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A Historical Retrospect of the Nazi Party and Its Leaders," (Set No, I, Set of Fourty)
A historical retrospect of the Nazi Party and its leaders," (Set No, I, set of fourty) 1. November 9th 1923, the Nazi Party with Hitler as its leader felt strong enough to kick the Bavarian G-overnement out of its sad- dle. The marching Nazis when reaching the Odeonsplatz in Munich, were odered to stop. After ignoring the order tostop, they were fired upon and a total of 16 men were killed by machinegun fire. The Nazi Party thereafter was declared as illegal and was forbidden by law. Hitler himself, as the head and leader of the party was cobvicted to spend five years in jail. 2. The"BLOODFLAG", under which the first 16 Nazi victims were killed on November 9th 1923 on the Odeonsplatz at Munich* Later on this flag only was shown to the public when political events of im- portant nature took place. More or less, this flag was considered as a symbol of the party. 3. Hitler in his cell during imprisonment 1924 at Landsberg/Lech The party which had been forbidden, went underground so it couldn't be controlled by governement officials. Fin^llythe Bavarian governe- ment decided to set Hitler free because of J~oo much dangerous un- derground activities of the illegal Nazi party. 4. Adolf Hitler after becoming chancellor of the state, visiting the prison cell at Landsberg/Lech, where he spent nearly ten months. 5. Hitler, holding a speech in Munich on the stairs of the fa- mous " FELDHERRNHALLE ", eleven years after the first 16 members of his party were killed. -
44618 History Newsletter 2009
THE NEWSLETTER DEPARTMENT OF HISTORY Number 58 Chapel Hill, North Carolina Autumn 2009 GREETINGS FROM THE CHAIR. The national and international events of 2008-09 affected the History Department at the University of North Carolina, Chapel Hill, in much the same way that they influenced most other institutions over the past year. The global economic recession, a huge decline in North Carolina’s tax revenues, the major losses in endowment funds, and our own university’s mandated budget cuts all echoed through the offices and classrooms of Hamilton Hall. We learned again that historians have no way to escape from history, even as they maintain the all-important “long view” that keeps everything in proper perspective. Despite the recent financial upheavals, however, the UNC History Department had another highly productive year. The faculty published 12 new books, edited or co-edited seven other books, and produced fifty scholarly articles and chapters in edited collections. Our graduate students continued to receive national and international research awards, including twenty fellowships from foundations and government agencies such as the Mellon Foundation, the ACLS, the Fulbright-Hayes program, the Japan Foundation, and the German government’s DAAD research program. You will find detailed information about the diversity of our Department’s publications, teaching, and research awards in the pages of this Newsletter; and you will see how UNC’s historians remain constantly active, no matter what may be happening in the wider world of stock markets, banks, and international trade. The Department also continued to sponsor the Project for Historical Education (regular seminars for high school history teachers) and the annual public lecture on African American History. -
Paper 3 Weimar and Nazi Germany Revision Guide and Student Activity Book
Paper 3 Weimar and Nazi Germany Revision Guide and Student Activity Book Section 1 – Weimar Republic 1919-1929 What was Germany like before and after the First World War? Before the war After the war The Germans were a proud people. The proud German army was defeated. Their Kaiser, a virtual dictator, was celebrated for his achievements. The Kaiser had abdicated (stood down). The army was probably the finest in the world German people were surviving on turnips and bread (mixed with sawdust). They had a strong economy with prospering businesses and a well-educated, well-fed A flu epidemic was sweeping the country, killing workforce. thousands of people already weakened by rations. Germany was a superpower, being