CAMBRIDGE AS HISTORY: SPANISH CIVIL WAR. Contains: polarization, widespread conflict, military uprising, nationalists and republicans, general Franco, revolutionary struggle, help from abroad, Madrid, victims and significance of Spanish Civil War.
CAMBRIDGE AS HISTORY: SPANISH CIVIL WAR. Contains: polarization, widespread conflict, military uprising, nationalists and republicans, general Franco, revolutionary struggle, help from abroad, Madrid, victims and significance of Spanish Civil War.
From the late 19th century onwards Industrial powers began to use their advanced economies, armies and technology to take over territories with no state organisation.
Between 1870 and 1914 they created huge colonial empires in Africa, Asia and Oceania.
CAMBRIDGE AS HISTORY: PROBLEMS FACING THE NEW REPUBLICGeorge Dumitrache
CAMBRIDGE AS HISTORY: PROBLEMS FACING THE NEW REPUBLIC. Contains: the monarchy, great depression impact, Alfonso abdicates, major problems, little industry and depression.
From the late 19th century onwards Industrial powers began to use their advanced economies, armies and technology to take over territories with no state organisation.
Between 1870 and 1914 they created huge colonial empires in Africa, Asia and Oceania.
CAMBRIDGE AS HISTORY: PROBLEMS FACING THE NEW REPUBLICGeorge Dumitrache
CAMBRIDGE AS HISTORY: PROBLEMS FACING THE NEW REPUBLIC. Contains: the monarchy, great depression impact, Alfonso abdicates, major problems, little industry and depression.
Restoration of Monarchy in Spain between 1874 to 1931Swagata Basu
Notes created by me for my students about the period between 1874 and 1931 known as Restoration in Spanish history which covers Problems of Spain under the Restored Monarchy, Caciquismo, Disaster of 98, Rise of Left in Europe, Modernism, Generation of 98, Generation of 27, the Avant Garde
This document deals with the Spanish Civil War and is written by the American historian John F. Coverdale. It reproduces three chapters of his book Uncommon Faith, published by Scepter Publishers, New York. Uncommon Faith tells how Opus Dei's founder, Blessed Josemaria Escrivá, vigorously carried out its development and growth from its very beginning in 1928.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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!
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
7. In Germany and
Italy, people
gave up their
personal
freedoms for the
economic
prosperity and
national glory
that Hitler and
Mussolini
offered them.
8. In Russia, Stalin
was forcing the
Communist
system on the
people. When
the farmers of
the Ukraine
rebelled, he
starved them to
death.
9. In Spain, the
government would
face a test when
forces on the
“right” who were
anti-communist,
would face those
on the “left.”
10. This clash became a civil war, which cost
Spain billions of dollars and hundreds of
thousands of lives.
11. The war should have ended early on…
but outside “dictators” sent support.
Who were those dictators?
12. Yes. Hitler and Mussolini supported
the right, and Stalin supported the left.
13. For these
dictators, it was
an opportunity
to “test” their
weapons,
including tanks
and planes, and
see how they
worked.
14. Many other nations
wanted to fight for the
two sides—some
Americans included--but
all came unofficially to
support the side that they
believed was right.
15. The right side was
called
NATIONALISTS
and the side on the
left
REPUBLICANS
16. Those who were on the left
were also against the power of
the Catholic church. As a
result, thousands of nuns and
priests were slaughtered.
17. Hitler sent his famous “Condor Legion.” This was a
group of skilled pilots with new planes that were
skilled at dive bombing..
18. They bombed
the city of
Guernica and
slaughtered
the
inhabitants.
Women and
children were
killed….
19.
20. “A group of women and children were lifted
high into the air, maybe 20 feet or so, and
they started to break up. Legs, arms, heads,
and bits and pieces flying everywhere.”
21.
22. Pablo Picasso, a
Spanish painter,
chose to use
this bombing of
the town as the
theme for a
very large
painting.
23. The painting is almost the size of one wall
of your classroom. It is done in black,
grey, and white.
24. The images are startling. Picasso tried to be
secretive about the painting’s meaning…but we
have clues about why he included certain
drawings.
25. Guernica took
months to paint.
It was displayed
in Paris. Let’s
take a look at
some of the
symbolism…
26. The Bull in the painting is a symbol of
Spain. The bull “observes” the
destruction in front of him.
27. The fallen warrior is from the legend of Parsifal—
whose sword breaks in half at the crucial moment of
battle.
37. Two years later, World War II began
when Hitler attacked Poland.
38. But Spain did not join with Hitler’s
Germany, even though Hitler had
helped the national troops in their
Spanish Civil War.
39. The leader of Spain, Franco, insisted
that Spain remain independent and
neutral…
40. So Spain did not go through the devastation of
World War II—Franco died in 1975.
41. And what about Guernica—well, after it
was shown in Paris, it was seen in other
places, then it was sent to New York City,
where it remained. BUT IT WAS NOT
RETURNED TO SPAIN!!
42. Picasso said it should only return to Spain when
Franco died. When Franco died, the canvas was rolled
up.
43. In 1981, Guernica was finally sent back to
Spain. There it can be seen today…a
masterpiece of modern painting.
44.
