Aristide Briand: Defending the Republic Through Economic Appeasement
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Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880 Heather Marlene Bennett University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the European History Commons Recommended Citation Bennett, Heather Marlene, "Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880" (2013). Publicly Accessible Penn Dissertations. 734. https://repository.upenn.edu/edissertations/734 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/734 For more information, please contact [email protected]. Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880 Abstract The traumatic legacies of the Paris Commune and its harsh suppression in 1871 had a significant impact on the identities and voter outreach efforts of each of the chief political blocs of the 1870s. The political and cultural developments of this phenomenal decade, which is frequently mislabeled as calm and stable, established the Republic's longevity and set its character. Yet the Commune's legacies have never been comprehensively examined in a way that synthesizes their political and cultural effects. This dissertation offers a compelling perspective of the 1870s through qualitative and quantitative analyses of the influence of these legacies, using sources as diverse as parliamentary debates, visual media, and scribbled sedition on city walls, to explicate the decade's most important political and cultural moments, their origins, and their impact. -
Fonds La Martinière
Cote PA-AP Nom Prénom Article Titre Contenu Dates extrêmes 189 HANOTAUX Gabriel 1 NOTES ET SOUVENIRS - Documents personnels et littéraires : 1876- 1908 - Fol. 2-10 - Notes sur le ministère Jules Simon ; 1876-1877. - Fol. 11-12 - Fragments de journal ; 1882-1887. - Fol. 23-64 - Journal ; Juin 1887-16 Mars 1894. - Fol. 65-69 - "Réflexions sur la vie politique" ; 20 Février 1892. - Fol. 70-113 - Notes et discours sur Jules Ferry ; 1893. - Fol. 114-118 - Articles de journaux sur Gabriel Hanotaux ; Juin 1894. - Fol. 119-172 - Notes et anecdotes rassemblées pour la rédaction de "l'Histoire contemporaine" ; 1901-1908. - Fol. 173-179 - Jugements esthétiques (sur Millet, Boldini, Manet ...) ; sans date. - Fol. 180-183 - Bons mots et anecdotes. - Fol. 184-195 - Notes de lectures, plans d'ouvrages. mardi 23 octobre 2007 MAE Fonds PA-AP Page 1 sur 34 Cote PA-AP Nom Prénom Article Titre Contenu Dates extrêmes 189 HANOTAUX Gabriel 2 NOTES ET SOUVENIRS - Notes d'audience du ministre etc ... (Orig. Aut.) : 213 1895- 1898 folios : - Fol. 2-13 - Entretiens avec le prince Lobanoff ; 1895. - Fol. 14-20 - Directives à Paul Cambon à Constantinople ; Juin 1896. - Fol. 21-28 - Note sur la politique étrangère de la France adressé à Félix Faure, à propos du voyage du tsar à Paris ; Septembre 1896-(?). - Fol. 29-37 - Conversations avec Chichkine ; 2 et 14 Octobre 1896. - Fol. 38-58 - Entretiens avec Nicolas II ; 12 Octobre 1896. - Fol. 59-65 - Conversations avec lord Dufferin ; 12 Octobre 1896. - Fol. 66-76 - Deuxième et troisième entretiens avec Chichkine ; 14 Octobre 1896. - Fol. 77-88 - "Projet pour mes conversations avec le comte Mouravieff" ; 26 Janvier 1897. -
Reassessing Marshal Ferdinand Foch
Command in a Coalition War 91 Command in a Coalition War: Reassessing Marshal Ferdinand Foch Elizabeth Greenhalgh* Marshal Ferdinand Foch is remembered, inaccurately, as the unthinking apostle of the offensive, one of the makers of the discredited strategy of the “offensive à outrance” that was responsible for so many French deaths in 1914 and 1915. His acceptance of the German signature on the armistice document presented on behalf of the Entente Allies in 1918 has been overshadowed by postwar conflicts over the peace treaty and then over France’s interwar defense policies. This paper argues that with the archival resources at our disposal it is time to examine what Foch actually did in the years be- tween his prewar professorship at the Ecole Supérieure de Guerre and the postwar disputes at Versailles. I The prewar stereotype of the military leader was influenced by military and diplomat- ic developments on the island of Corsica during the eighteenth century that resulted in the Genoese selling the sovereignty of the island in 1768 to France. This meant that Carlo Buonaparte’s son would be a Frenchman and not Italian, thus altering the face of Europe. The achievements of France’s greatest of “great captains” thus became a benchmark for future French military leaders. A French family from the southwest corner of France near the Pyrenees saw service with Napoleon Bonaparte, and in 1832 one member of that family, named Napoleon Foch for the general, consul and empe- ror, married Mlle Sophie Dupré, the daughter of an Austerlitz veteran. Their second surviving son was named Ferdinand. -
