Gustav Stresemann & Decide If He Solved Weimar Germany’S Problems
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Film Front Weimar: Representations of the First World War in German Films from the Weimar Period (1919-1933) Kester, Bernadette
www.ssoar.info Film Front Weimar: Representations of the First World War in German Films from the Weimar Period (1919-1933) Kester, Bernadette Veröffentlichungsversion / Published Version Monographie / monograph Zur Verfügung gestellt in Kooperation mit / provided in cooperation with: OAPEN (Open Access Publishing in European Networks) Empfohlene Zitierung / Suggested Citation: Kester, B. (2002). Film Front Weimar: Representations of the First World War in German Films from the Weimar Period (1919-1933). (Film Culture in Transition). Amsterdam: Amsterdam Univ. Press. https://nbn-resolving.org/ urn:nbn:de:0168-ssoar-317059 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY-NC-ND Lizenz This document is made available under a CC BY-NC-ND Licence (Namensnennung-Nicht-kommerziell-Keine Bearbeitung) zur (Attribution-Non Comercial-NoDerivatives). For more Information Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden see: Sie hier: https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/deed.de * pb ‘Film Front Weimar’ 30-10-2002 14:10 Pagina 1 The Weimar Republic is widely regarded as a pre- cursor to the Nazi era and as a period in which jazz, achitecture and expressionist films all contributed to FILM FRONT WEIMAR BERNADETTE KESTER a cultural flourishing. The so-called Golden Twenties FFILMILM FILM however was also a decade in which Germany had to deal with the aftermath of the First World War. Film CULTURE CULTURE Front Weimar shows how Germany tried to reconcile IN TRANSITION IN TRANSITION the horrendous experiences of the war through the war films made between 1919 and 1933. -
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. -
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. -
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. -
Germany Italy 1861 Kingdom of Italy Proclaimed Unification of Germany
Germany Italy 1861 Kingdom of Italy proclaimed Unification of Germany 1871 Wilhelm II became Kaiser 1888 1911 Invasion of Libya Giolitti became prime minister (third time) 1912 Suffrage extended 1914 Declaration of neutrality Start of First World War 1915 Treaty of London with Entente Powers Declaration of war on Austria-Hungary 1916 Declaration of war on Germany 1917 Defeat at Caporetto ‘Revolution from above’ 1918 Victory at Vittorio Veneto Abdication of the Kaiser End of Italy on winning side First Fighting on Western Front Universal male suffrage World ended by armistice introduced in Italy War The Spartacist Revolt 1919 Catholic Popular Party (PPI) founded National Assembly elections Fasci di Combattimento Weimar Constitution drawn founded up Party list electoral system Ebert became president (and proportional Germany signed the representation) introduced Versailles Treaty Treaty of Saint Germain signed D’Annunzio occupied Fiume First general election under new system – Liberals and their allies lost control of the chamber The Kapp Putsch 1920 Treaty of Rapallo signed with Yugoslavia Foundation of the NSDAP Worker occupation of the Publication of the NSDAP’s 25 factories (Bienno Rosso) Point Programme Occupation of Fiume ended by force Matthias Erzberger murdered 1921 Italian Communist Party by Organisation Consul (PCI) formed National Fascist Party (PNF) founded Walter Rathenau murdered 1922 Fascist ‘March on Rome’ by Organisation Consul carried out Mussolini became prime minister French troops occupied the 1923 Acerbo Law passed -
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. -
The Soviet-German Tank Academy at Kama
The Secret School of War: The Soviet-German Tank Academy at Kama THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Ian Johnson Graduate Program in History The Ohio State University 2012 Master's Examination Committee: Jennifer Siegel, Advisor Peter Mansoor David Hoffmann Copyright by Ian Ona Johnson 2012 Abstract This paper explores the period of military cooperation between the Weimar Period German Army (the Reichswehr), and the Soviet Union. Between 1922 and 1933, four facilities were built in Russia by the two governments, where a variety of training and technological exercises were conducted. These facilities were particularly focused on advances in chemical and biological weapons, airplanes and tanks. The most influential of the four facilities was the tank testing and training grounds (Panzertruppenschule in the German) built along the Kama River, near Kazan in North- Central Russia. Led by German instructors, the school’s curriculum was based around lectures, war games, and technological testing. Soviet and German students studied and worked side by side; German officers in fact often wore the Soviet uniform while at the school, to show solidarity with their fellow officers. Among the German alumni of the school were many of the most famous practitioners of mobile warfare during the Second World War, such as Guderian, Manstein, Kleist and Model. This system of education proved highly innovative. During seven years of operation, the school produced a number of extremely important technological and tactical innovations. Among the new technologies were a new tank chassis system, superior guns, and - perhaps most importantly- a radio that could function within a tank. -
The Rarity of Realpolitik the Rarity of Brian Rathbun Realpolitik What Bismarck’S Rationality Reveals About International Politics