45. The image is still used today to protest war
and the destruction that war brings…
46. Long-term causes of the
Spanish civil War
1. Weakness of government
Spain was a constitutional
monarchy
The king was head of state
PM commanded a majority in the
parliament(Cortes)
Cortes- elected by the male
population, real power held by
wealthy oligarchs
47. Two main parties- Conservatives
and Liberals
Elections were rigged or decided
by corruption
48. Long-term causes-role of the
Spanish army
It had a powerful political position
It was the protector of the nation
Had the right and duty to intervene
in politics if a crisis occurred
It did not intervene to save the
king< exile
Its intervention in 1936 lead to civil
war
49. Long-term causes- role of the
church
Catholic church was rich and
powerful in Spain
Disputes between church and state
State guaranteed the church- role
in education and elements of the
economy
It had immense wealth and used it
to gain considerable political and
social influence
50. It used its power to supportsocial,
political andeconomic
conservatism and opposed
modernizing and liberal forces
Aristocracy closely tied to the
church,made up vast majority of
senior clergy and provided much of
the funding
52. It defended rights and status of the
upper class which led to
resentment among the poor
Urban areas- protest against the
church
53. Economic causes
Plight of agricultural workers was a
key factor leading to the discontent
of the peasants
Agricultural economy but did not
provide sufficient food and work
was only seasonal- led to
migration, poverty, gap between
the rich and poor was large
Centre and south of Spain- land
was owned by Grandees who
dominated the political system
54. In the north peasants owned small
lands – did not provide adequate
living
55. Rioting and disorder broke
Civil Guards deployed to repress
any disorder.
No support from church
Some groups looked to anarchists
who argued for redistribution of
land
Catholic Agrarian Federation
provided support for farmers in
return for their rejection of socialist
ideas
57. Industrial- need for modernisation
and reform
Expansion was limited by endemic
poverty
Workers faces low wages, long
hours, unregulated working
conditions , poor housing
Led to trade unionsionism- trade
unions competed with each other
58. They failed to achieve anything
substantial
Worker’s political parties had no
real power
Thus violent uprising appealed to
many
59. Spain was neutral in WW1
A period of economic boom-
exports increase
But also inflation and shortages, so
living standards went down-
working class militancy increased
Violent conflicts between
employers and employees
(Catalonia)
60. Role of the Regions
Ongoing struggle
between the
centralist state and
Catalonia and the
Basques provinces
wanted
decentralization and
independence as
they had their own
separate languages
and culture,
industrialized
economies and
churches
Primo De Rivera took back the
self-governing rights of
Catalonia
62. Anarchists were major political
group –
Demanded redistribution of land,
revelutionary methods, boycotted
democratic process, their trade
union –CNT was active in
organizing strikes and protests
More extreme faction perpetrated
bombings and assassinations
63. Fall of monarchy, establishment
of the Republic
Military defeat in Morocco, post-
WW1 Depression led to the fall of
monarchy(King Alfonso XIII)
De Rivera established an
authoritarian right-wing regime.
Started various infra-structure
programmes for railways, roads
and electrification, irrigation
schemes.
65. Failure of the Republic
Massive debts
Alienated powerful elements-
landowners and army
He resigned in 1930
Re-elections – coalition
parties(republicans, liberals,
socialists and Catalans)
66. The wishes of the left alarmed those
on the right and vice versa. Political
infighting was in danger of pushing
Spain into social revolution.
The middle ground in Spain’s
parliament – the socialists and middle-
class radicals – did try to resolve
outstanding problems.
67. In January 1932, a number of army officers
tried to overthrow the government lead by
Manuel Azana, the prime minister. The
attempt was unsuccessful as the army, for
now, was loyal to the government – after all,
it had won the elections fairly and,
therefore, had legitimacy. However, a new
political party was formed called the Ceda.
This was a right wing party dedicated to
protecting the authority of the Roman
Catholic Church and landlords.
68. The government of Azana, having lost support from
the right, also lost support from the left. Two
powerful left wing political parties, the anarchists
and syndicalists (powerful trade union groups), felt
that Azana’s government was too middle of the
road. Both wanted a more communistic state and
the overthrow of capitalism. Above all, Azana was
despised for forming a political union with the
middle ground in Spain’s political life. He was
deemed to have betrayed the working class. The
extreme left organised strikes and riots in an effort
to destabilise the government of Azana.
69. Matters came to a head when in
January 1933, 25 people were killed
by government troops who were
attempting to catch some anarchists
near Cadiz. This lost the government
a great deal of support among the
working class and the socialists
withdrew their support from the
government. Azana resigned as prime
minister and elections were called for
November 1933.
70. In this election, the right wing won a
majority of support and the largest
party in the parliament (known as the
Cortes), was the Ceda lead by Gil
Robles.
71. The new right wing government
immediately over-turned all of the changes
brought in by the Azana government. This
angered many but especially the Catalans
who had their privileges withdrawn. This
was a serious error of judgement as the
Catalans and Basques had supported the
government in the elections. The way
ahead for Robles became clear to many –
an attack on the left wing parties of Spain.
72. It forced the many parties of the left
to come together to form the Popular
Front. They organised strikes, riots
and took part in acts of violence such
as derailing main line trains. In 1934
there was a general strike. Coal
miners in the Asturias went on strike
but were ruthlessly put down by the
army lead by General Franco.
73. Spain appeared to be heading for all
out chaos. In a last minute attempt to
avoid serious trouble, a general
election was called for February 1936.
In this election, the Popular Front won
and Azana, once again became prime
minister.
74. However, the government of the Popular
Front was a farce after the socialists
withdrew their support from it; more and
more public disturbances occurred and the
government had clearly lost control of
Spain. In July 1936, a leading right wing
politician, Sotelo, was murdered and the
right wing politicians and their supporters
believed that they were now in serious
danger. They wanted to put their faith in a
military dictatorship.
75. The military had, in fact, already made
preparations for a takeover of Spain.
General Franco assumed control of the
military. He took control of Spanish
Morocco after overthrowing the civilian
government there. His next target was to
invade mainland Spain, establish a military
government there and rid the country of all
those involved in left wing politics. The left
would have to fight for survival. The civil
war started in July 1936.