ruled by a Germany declared a republic, a new government dictatorship. based around the idea of democracy. The first leader of this republic was Ebert. His job was to lead a temporary government to create a new CONSTITUTION (SET OF RULES ON HOW TO RUN A COUNTRY) Exam Practice - Give two things you can infer from Source A about how well Germany was being governed in November 1918. (4 marks) From the papers of Jan Smuts, a South African politician who visited Germany in 1918 “… mother-land of our civilisation (Germany) lies in ruins, exhausted by the most terrible struggle in history, with its peoples broke, starving, despairing, from sheer nervous exhaustion, mechanically struggling forward along the paths of anarchy (disorder with no strong authority) and war.” Inference 1: Details in the source that back this up: Inference 2: Details in the source that back this up: On the 11th November, Ebert and the new republic signed the armistice. -
The Eastern Front, 1941-45, German Troops and the Barbarisation of Warfare the Eastern Front, 1941-45, German Troops and the Barbarisation of Warfare
THE EASTERN FRONT, 1941-45, GERMAN TROOPS AND THE BARBARISATION OF WARFARE THE EASTERN FRONT, 1941-45, GERMAN TROOPS AND THE BARBARISATION OF WARFARE Orner Bartov Palgrave Macmillan ISBN 978-1-349-18191-9 ISBN 978-1-349-18189-6 (eBook) DOI 10.1007/978-1-349-18189-6 ©Orner Bartov 1986 Softcover reprint of the hardcover 1st edition 1986 978-0-333-38458-9 All rights reserved. For information, write: St. Martin's Press, Inc., 175 Fifth Avenue, New York, NY 10010 Published in the United Kingdom by The Macmillan Press Ltd. First published in the United States of America in 1986 ISBN 978-0-312-22486-8 Library of Congress Cataloging-in-Publication Data Bartov, Orner. The eastern front, 1941-45. Bibliography: p. Includes index. 1. World War, 1939-1945-Campaigns-Eastern. 2. Germany. Heer-History-World War, 1939-1945. 3. World War, 1939-1945-Atrocities. 4. Soldiers German-History-20th century. 5. Sociology, Military Germany-History-20th century. I. Title. D764.B233 1986 940.54'13'43 85-14600 ISBN 978-0-312-22486-8 To my Mother and Father Jen, or humaneness, is a way to be followed 'In fear and trembling With caution and care, As though on the brink of a chasm As though treading thin ice' (Confucius, Analects, 5:3) 'The era of the Hitler regime, with its gigantic, unprecedented crimes, constituted an unmastered past ... for the rest of the world, which had not forgotten this great catastrophe in the heart of Europe either, and had been unable to come to terms with it.' (H. -
Fantastic Archaeology and Pseudoscience Lost Tribes, Sunken Continents, and Ancient Astronauts
SOUTHERN METHODIST UNIVERSITY TAOS SUMMER TERM 2019 ANTH 3334: FANTASTIC ARCHAEOLOGY AND PSEUDOSCIENCE LOST TRIBES, SUNKEN CONTINENTS, AND ANCIENT ASTRONAUTS Professor: Whitney A. Goodwin, Ph.D. Candidate, Department of Anthropology Contact: [email protected] Course Time: Monday-Friday, 9:00am-12:00pm, 1:00-4:00pm Course Location: Fort Burgwin Archaeology Laboratory Office Hours: By appointment COURSE DESCRIPTION: Archaeology, like any other science, is no stranger to today’s world of half-truths and ‘alternative facts’. Fantastic claims have been made about everything in the field, from crystal skulls to entire civilizations. In this course, you will acquire the tools to form critical opinions about archaeological phenomena and become able to take apart shaky arguments based on incomplete, false or nonexistent evidence. At the same time, you will learn that science is never straightforward, neat, and simple. When it comes to many issues, legitimate controversies among scientists about what is known and what is knowable can turn into speculations about the past that go beyond any possibility of documentation. In fact, you will learn that sometimes these frontiers between the legitimate and the lunatic are the most dynamic and interesting of all. In this course we will also consider, thematically and periodically, the difference between legitimate controversy within scientific archaeology, what is termed a “Paradigm controversy”, and controversy pitting scientists against pseudoscientists and charlatans. As Ken Feder describes in the first two chapters of his book, Frauds, Myths and Mysteries, a controversy between legitimate scientists operates by clear and consistent rules of evidence, even if those scientists have very different interpretations of evidence. -
