Fortification, Military and Medieval Strongholds Through the Ages Behind the Walls
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Authors' Accepted Version: to Be Published in Antiquity Tormented
Authors’ Accepted Version: to be published in Antiquity Tormented Alderney: archaeological investigations of the Nazi labour and concentration camp of Sylt Sturdy Colls, C.¹, Kerti, J.¹ and Colls, K.¹ ¹ Centre of Archaeology, L214 Flaxman Building, Staffordshire University, College Road, Stoke-on- Trent, ST4 2DF. Corresponding author email: [email protected] Abstract Following the evacuation of Alderney, a network of labour and SS concentration camps were built on British soil to house foreign labourers. Despite government-led investigations in 1945, knowledge concerning the history and architecture of these camps remained limited. This article reports on the findings of forensic archaeological investigations which sought to accurately map Sylt labour and concentration camp the for the first time using non-invasive methods and 3D reconstructive techniques. It also demonstrates how these findings have provided the opportunity – alongside historical sources – to examine the relationships between architecture, the landscape and the experiences of those housed there. Introduction The Nazis constructed a network of over 44,000 (concentration, extermination, labour, Prisoner of War (PoW) and transit) camps across Europe, imprisoning and murdering individuals opposed to Nazi ideologies, and those considered racially inferior (Megargee & White 2018). Information about these sites varies in part due to Nazi endeavours to destroy the evidence of their crimes (Arad 1987: 26; Gilead et al. 2010: 14; Sturdy Colls 2015: 3). Public knowledge regarding the camps that were built on British soil in the Channel Islands is particularly limited, not least of all because they were partially demolished and remain “taboo” (Carr & Sturdy Colls 2016: 1). Sylt was one of several camps built on the island of Alderney (Figures 1 & 2). -
Division of Law Enforcement
U.S. Fish & Wildlife Service Division of Law Enforcement Annual Report FY 2000 The U.S. Fish and Wildlife Service, working with others, conserves, protects, and enhances fish and wildlife and their habitats for the continuing benefit of the American people. As part of this mission, the Service is responsible for enforcing U.S. and international laws, regulations, and treaties that protect wildlife resources. Cover photo by J & K Hollingsworth/USFWS I. Overview ..................................................................................................................1 Program Evolution and Priorities......................................................................2 Major Program Components ..............................................................................2 FY 2000 Investigations Statistical Summary (chart) ....................................3 FY 1999-2000 Wildlife Inspection Activity (chart) ..........................................6 Table of Laws Enforced ......................................................................................................7 Contents II. Organizational Structure ........................................................................................9 III. Regional Highlights ..............................................................................................14 Region One ..........................................................................................................14 Region Two ..........................................................................................................26 -
Control of the Value of Black Goldminers' Labour-Power in South
Farouk Stemmet Control of the Value of Black Goldminers’ Labour-Power in South Africa in the Early Industrial Period as a Consequence of the Disjuncture between the Rising Value of Gold and its ‘Fixed Price’ Thesis submitted for the Degree of Doctor of Philosophy Faculty of Social Sciences, University of Glasgow October, 1993. © Farouk Stemmet, MCMXCIII ProQuest Number: 13818401 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13818401 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 GLASGOW UNIVFRSIT7 LIBRARY Abstract The title of this thesis,Control of the Value of Black Goldminers' Labour- Power in South Africa in the Early Industrial Period as a Consequence of the Disjuncture between the Rising Value of Gold and'Fixed its Price', presents, in reverse, the sequence of arguments that make up this dissertation. The revolution which took place in the value of gold, the measure of value, in the second half of the nineteenth century, coincided with the need of international trade to hold fast the value-ratio at which the world's various paper currencies represented a definite weight of gold. -
The Demarcation Line
No.7 “Remembrance and Citizenship” series THE DEMARCATION LINE MINISTRY OF DEFENCE General Secretariat for Administration DIRECTORATE OF MEMORY, HERITAGE AND ARCHIVES Musée de la Résistance Nationale - Champigny The demarcation line in Chalon. The line was marked out in a variety of ways, from sentry boxes… In compliance with the terms of the Franco-German Armistice Convention signed in Rethondes on 22 June 1940, Metropolitan France was divided up on 25 June to create two main zones on either side of an arbitrary abstract line that cut across départements, municipalities, fields and woods. The line was to undergo various modifications over time, dictated by the occupying power’s whims and requirements. Starting from the Spanish border near the municipality of Arnéguy in the département of Basses-Pyrénées (present-day Pyrénées-Atlantiques), the demarcation line continued via Mont-de-Marsan, Libourne, Confolens and Loches, making its way to the north of the département of Indre before turning east and crossing Vierzon, Saint-Amand- Montrond, Moulins, Charolles and Dole to end at the Swiss border near the municipality of Gex. The division created a German-occupied northern zone covering just over half the territory and a free zone to the south, commonly referred to as “zone nono” (for “non- occupied”), with Vichy as its “capital”. The Germans kept the entire Atlantic coast for themselves along with the main industrial regions. In addition, by enacting a whole series of measures designed to restrict movement of people, goods and postal traffic between the two zones, they provided themselves with a means of pressure they could exert at will. -
