Saint George, the Dragon and the Pistruccis
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Churchill, Wavell and Greece, 1941*
Robin Higham Duty, Honor and Grand Strategy: Churchill, Wavell and Greece, 1941* In our previous works, then Capt. Harold E. Raugh and I took too limited a Mediterranean view of the background of the Greek campaign of 6-26 April 19411. Far from its being Raugh’s “disastrous mistake,” I argue that General Sir Archibald Wavell’s actions fitted both traditional British practice and the general policy worked out in London. In 1986 and 1987 I argued after long and careful thought since 1967 that Wavell went to Greece as part of a loyal deception of Prime Minister Winston Churchill, whose bellicose way at war was the antithesis of Wavell’s own professionalism. Further, whereas Raugh took the narrow military view, mine was a grand-strategic approach relating ends to means. My argument here is that a restudy of the campaign in Greece of 6-27 April 1941 utilizing the Orange Leonard ULTRA messages reconfirms my thesis that going to Greece was a deception and that far from being the miserable defeat which Raugh imagined, the withdrawal was a strategic triumph in the manner of a Wellington in Spain and Portugal or of the BEF’s in France in 1940. For this Wavell deserves full credit. In this respect, then, the so-called campaign in Greece must be seen not as an ignominious retreat in the face of superior forces, but rather as a skilful, carefully planned withdrawal and ultimate evacuation. It was a successful, though materially costly, gamble. * This paper was accepted for publication in late 2005 but delayed by the Balkan Studies financial crisis. -
Key Stage Three History Curriculum Outline Year
Key Stage Three History Curriculum Outline Year 7 Curriculum Pupils will start with a short “Introduction to secondary History” course, before studying a chronological overview of British history, beginning with the Norman conquest and ending with the Tudors. All pupils are in mixed ability classes and study the same curriculum. A key assessment will take place at the end of each unit. Pupils will undertake extended homework projects which will relate to what they are studying in class. Timeline Content and assessments Skills/ Keywords Term 1 ● What is History and how do we study it? ● Using evidence ● Who were the claimants to the English throne in 1066? ● Cause and consequence ● The Battle of Stamford Bridge ● Communication ● The Battle of Hastings and why William won William of Normandy, Harald Haardrada, Assessment: “William’s actions were the main reason for his victory Harold Godwinson, Hastings, Arrow, Vikings, at the Battle of Hastings.” Norway, Wessex, How far do you agree with this statement? Explain your answer. (16 Cavalry, Shield, Monarch, King, Tactics, marks + 4 Spelling, Punctuation and Grammar) Stamford Bridge, Normans, Cause, Consequence Term 2 ● How did William the Conqueror gain and keep control of ● Change and continuity England ● Communication ● English uprisings and the use of Norman force to crush them ● The feudal system William Duke of Normandy, William the ● The Domesday Book Conqueror, Castle, Harrying of the North, ● Castles Taxes, The Domesday Assessment: Write an account of how William gained and kept Book, the Feudal System, Castle, Stone Keep, control of England after 1066. (8 marks) Motte and Bailey Terms 3 ● Medieval life ● Using evidence and 4 ● Role of the Church ● Communication ● The Peasants’ Revolt ● The Black Death Feudal system, Poll tax, Rebellion, Peasant, ● The Crusades Black Death, Buboe, Pandemic, Epidemic, Flagellants, Miasma, Crusade, Pilgrimage, Assessment: Source C supports the Christians. -
History and Climate Change