Cr^Ltxj
THE NAZI BLOOD PURGE OF 1934 APPRCWBD": \r H M^jor Professor 7 lOLi Minor Professor •n p-Kairman of the DeparCTieflat. of History / cr^LtxJ~<2^ Dean oiTKe Graduate School IV Burkholder, Vaughn, The Nazi Blood Purge of 1934. Master of Arts, History, August, 1972, 147 pp., appendix, bibliography, 160 titles. This thesis deals with the problem of determining the reasons behind the purge conducted by various high officials in the Nazi regime on June 30-July 2, 1934. Adolf Hitler, Hermann Goring, SS leader Heinrich Himmler, and others used the purge to eliminate a sizable and influential segment of the SA leadership, under the pretext that this group was planning a coup against the Hitler regime. Also eliminated during the purge were sundry political opponents and personal rivals. Therefore, to explain Hitler's actions, one must determine whether or not there was a planned putsch against him at that time. Although party and official government documents relating to the purge were ordered destroyed by Hermann GcTring, certain materials in this category were used. Especially helpful were the Nuremberg trial records; Documents on British Foreign Policy, 1919-1939; Documents on German Foreign Policy, 1918-1945; and Foreign Relations of the United States, Diplomatic Papers, 1934. Also, first-hand accounts, contem- porary reports and essays, and analytical reports of a /1J-14 secondary nature were used in researching this topic. Many memoirs, written by people in a position to observe these events, were used as well as the reports of the American, British, and French ambassadors in the German capital. -
Where Germans Make Peace with Their Dead (.Pdf)
Where Germans Make Peace with Their Dead Through a practice that is part therapy and part séance, children of war come to terms with their history. By Burkhard Bilger Germany s secrets run dark and deep. How can a people bent on silence for so long learn their true history? Credit Illustration by Miguel Porlan My great grandmother Luise G"nner had a keen eye for dead people. She would see them sitting by the side of the road sometimes when she worked in her garden in the morning, or waiting by the village crossroads at dusk, a look of mournful reproof in their eyes. Whether the sight alarmed or consoled her, I can t say. Luise was born in 1871 and died six months after my mother s birth, in 19,5. I know only the stories about her that my mother heard growing up. She says that Luise was in most ways a sturdy, commonsensical soul, so I like to imagine that she took her visitations in stride. old friends and neighbors stopping by to pick up the conversation where they d left off. Her/ogenweiler, the village where Luise was born and spent nearly every day of her life, lies in the heart of the 0lack 1orest, hemmed in on three sides by dark ranks of pines. 2he land belonged to the Prince of 13rstenberg in Luise s day and was worked by tenant farmers not much better off than serfs. Although the people of Her/ogenweiler were deeply devout, theirs was a pre Reformation sort of Catholicism6a murky brew of folklore, superstition, and pitiless religion. -
Y9 HT4 Knowledge Organiser
History Paper 3 –- Germany- Topic 4: Life in Nazi Germany 1934-39 Timeline 14 Policies 1. Marriage and Family : Women were encouraged to be married, be housewives and raise large, healthy, German families. to 1933 Law for the Encouragement of Marriage gave loans to married couples with children. 1933 the Sterilisation Law 1 1933 Law for the Encouragement of Marriage women forced people to be sterilised if they had a physical or mental disability. As a result 320,000 were sterilised . On Hitler's Mother’s Birthday, 12th August, medals were given out to women with large families. They also received 30 marks per 2 1933 the Sterilisation Law child. Lebensborn ‘source of life’, unmarried Aryan women could ‘donate a baby to the Fuhrer’ by becoming pregnant by 3 1934 Jews banned from public spaces e.g. parks ‘racially pure SS men’ and swimming pools 2. Appearance: long hair worn in a bun or plaits. Discouraged from wearing trousers, high heels, make up or dyeing and styling their hair. 4 1936 Hitler Youth Compulsory 3. Work: Propaganda encouraged women to follow the three K’s – Kinder Kuche and Kirsche – ‘children cooking and church’. The Nazis sacked female doctors and teachers. 