The Nobel Peace Prize
TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize. -
Fonds Gabriel Deville (Xviie-Xxe Siècles)
Fonds Gabriel Deville (XVIIe-XXe siècles) Répertoire numérique détaillé de la sous-série 51 AP (51AP/1-51AP/9) (auteur inconnu), révisé par Ariane Ducrot et par Stéphane Le Flohic en 1997 - 2008 Archives nationales (France) Pierrefitte-sur-Seine 1955 - 2008 1 https://www.siv.archives-nationales.culture.gouv.fr/siv/IR/FRAN_IR_001830 Cet instrument de recherche a été encodé en 2012 par l'entreprise Numen dans le cadre du chantier de dématérialisation des instruments de recherche des Archives Nationales sur la base d'une DTD conforme à la DTD EAD (encoded archival description) et créée par le service de dématérialisation des instruments de recherche des Archives Nationales 2 Archives nationales (France) INTRODUCTION Référence 51AP/1-51AP/9 Niveau de description fonds Intitulé Fonds Gabriel Deville Date(s) extrême(s) XVIIe-XXe siècles Nom du producteur • Deville, Gabriel (1854-1940) • Doumergue, Gaston (1863-1937) Importance matérielle et support 9 cartons (51 AP 1-9) ; 1,20 mètre linéaire. Localisation physique Pierrefitte Conditions d'accès Consultation libre, sous réserve du règlement de la salle de lecture des Archives nationales. DESCRIPTION Type de classement 51AP/1-6. Collection d'autographes classée suivant la qualité du signataire : chefs d'État, gouvernants français depuis la Restauration, hommes politiques français et étrangers, écrivains, diplomates, officiers, savants, médecins, artistes, femmes. XVIIIe-XXe siècles. 51AP/7-8. Documents divers sur Puydarieux et le département des Haute-Pyrénées. XVIIe-XXe siècles. 51AP/8 (suite). Documentation sur la Première Guerre mondiale. 1914-1919. 51AP/9. Papiers privés ; notes de travail ; rapports sur les archives de la Marine et les bibliothèques publiques ; écrits et documentation sur les départements français de la Révolution (Mont-Tonnerre, Rhin-et-Moselle, Roer et Sarre) ; manuscrit d'une « Chronologie générale avant notre ère ». -
A Cape of Asia: Essays on European History
A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 1 a cape of asia A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 2 A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 3 A Cape of Asia essays on european history Henk Wesseling leiden university press A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 4 Cover design and lay-out: Sander Pinkse Boekproductie, Amsterdam isbn 978 90 8728 128 1 e-isbn 978 94 0060 0461 nur 680 / 686 © H. Wesseling / Leiden University Press, 2011 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 5 Europe is a small cape of Asia paul valéry A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 6 For Arnold Burgen A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 7 Contents Preface and Introduction 9 europe and the wider world Globalization: A Historical Perspective 17 Rich and Poor: Early and Later 23 The Expansion of Europe and the Development of Science and Technology 28 Imperialism 35 Changing Views on Empire and Imperialism 46 Some Reflections on the History of the Partition -
Explain Why Germans Were So Angry About the Treaty of Versailles [8] Advice
Explain why Germans were so angry about the Treaty of Versailles [8] Advice AO1: Demonstrate knowledge and AO2: Explain why Germans were angry understanding of the period about the Treaty An [8] mark question on the Germany paper wants you to explain the cause of Band 1 (1 Band 2 (2 Band 3 (3 Band 1 (1 Band 2 (2-3 Band 3 (4-5 something – in this case, why ordinary German people were angry at the Treaty mark) marks) marks) mark) marks) marks) of Versailles. To answer this question, you need to know: I include I include I include I give very I partially I give a very very few some of the very little explain why detailed What Germany was like before WW1 details of Treaty and detailed explanation Germans and logical Details of the terms of the Treaty of Versailles the Treaty why information of why were angry explanation What kind of peace treaty Germany expected to get and why Germans about the Germans about the of why Germans were angry Treaty and were angry Treaty Germans Why the Treaty of Versailles was so bad for Germany were angry about it why about the were angry You aim to write at least 2 P.E.E.L. paragraphs (Point, Evidence, Explanation, Link). about it Germans Treaty about the were angry Treaty [8] marks means you should spend about 8 minutes on this question. about it S/A or P/A Teacher Mark and Comment: Use this space to plan your answer: /8 /8 Suggested Improvements: Include some / more details of the terms of the Treaty or how it affected German people Add / give more explanation of why Germans were angry about the Treaty Improve quality of explanation by using P.E.E.L. -