History and Climate Change History and Climate Change is a balanced and comprehensive overview of the links between climate and man’s advance from early to modern times. It draws upon demographic, economic, urban, religious and military perspectives. It is a synthesis of the many historical and scientific theories which have arisen regarding man’s progress through the ages. Central to the book is the question of whether climate variation is a fundamental trigger mechanism from which other historical sequences develop, or one amongst a number of other factors, decisive only when a regime/society is poised for change. Evidence for irreversible climate change is either partial or lacking entirely, but it is clear that climatic variation has regularly played a part in historical development. Particular attention is here paid to Europe since ad 211. Cold and warmth, wetness and aridity can create contrary reactions within societies, which can be interpreted in different ways by scholars from different disciplines. Does climate change exacerbate famine and epidemics? Did climate fluctuation play a part in pivotal historical events such as the mass exodus of the Hsiung-nu from China, the pressure of the Huns on the Romans and the genesis of the Crusades. Did the bitter Finnish winter of 1939–40 ensure the ultimate defeat of Hitler? These events and many others are discussed throughout in the author’s distinctive style, with maps and photographs to illustrate the examples given. Neville Brown is Professorial Research Fellow at Mansfield College, Oxford University, and is attached to the Oxford Centre for the Environment, Ethics and Society. -
COMPLEX in Partial Fulfillment Of
PCONOMIZING DEFENSE: ECONOMICS OF THE MILITARY-INDUSTRIAL COMPLEX by Thomas K. Duncan A Dissertation Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy Economics Department Chairperson Program Director Dean, College of Humanities and Social Sciences Spring Semester 2013 George Mason University Fairfax. VA Economizing Defense: Economics of the Military-Industrial Complex A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at George Mason University By Thomas K. Duncan Master of Arts San Jose State University, 2008 Bachelor of Arts Hampden-Sydney College, 2005 Director: Christopher J. Coyne, Professor Department of Economics Spring Semester 2013 George Mason University Fairfax, VA Copyright: 2013 Thomas K. Duncan All Rights Reserved ii DEDICATION This dissertation is dedicated to my mother, Linda E. Duncan, for all the support she has given me in pursuit of my education, and to my father, Robert N. Duncan, who has motivated me to succeed throughout my life. iii ACKNOWLEDGEMENTS I am deeply grateful to the members of my dissertation committee. Christopher Coyne, thank you for going above and beyond in your role as my dissertation chair. You have been a constant source of guidance and support, and never once complained about the number of questions I had for you at any given time. Peter Boettke, thank you for all your words of wisdom, the knowledge you have imparted, and showing me what it means to be a master teacher. Peter Leeson, thank you for being a constant source of ideas and a continuous sounding board. -
The Original 2/1St Battalion a Quantitative Study of an Australian
The Original 2/1st Battalion A Quantitative Study of an Australian Fighting Unit Richard Travers A thesis in fulfilment of the requirements for the degree of Master of Arts by Research School of Humanities Faculty of Arts and Social Sciences August 2014 2 Table of Contents Acknowledgments 4 Figures 5 Tables 6 Abbreviations and Symbols 7 Prologue 8 Chapter 1 Introduction 9 What kind of men were the diggers? 9 The 2/1st Battalion 12 This study 14 Chapter 2 Historiography 16 Unit histories, culture and the quest for the stereotypical soldier Chapter 3 The Attestation Forms The attestation forms as evidence 42 Methodology 55 The 1933 Census Municipal Income Index 62 Chapter 4 The Second Australian Imperial Force 70 War of Empire 70 The 2nd AIF 71 Recruiting 75 3 The 2/1st Battalion 83 Summary 86 Chapter 5 The Demographics of the Original 2/1st Battalion 88 British subjects 89 Age 91 Employment status 100 Occupation 103 Religion 107 Previous militia service 111 Thirty-niners, or reinforcements? 111 Place of residence on enlistment 113 City vs country 119 Marital status 121 Younger vs older 123 The officers of the 2/1st Battalion 124 Officers vs the Battalion 128 Anti-Catholic bias? 132 From affluent suburbs? 136 Summary 140 Chapter 6 The Culture of the Original 2/1st Battalion 143 The culture of a military unit 143 Shared qualities of the original 2/1st Battalion 144 Summary 152 Chapter 7 Conclusion 154 4 Broader applications 154 Reporting evidence, or myth-making? 157 Chronology 160 Bibliography 167 5 Acknowledgments Sean Brawley has been outstanding as the principal supervisor of this work.