5 1933 Boycott of Jewish shops led by SA 4. Concentration camps: Women who disagreed with Nazi views, had abortions and criticised the Nazis were sent to concentration camps. By 1939 there were more than 2000 women imprisoned at Ravensbruck. 6 1935 Nuremburg Laws – Reich Citizenship Law and Law for the Protection of German 15 Policies 1. Education: Blood to youth • Schools: performance in PE more important than academic subjects. -
Is the Truth Down There?: Cultural Heritage Conflict and the Politics of Archaeological Authority
IS THE TRUTH DOWN THERE?: CULTURAL HERITAGE CONFLICT AND THE POLITICS OF ARCHAEOLOGICAL AUTHORITY IAN BARBER PUBLIC HISTORY REVIEW, VOL 13, 2006, PP143-154 enerally it is acknowledged that conflict is axiomatic in any contemporary system of heritage (or cultural) resource management.1 Tunbridge and G Ashworth2 argue that dissonance (‘a discordance or a lack of agreement and consistency’) is ‘intrinsic’ to heritage, since ‘selection is inevitable’ and ‘any creation of heritage from the past disinherits someone [else] completely or partially, actively or potentially’. In this process there may be conflict between stakeholders who feel alienated from the physical reference points of their own past, and those decision-makers who would modify or appropriate that past. In overview, the selection pressures that are at the core of cultural heritage conflicts are complex and wide-ranging. Disagreement spans differences over the treatment and care of sites through to the targeted destruction of cultural property and associated customary communities.3 Affected communities may contest decisions that seem to dismiss their own heritage sites and associated narratives and practices. At the extreme end of the scale, these differences may lead to sectarian violence and the destruction of cultural property. Conflict can also occur between cultural heritage practitioners themselves over how, and even whether, to research the contested past.4 The appeal of the material archaeological record is often enhanced where the past is referenced in postcolonial or nationalist conflicts. In these disputes, archaeologists may be found as expert witnesses in legal proceedings (for example, Sutton’s article in this volume) or as public advocates for or against communities with customary or other cultural heritage associations.5 Newly discovered archaeological features and artifacts may be given considerable if tendentious weight or be subject to critical scrutiny and dismissal. -
Chronologie Petersen, Ernst
Gerd Simon unter Mitwirkung von Dagny Guhr, George Leaman und Ulrich Schermaul Chronologie Petersen, Ernst (Erstfassung: 15. März 2006, vorläufige Endfassung: Jan 2011 ) Einleitung Ernst Petersen gehört wie Peter Paulsen, Herbert Jankuhn und einige andere zu den führenden SS-Prähistorikern. Sein Name ist – wie der von Paulsen – zentral mit dem Kulturraub im besetzten Polen verbunden. Über das Schicksal seines polnischen Kollegen Ja ŜdŜewski ist mir nichts bekannt. Wenn er Schwierigkeiten bekam – da er noch lange nach 45 publiziert, hat er es zumindest überlebt – dann hat er das einem Wink von Petersen zu verdanken, der über seinem Chef im >Ahnenerbe< der SS (Wolfram Sievers) beim SD landete. Das hatte meist nicht nur verbale Attacken zur Folge. Petersen drängte es an die Front. Bekundungen dieser Art sollten normalerweise nur signalisieren, dass man sich nicht nachsagen lassen wollte, sich „gedrückt“ zu haben. Sei es, dass Petersen diesen Wunsch zu laut oder penetrant äußerte, sei es, dass sich die Bedingungen verschärften, Wissenschaftler unabkömmlich zu stellen, sei es, dass der dafür zuständige Sievers im Fall Petersen keine andere Möglichkeit sah oder das sogar verschlampte, Petersen wurde schließlich doch einberufen. Seit März 1944 war er an der Ostfront vermisst. Wenn man von den Forschungen von Lehmann-Haupt und MęŜ yński absieht, handelt es sich bei dem Kulturraub in Polen um ein kaum erforschtes Gebiet. Diese Website versteht sich als eine Ergänzung vor allem zu M ęŜ yńskis Forschungsergebnissen, ist sich aber bewusst, dass es hier noch viel zu ermitteln gibt. Tübingen, 16.03.2006 Gerd Simon Abkürzungen AE Ahnenerbe (der SS) AO Anordnung a.o. (Prof) außerordentlicher (Professor) Av Aktenvermerk BA Bundesarchiv BDC Berlin Document Center (ab 1994 im BA Berlin-Lichterfelde) E Als Exzerpt auf Grund einer Autopsie im GIFT-Archiv vorhanden EK Einsatzkommando (der SS) Erg. -