Memorial Day 2015
Memorial Day 2015 Good morning and thank you for coming. It is an honor to see so many people here on a day like this. I would like to thank the students—the students who recited the Gettysburg address and Logan’s General orders so that we will never forget the sacrifice of the men and women who fought 151 years ago this year to keep us free in the civil war, and students who entertained us …. Today, I would like to thank all the veterans who have served us in all wars, and ask all those who have served, in war and in peace, to please raise their hands and be recognized. I want to pause today to recall one specific group of veterans, and one particular day in history, that day, 70 years ago on June 6 and a small beachhead in France at a place that few people at that time had ever heard of – a place called Normandy. This June marks the 70th anniversary of the greatest amphibious landing ever attempted, before or since, the landing at Normandy. Let me take you back to those days in World War 2. America had been in the war for only two and a half years—less than that really since it takes time to train men, deploy them and put them in to battle. It is hard to imagine today, but the war had not gone well at first for the Allies. Allied forces had been driven from Belgium, from Czechoslovakia, France had been overrun, Paris was run by Nazi soldiers, Italy was run by Mussolini-- a Nazi ally, 340,000 British soldiers had been forced to retreat from Europe back to Britain at Dunkirk. -
Operation Overlord James Clinton Emmert Louisiana State University and Agricultural and Mechanical College
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2002 Operation overlord James Clinton Emmert Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Emmert, James Clinton, "Operation overlord" (2002). LSU Master's Theses. 619. https://digitalcommons.lsu.edu/gradschool_theses/619 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. OPERATION OVERLORD A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Arts in The Interdepartmental Program in Liberal Arts by James Clinton Emmert B.A., Louisiana State University, 1996 May 2002 ACKNOWLEDGEMENTS This thesis could not have been completed without the support of numerous persons. First, I would never have been able to finish if I had not had the help and support of my wife, Esther, who not only encouraged me and proofed my work, but also took care of our newborn twins alone while I wrote. In addition, I would like to thank Dr. Stanley Hilton, who spent time helping me refine my thoughts about the invasion and whose editing skills helped give life to this paper. Finally, I would like to thank the faculty of Louisiana State University for their guidance and the knowledge that they shared with me. -
Visitors' Guide
VISITORS’ GUIDE of the D-Day Landing Beaches and the Battle Normandy © Philippe DELVAL / Erick GERVAIS © Philippe DELVAL CONFERENCES, DEBATES AND VILLAGE FOR PEACE An annual event held each year in June CAEN - ABBAYE AUX DAMES MORE INFORMATION ON NORMANDYFORPEACE.COM Destination D-DAY On June 6th 1944, and during the long summer which followed, men from the world over came to fight in Normandy to defeat Nazism and to re-establish Freedom. Normandy will bear the scars of this moment in history for ever, and every year we remember and pay tribute to the veterans from America, Britain, Canada, Belgium, Denmark, Holland, Norway, Poland, Australia, France and to their brothers in arms, to those many heroes who lost their lives here during that summer of 1944, and are at rest in the cemeteries to be found throughout the area. It is often forgotten that the people of Normandy also paid a heavy price in those terrible battles. This edition is designed as a practical guide to help you plan your visit. It encourages you to discover, or rediscover the main memorial sites, the cemeteries, the key places and the museums of Destination D-Day 1944 Land CONFERENCES, DEBATES of Liberty. These important places are today imbued with fundamental and universal values AND VILLAGE FOR PEACE such as Reconciliation, Peace and Freedom. Each anniversary year is the occasion to pay tribute to the many veterans who, once more, An annual event held each year in June will come to attend the commemorative events CAEN ABBAYE AUX DAMES and celebrations organised in Normandy. -
Forced and Slave Labor in Nazi-Dominated Europe
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Forced and Slave Labor in Nazi-Dominated Europe Symposium Presentations W A S H I N G T O N , D. C. Forced and Slave Labor in Nazi-Dominated Europe Symposium Presentations CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2004 The assertions, opinions, and conclusions in this occasional paper are those of the authors. They do not necessarily reflect those of the United States Holocaust Memorial Council or of the United States Holocaust Memorial Museum. First printing, April 2004 Copyright © 2004 by Peter Hayes, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Michael Thad Allen, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Paul Jaskot, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Wolf Gruner, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Randolph L. Braham, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Christopher R. Browning, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by William Rosenzweig, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Andrej Angrick, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Sarah B. Farmer, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Rolf Keller, assigned to the United States Holocaust Memorial Museum Contents Foreword ................................................................................................................................................i -
Operation Overlord (D-Day)