The Rarity of Realpolitik The Rarity of Brian Rathbun Realpolitik What Bismarck’s Rationality Reveals about International Politics Realpolitik, the pur- suit of vital state interests in a dangerous world that constrains state behavior, is at the heart of realist theory. All realists assume that states act in such a man- ner or, at the very least, are highly incentivized to do so by the structure of the international system, whether it be its anarchic character or the presence of other similarly self-interested states. Often overlooked, however, is that Real- politik has important psychological preconditions. Classical realists note that Realpolitik presupposes rational thinking, which, they argue, should not be taken for granted. Some leaders act more rationally than others because they think more rationally than others. Hans Morgenthau, perhaps the most fa- mous classical realist of all, goes as far as to suggest that rationality, and there- fore Realpolitik, is the exception rather than the rule.1 Realpolitik is rare, which is why classical realists devote as much attention to prescribing as they do to explaining foreign policy. Is Realpolitik actually rare empirically, and if so, what are the implications for scholars’ and practitioners’ understanding of foreign policy and the nature of international relations more generally? The necessity of a particular psy- chology for Realpolitik, one based on rational thinking, has never been ex- plicitly tested. Realists such as Morgenthau typically rely on sweeping and unveriªed assumptions, and the relative frequency of realist leaders is difªcult to establish empirically. In this article, I show that research in cognitive psychology provides a strong foundation for the classical realist claim that rationality is a demanding cogni- tive standard that few leaders meet. -
Modern Germany Albrecht Ritschl Reform After the French Wars The
Modern Germany Albrecht Ritschl Reform after the French Wars The French wars (1792-1815) radically altered the political map of Germany. They led to the dissolution of myriads of mostly ecclesiastical micro-territories, brought down the Holy Roman Empire, and triggered legal and social reforms on a large scale. Traditional historiography (as Nipperdey, 1994) has tended to regard Napoleon’s impact as decisive for Germany’s modernization in the 19th century. Under French occupation, feudal structures were uprooted, French civil law was introduced or imitated, and a customs barrier was erected that isolated Germany from England while the wars lasted. However, even prior to the French Revolution, Germany had been less static than it often seems. In the second half of the 18th century, industrialization gradually took hold in the commercially advanced regions along the Rhine river and in Saxony (Pollard, 1981). Population size had just recovered the losses from the Thirty Years War and kept growing steadily. Still, institutional reform advanced only slowly, with the Prussian Civil Code of 1794 and the Josefinian reforms in the Habsburg monarchy as the major exceptions. The pace of reform changed after Prussia’s defeat against France in 1806. Between 1806 and 1810, Prussia abandoned the guild system, introduced free enterprise, freed its peasantry, and reshaped its administrative system. Entry exams for Prussia’s higher civil service were created that included Adam Smith in the list of required readings. An era of economic liberalism began that lasted into the 1870s. Economic and institutional reform elsewhere in Germany often proceeded more cautiously. West of the Elbe river, liberation of the peasantry was less of an issue, as in many regions, the manor system hardly consisted in more than rental payments for farmers and in – usually detailed and restrictive – entitlements to the use of the village commons. -
Walter Laqueur: the Last Days of Europe Study Guide
Scholars Crossing Faculty Publications and Presentations Helms School of Government 2007 Walter Laqueur: The Last Days of Europe Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Walter Laqueur: The Last Days of Europe Study Guide" (2007). Faculty Publications and Presentations. 132. https://digitalcommons.liberty.edu/gov_fac_pubs/132 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. WALTER LAQUEUR: THE LAST DAYS OF EUROPE STUDY GUIDE, 2007 Steven Alan Samson INTRODUCTION Study Questions 1. A Very Brief Tour Through the Future of Europe How have the sights, sounds, and smells of London, Paris, and Berlin changed since 1977? How did immigration to those cities differ one hundred years compared with today? What are the typical characteristics of the immigrants of 2006? 2. The Last Days of Old Europe What is “Old Europe?” What is the role of tourism in the European economy? What accounted for the author’s optimism in the 1970s? What were some of the danger signs in the 1970s? What did leading demographers show? What were some of Russia’s problems in the 1980s? How did the new immigrants differ from the guest workers of the 1950s? How did the European vision differ from the American dream? What accounted for the rosy picture painted of Europe by Tony Judt, Mark Leonard, and Charles Kupchan? What was the general consensus of EU’s 2000 meeting in Lisbon? Review danger signs in the 1970s new immigrants resistance to assimilation European vision Tony Judt CHAPTER ONE: EUROPE SHRINKING Study Questions 1. -
Speech by Federal President Joachim Gauck to Introduce a Panel Discussion at the Nobel Institute on 11 June 2014 in Oslo
Translation of advance text The speech on the internet: www.bundespraesident.de Berlin, 11 June 2014 Page 1 of 4 Speech by Federal President Joachim Gauck to introduce a panel discussion at the Nobel Institute on 11 June 2014 in Oslo At the end of 1969 there were rumours going around in Germany that Norway had had quite an unexpected Christmas present that year. On Christmas Eve, large oil and gas deposits had been discovered off the coast of Norway. Since that day, we continental Europeans have got to know, and value, a new side to the Norwegians. Not only did we get to know you as a reliable energy supplier and one of the most affluent countries in the world. We now also began to value Norway for the responsible manner in which it dealt with its newly won wealth. The revenues from the oil industry – the majority at least – were and are saved year after year and invested in the future, a future in which oil reserves one day will no longer be so abundant. Moreover, Norway with its new riches has by no means become self-satisfied, or “self-sufficient”. Isolationism has not become a Norwegian characteristic. The Norwegians have always cast their sights out onto the world. It is remarkable to note how many of the important explorers and pioneers of modern history came from Norway. Their names have a certain ring to them in Germany too: Roald Amundsen, Thor Heyerdahl and Fridtjof Nansen. And the fact that for more than one hundred years now, the most important prize in the world – the Nobel Peace Prize – is awarded here in Oslo is testament to Norway’s keen interest in global affairs.