Faculty Publications and Presentations 2010-11
UNIVERSITY OF ARKANSAS FAYETTEVILLE, ARKANSAS PUBLICATIONS & PRESENTATIONS JULY 1, 2010 – JUNE 30, 2011 Table of Contents Bumpers College of Agricultural, Food and Life Sciences………………………………….. Page 3 School of Architecture…………………………………... Page 125 Fulbright College of Arts and Sciences…………………. Page 133 Walton College of Business……………………………... Page 253 College of Education and Health Professions…………… Page 270 College of Engineering…………………………………... Page 301 School of Law……………………………………………. Page 365 University Libraries……………………………………… Page 375 BUMPERS COLLEGE OF AGRICULTURE, FOOD AND LIFE SCIENCES Agricultural Economic and Agribusiness Alviola IV, P. A., and O. Capps, Jr. 2010 “Household Demand Analysis of Organic and Conventional Fluid Milk in the United States Based on the 2004 Nielsen Homescan Panel.” Agribusiness: an International Journal 26(3):369-388. Chang, Hung-Hao and Rodolfo M. Nayga Jr. 2010. “Childhood Obesity and Unhappiness: The Influence of Soft Drinks and Fast Food Consumption.” J Happiness Stud 11:261–275. DOI 10.1007/s10902-009-9139-4 Das, Biswa R., and Daniel V. Rainey. 2010. "Agritourism in the Arkansas Delta Byways: Assessing the Economic Impacts." International Journal of Tourism Research 12(3): 265-280. Dixon, Bruce L., Bruce L. Ahrendsen, Aiko O. Landerito, Sandra J. Hamm, and Diana M. Danforth. 2010. “Determinants of FSA Direct Loan Borrowers’ Financial Improvement and Loan Servicing Actions.” Journal of Agribusiness 28,2 (Fall):131-149. Drichoutis, Andreas C., Rodolfo M. Nayga Jr., Panagiotis Lazaridis. 2010. “Do Reference Values Matter? Some Notes and Extensions on ‘‘Income and Happiness Across Europe.” Journal of Economic Psychology 31:479–486. Flanders, Archie and Eric J. Wailes. 2010. “ECONOMICS AND MARKETING: Comparison of ACRE and DCP Programs with Simulation Analysis of Arkansas Delta Cotton and Rotation Crops.” The Journal of Cotton Science 14:26–33. -
Demystifying Discourse Analysis for Archaeology Students
Journal of Archaeology and Education Volume 2 Issue 3 Article 1 June 2018 Say What?: Demystifying Discourse Analysis for Archaeology Students Cynthia L. Van Gilder Saint Mary's College of California, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/jae Part of the Archaeological Anthropology Commons Recommended Citation Van Gilder, Cynthia L. 2018 Say What?: Demystifying Discourse Analysis for Archaeology Students. Journal of Archaeology and Education 2 Available at: https://digitalcommons.library.umaine.edu/jae/vol2/iss3/1 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Journal of Archaeology and Education by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Van Gilder: Demystifying Discourse Analysis Most archaeology instructors are eager to have their students appreciate that the study of the past is relevant to the present. In fact, most current introductory textbooks include a section, however brief it may be, on the socio-politics of archaeology. These discussions are usually framed around how ideas about the past have been used to justify abuse (e.g., Nazi archaeology to support an Aryan homeland), or how the involvement of descendant communities in research is now considered best practice in the field (e.g., NAGPRA, community based archaeology). One of the most powerful tools for understanding how what we say about the past makes a difference in the present is discourse analysis. Ultimately, archaeologists communicate their findings via discourses: in reports, articles, books, museum exhibits, documentaries, podcasts, websites, and even occasionally fictional writings.