Operation Overlord from the Esri GeoInquiries™ collection for U.S. History Target audience – U.S. History learners Time required – 15 minutes Activity Explore the geography and significance of the D-Day invasion. Social Studies C3: D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique Standards circumstances of time and place as well as broader historical contexts. C3: D2.His.2.9-12. Analyze change and continuity in historical eras. C3: D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Learning Outcomes • Students will identify key locations and explain the Allied troop movements of the D-Day invasion. • Students will evaluate the impact of the D-Day invasion. Map URL: http://esriurl.com/historygeoinquiry13 Ask Where was the Atlantic Wall? ʅ Click the link above to launch the map. ʅ Click the button, Bookmarks. Select Atlantic Wall. – During the war, Nazi Germany controlled 1.8-2.2 million square miles across Europe. ʅ With the Details button underlined, click the button Show Contents of Map (Content). ʅ Check the box to the left of the layer name, The Atlantic Wall. ? Use the Measure tool to estimate the length. (See Tooltip, page 2.) How long was it? [3200-3500 miles] ʅ Select the Calais bookmark. Open and read the Map Note. Click the image. ? What was the purpose of the wall? What made it difficult to penetrate? [It was designed to prevent an Allied invasion and bomb England. -
Atlantic Wall Change Notes
ATLANTIC WALL CHANGE NOTES I am doing away with the term “exclusive rules” Each game will now come with GOSS and “Scenario” Rules. Term change is meant to reduce confusion and do away with the idea that every game has a long set of exclusive rules. Good example are the Airborne and Assault modules. While included in the AW scenario rules, they will show up again in future games. Atlantic Wall Version 4.0 should be played using GOSS Version 17. The rules have been extensively reorganized. While the primary case numbers remain the same, the topics within each primary case have been reorganized to clarify the rule process. Most of the changes in case and wording are simple clarifications; however, there are changes within the rules. Major changes from the original rules are noted with red type in the Developer’s Notes. Some rules have been put into one case. In earlier versions those rules were spread throughout the rules and hard to piece together, now everything pertaining to things like “Bocage & Hedgerows” and “Cherbourg Garrison/Landefront” are in one place. In addition, errata for displays is also noted in the rules. Some rules have been moved into GOSS and a few such as the Bocage and Hedgerow rules have been placed entirely within AW. The standard is now: If a rule is specific to one game, it goes in the scenario rules, if applicable to more than one, or all games it goes in GOSS. The PDF version of the rules are linked to the Table of Contents so that players may download a copy and if reading the rules electronically, may click on the case number in the table and go directly to the case number within the rules. -
2 Competing Philosophies of Air Campaigns
Unit V: The Real Second Front Begins Causing Hitler to Fall! WWII Mr. Meetze Pre World War II Philosophy of the Air Chapter 19 (Read/Highlight) During WWI (1917-1919) the idea that “Long Range Bombers” would pound the enemy into submission that would eventually win the war began. The Argument that an independent Air-Force would be more effective than an Army or Navy in turning the tide in war was supported by both the R.A.F.’s General Hugh Trenchard and the U.S. General William ‘Billy’ Mitchell. The man who had the greatest influence on the theory of strategic air power was the Italian General Giulio Douhet who wrote influential book The Command of the Air. In his book Douhet argued that air power was revolutionary because it operated in the third dimension. Aircraft could fly over surface forces, relegating them to secondary importance. The vastness of the sky made defense almost impossible, so the essence of air power was the offensive. In addition, he believed that Air power could break a people's will by destroying a country's "vital centers" and with it the people’s moral as well. 2 Competing Philosophies of Air Campaigns Strategic Bombing vs. Tactical Bombing Explain the differences between Strategic Precision Bombing vs. Area Bombing Remember: In the Command of the Air, General Douhet correctly identified 5 Basic Bombing Targets as… 1) Industry 2) Transport Infrastructure 3) Communications 4) Government 5) Will of the People Squad Activity: Brainstorm 5 Potential Problems that Douhet failed to identify with Strategic Bombing. -
Where in the Word War? Mapping the Geography of WWII
Where in the Word War? Mapping the Geography of WWII A Lesson from the Education Department The National WWII Museum 945 Magazine Street New Orleans, LA 70130 (504) 528-1944 www.nationalww2museum.org/learn/education © The National WWII Museum Where in the World War? Mapping the Geography of D-Day For the soldier coming ashore on D-Day the ability to read a map accurately could mean the difference between life and death. Deciphering a map today is less deadly but is still an important skill. Students, however, still need to learn how to read maps for the historical information they can provide. This map- reading exercise will require students to understand scale, a legend, iconography, national flags, and western European geography. OBJECTIVE: Students will analyze a map of the D-Day invasion of Normandy and answer questions relating to their analysis. GRADE LEVEL: 7-12 STANDARDS: History Thinking Standard 2—the student comprehends a variety of historical sources and can draw upon historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred. Content Era 8 (1929-1945), Standard 3B—the student understands World War II and how the Allies prevailed. TIME REQUIREMENT: One class period. DIRECTIONS: 1. Use the map transparency provided for this activity. 2. After presenting a lesson on the history of D-Day (you may use the included D-Day Fact Sheet), review the map with students pointing out the different elements of the map. 3. Have students fill out the question sheet. 4. Hold a brief discussion about the map: What elements of this map do the students like? What parts are confusing? What information is not on this map that could be? Are the design elements of the map appropriate (colors, shapes, icons, etc.)? 5.