266900Wp0english0inclusive0e
INCLUSIVE EDUCATION: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Public Disclosure Authorized SUSAN J. PETERS, PH.D.* PREPARED FOR THE DISABILITY GROUP THE WORLD BANK April 30, 2003 Public Disclosure Authorized The findings, interpretations and conclusions expressed in this report are entirely those of the author and should not be attributed in any manner to the World Bank, to its affiliated organizations, to members of its Board of Executive Directors, or to the countries they represent. The report has gone through an external peer review process, and the author thanks those individuals for their feedback. Public Disclosure Authorized *Susan J. Peters is an Associate Professor in the College of Education, Michigan State University, East Lansing, Michigan, USA. She has been an educator and disability scholar for the past 20 years and has published in various international journals. She is the co-author and editor of two books: Education and Disability in Cross-Cultural Perspective (NY: Garland Publishing. 1993) and Disability and Special Needs Education in an African Context (Harare: College Press. 2001). She may be contacted at [email protected] Public Disclosure Authorized TABLE OF CONTENTS INCLUSIVE EDUCAITON: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Glossary of Terms Executive Summary 1 I. Introduction 9 Background II. Inclusive Education Practice: Lessons from the North 18 Background Best Practice in Canada and the United States Best Practice in Europe and other OECD Countries Special Issues: Accountability Special Issues: Parental Involvement Special Issues: Gender Summary III. Inclusive Education Practice: Lessons from the South 26 Introduction IE: The Experience of “Southern Hemisphere School System Inclusive Education Framework Challenges and Responses to IE in the South Barriers Gaps in the Literature Considerations for Future Study Zambia Honduras Vietnam India Summary IV. -
The Madagascar Affair, Part 2
Imperial Disposition The Impact of Ideology on French Colonial Policy in Madagascar 1883-1896 Tucker Stuart Fross Mentored by Aviel Roshwald Advised by Howard Spendelow Senior Honors Seminar HIST 408-409 May 7, 2012 Table of Contents I. Introduction 2 II. The First Madagascar Affair, 1883-1885 25 III. Le parti colonial & the victory of Expansionist thought, 1885-1893 42 IV. The Second Madagascar Affair, part 1. Tension & Negotiation, 1894-1895 56 V. The Second Madagascar Affair, part 2. Expedition & Annexation, 1895-1896 85 VI. Conclusion 116 1 Chapter I. Introduction “An irresistible movement is bearing the great nations of Europe towards the conquest of fresh territories. It is like a huge steeplechase into the unknown.”1 --Jules Ferry Empires share little with cathedrals. The old cities built cathedrals over generations. Sons placed bricks over those laid down by their fathers. These were the projects of a town, a people, or a nation. The design was composed by an architect who would not live to see its completion, carried through generations in the memory of a collective mind, and patiently imposed upon the world. Empires may be the constructions of generations, but they do not often appear to result from the persistent projection of a unified design. Yet both empires and cathedrals have inspired religious devotion. In the late nineteenth century, the idea of empire took on the appearance of a transnational cult. Expansion of imperial control was deemed intrinsically valuable, not only as a means to power, but for the mere expression and propagation of the civilization of the conqueror. -
“Non”: Creditor-Debtor Politics and the German Financial Crises of 1930 and 1931
Why the French said “non”: Creditor-debtor politics and the German financial crises of 1930 and 1931 Simon Banholzer, University of Zurich Tobias Straumann, University of Zurich1 December, 2015 Abstract Why did France delay the Hoover moratorium in the summer of 1931, thus escalating the German financial crisis? In most accounts the announcement of an Austro-German customs union issued in March 1931 is cited as the crucial event that made the French reluctant to continue their cooperation with Germany. We suggest a more comprehensive explanation. While acknowledging the negative impact of the customs union, we think that the collapse of mutual trust came much earlier, namely with the evacuation of the Rhineland in the summer of 1930. It explains why as early as the autumn of 1930 France declined to help Germany mitigate a financial crisis. We use the prisoner’s dilemma to illustrate our argument. 