms and chemical factories, electricity
plants, fish canning, airport construction, apartment
construction and sewage systems.
The GULAG played a central role in the Soviet economy,
mining one-third of all the Soviet Union’s gold, and
much of its coal and timber.
ECONOMIC ACTIVITY
OF THE CAMPS
13.
14.
Stalin and his planners were obsessed with the
construction of enormous projects. Some of these
projects included activities like:
Canal linking the Moscow River to the Volga River.
Railway between Lake Baikal and the Amur River.
Construction of hydroelectric dams
MAJOR CONSTRUCTION
PROJECT
17. The Soviet economy did gain from prison labor.
Example, the gold mined in Siberia exceeded
expectations and helped boost the financial status of
the Soviet Union.
However sufficient food, supplies and clothing were not
given to prisoners causing them to be weak and sick,
and unable to work.
Upon Stalin’s death, Beria began closing camps and
releasing prisoners.
CAMPS AS ECONOMIC
FAILURE
18.
Starvation
The gulag prisoners were not well fed. Their ration, was
dependent upon how much work they performed.
Nikolai Yezhov, laments the conditions of these men, stating:
“Among the prisoners there are some so ragged and lice ridden that
they pose a sanitary danger to the rest. These prisoners have
deteriorated to the point of losing any resemblance to human
beings. Lacking food they collect [garbage] and, according to some
prisoners, eat rats and dogs.”
Effect of the GULAG on
society
19.
20.
The Death Toll
Records were destroyed or falsified to the point where all
we really have are the wildly varying estimates of
historians.
It was estimated that 50 million people had been held in
gulags.
Soviet data seems to indicate 1,053,829 people died in the
gulags between 1934 and 1953.
Effect of the GULAG on
society