1 Corresponding author: Tobias Straumann, Department of Economics (Economic History), Zürichbergstrasse 14, CH–8032 Zürich, Switzerland, [email protected] 1 1. Introduction The German crisis of 1931 is one the crucial moments in the history of the world economic slump of the 1930s. It led to a global liquidity crisis, bringing down the British pound and a number of other currencies and causing a banking crisis in the United States. The economic turmoil also had negative political consequences. The legitimacy of the Weimar Republic further eroded, Chancellor Heinrich Brüning became even more unpopular. The British historian Arnold Toynbee had good reasons to call the year 1931 “annus terribilis”. The crisis might have been contained, if the French authorities had immediately supported the debt and reparations moratorium suggested by US President Herbert Hoover on June 20, 1931. -
Unipolar Disorder: a European Perspective on U.S
Digital Commons @ Georgia Law Scholarly Works Faculty Scholarship 4-1-2004 Unipolar Disorder: A European Perspective on U.S. Security Strategy Diane Marie Amann University of Georgia School of Law, [email protected] Repository Citation Diane Marie Amann, Unipolar Disorder: A European Perspective on U.S. Security Strategy (2004), Available at: https://digitalcommons.law.uga.edu/fac_artchop/835 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Commons @ Georgia Law. It has been accepted for inclusion in Scholarly Works by an authorized administrator of Digital Commons @ Georgia Law. Please share how you have benefited from this access For more information, please contact [email protected]. Unipolar Disorder: A European Perspective on U.S. Security Strategy By DIANE MARIE AMANN* Much has been said about the National Security Strategy that U.S. President George W. Bush released one year after the terrorist assaults of September 11, 2001.1 The Strategy's declaration that the United States would strike first to prevent attack even before an enemy possessed the capability to attack-a point in time much earlier than when tradition would have condoned an act of anticipatory self-defense-provoked considerable comment.2 Debate within America encompassed multiple points of view; nonetheless, and perhaps not surprisingly, much of the debate reflected an * Visiting Professor of Law, University of California, Los Angeles, School of Law; Professor of Law, University of California, Davis, School of Law (Martin Luther King, Jr. Hall). This essay owes much to insights gained during 2001-2002, when the author was, thanks to Professor Mireille Delmas-Marty, a Professeur invitge at the Universitd de Paris 1 (Panthdon-Sorbonne), and also, thanks to Professor William A. -
Walther Rathenau, Gustav Stresemann, Konrad Adenauer
Walter Rathenau, Gustav Stresemann, Konrad Adenauer, Willy Brandt Ansprache auf der Botschafterkonferenz anlässlich der Namensgebung der Konferenzräume des Auswärtigen Amtes Berlin, 6. September 2006 Von Gregor Schöllgen Es gilt das gesprochene Wort. Herr Minister, Exzellenzen, meine Damen und Herren: Ich danke für die ehrenvolle Einladung. Und ich danke für das Vertrauen, das Sie in mich setzen: Wenn ich das richtig sehe, trauen Sie mir zu, vier herausragende Vertreter der deut- schen Außenpolitik im 20. Jahrhundert in zwanzig Minuten zu würdigen. Angemessen, versteht sich. Natürlich wissen Sie so gut wie ich, dass wir es hier mit vier Schwergewichten zu tun haben. Sonst hätten Sie sich ja auch nicht für diese Namensgebungen entschieden. Biografische Kurzportraits im vier mal Fünfminuten-Takt scheiden also aus. Stattdessen will ich fragen: Was haben die Vier gemeinsam - was unterscheidet sie? 1 * Um bei letzteren, also bei den Unterschieden, zu beginnen – weniger als man denken mag. Zum Beispiel die Ausbildung. Drei hatten studiert. Walther Rathenau hatte sich für Physik und Chemie entschieden, bezeichnenderweise begleitet von einem Studium der Philosophie; Gustav Stresemann war Nationalökonom, Konrad Adenauer Jurist. Zwei von ihnen, Rathenau und Stresemann, waren zudem promoviert. Der vierte, Willy Brandt, war weder promoviert noch examiniert, hatte nicht einmal studiert: Flucht und Exil ließen das nicht zu. Einiges spricht dafür, dass Willy Brandt diesen weißen Fleck in seiner Biografie mit seiner exessiven schriftstellerischen Tätigkeit kompensiert hat. Gewiss, er war von Hause aus Jour- nalist, und vor allem in späten Jahren kamen handfeste kommerzielle Interessen hinzu. Aber sie allein erklären seine Produktivität nicht: Weit mehr als 3.500 Veröffentlichungen aller Art sind beispiellos, jedenfalls für einen zeitlebens aktiven Politiker.