History Module Level II Volume 2

Total Page:16

File Type:pdf, Size:1020Kb

History Module Level II Volume 2 Ministry of Primary and Secondary Education History Module Level II Volume 2 Lifelong and Continuing Education 2020 INTRODUCTION This module has been made possible by the Department of Non Formal Education with the assistance from teachers from the Ministry of Primary and Secondary Education (MoPSE) and members of staff from Curriculum Development Technical Services (CDTS). The Ministry of Primary and Secondary Education (MoPSE) remains committed to fulfilling the needs of Open Distance Learning (ODL) through introducing interactive ODL materials. Emphasis is given to providing improved access and quality Education to every non formal learner bridging the gap between time and space as guided by the learning areas’ syllabus. This will subsequently contribute to bringing about meaningful transformation in the lives of many Zimbabwean learners. We hope that this module will inspire you to study and develop lifelong skills which will make you imbued with values, ethics and a sense of national identity as a Zimbabwean. I ACKNOWLEDGEMENTS The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this Non Formal Education Level 2 History Module. · Mr. Tagara Curriculum Development and Technical Services Coordinator · Mrs. Msengezi- Mashango V( MPO History ) Curriculum Development and Technical Services · Mr Nyawasha Teacher St Pauls Musami High · Mrs. J Chinhavi Teacher Chinorumba High · Mrs. G Masiyiwa Teacher Dzivarasekwa 1 High · Zimbabwe School Examinations Council (ZIMSEC) · United Nations Children’s Emergency Fund (UNICEF) II How to use this module? As you start this journey of acquiring a qualification in Ordinary Level History through open distance learning, it is critical that you understand the need to manage your study time and balance it with your day-to-day activities. This module will provide you with the basic material to assist you towards your public examinations in History. This module has been subdivided into two volumes, that is, Volume 1 Volume 2. You are advised to study Volume 1 first before going to Volume 2. Wish you the best! III TABLE OF CONTENTS Introduction i Acknowledgements ii How to use this module iii UNIT 13: DICTATORSHIP IN ITALY (1919-1945) 1 13.1 Problems faced by Italy after The First World War 2 13.2 Mussolini’s background 5 13.3 Features of Fascism 5 13.4 Mussolini’s rise to power 6 13.5 Mussolini’s domestic policy 9 13.6 Mussolini’s foreign policy 14 UNIT 14: DICTATORSHIP IN GERMANY (1919-1945) 24 14.1 Hitler’s early life 26 14.2 Factors to his rise 28 14.3 Hitler’s consolidation of power (Domestic policies) 32 14.4 Foreign Policies Aims 40 14.5 Hitler’s foreign policies 40 UNIT 15: THE SECOND WORLD WAR (1939-1945) 50 15.1 Causes of the Second World War 51 15.2 Events of the Second World War 59 15.3 Results of the Second World War 68 UNIT 16: THE COLD WAR (1948-1991) 80 16.1 Concept of the Cold War 82 16.2 Reasons for the Cold War 84 16.3 Manifestations of the Cold War 88 16.4 Détente period of the Cold War 93 16.5 End of the Cold War 96 16.6 Effects of the Cold War 97 IV UNIT 17: THE RUSSIAN REVOLUTION (1905-1940) 109 17.1 Background to the Russian Revolution 110 17.2 Causes of the Russian Revolution 112 17.3 Stages of the Russian Revolution 116 17.4 USSR Economic and Social Transformation 120 17.5 Effects of the Russian Revolution 125 UNIT 18: C0MMUNISM IN CHINA (1949-1976) AND CUBA 135 18.1 Background to the Chinese Revolution 136 18.2 Events of the Chinese Revolution 137 18.3 Results of the Chinese Revolution 145 18.4 Background to the Cuban Revolution 145 18.5 Reasons for the Cuban Revolution 145 18.6 Events of the Cuban Revolution 146 18.7 Results of the Cuban Revolution 147 UNIT 19: REGIONAL COOPERATION 157 19.1 The Frontline States 158 19.2 Southern African Development Coordination Conference (SADCC 1980) 165 19.3 Southern African Development Community (SADC 1992) 169 19.4 The Organisation of African Unity (OAU 1963) 178 19.5 African Union (AU 2002) 187 UNIT 20: INTERNATIONAL COOPERATION 205 20.1 Commonwealth of Nations 207 20.2 Non-Aligned Movement 213 20.3 United Nations (1945-) 217 20.4 World Conference Summit 230 V UNIT 13: DICTATORSHIP IN ITALY (1919- 1945) 13:1 Problems faced by Italy after the First World War 13.2 Mussolini’s background 13.3 Features of Fascism 13.4 Mussolini’s rise to power 13.5 Mussolini’s domestic policy 13.6 Mussolini’s foreign policy Introduction We hope that you still recall that Italy fought in the First World War on the side of the victorious allies. However, she was greatly disappointed in the peace that followed when she did not get the territories that she had been promised by the allies when she joined the war. The war had left Italy in many problems and there was chaos in Italy. Benito Mussolini and his Fascist party took advantage of the chaotic situation in Italy to rise to popularity. In this unit we shall look at the rise of Mussolini and the Fascist party to power in Italy. We shall discuss the main features of Fascism and outline Mussolini’s steps to power. We shall also evaluate Mussolini’s domestic reforms and examine his foreign policies and how they benefited the Italians. Objectives After going through this unit, you should be able to: • Explain the concept of Fascism • Outline the inter war problems that led to the rise of dictatorship in Italy • Describe the domestic and foreign policies of Mussolini 1 Key words As you study this unit you would come across new words such as dictator, totalitarianism, Duce, fascism, democracy and propaganda whose meanings are as follows: • Dictator - a ruler who has complete power over a country. • Totalitarianism - a dictatorial system of government in which the leader or ruling political party is in charge of everything in the state and does not allow other parties to exist. • Duce - the Italian term referring to a Fascist leader. • Fascism - a unique sort of capitalism, in which all industrial and political activities are controlled by the state. • Democracy - a form of government for the people, by the people and of the people. The government is elected by the people to represent their wishes. • Propaganda - a political lie. Time You are supposed to spend 10 hours on this unit. Study skills You are advised to read thoroughly every aspect on this unit and attempt all activities given. Refer to provided answers upon challenges and research further on the topic. 13.1 Problems faced by Italy after World War 1 We hope you noted that Italy was involved in the First World War from your previous topics in this module. You may also have noted that Italy faced a lot of problems after the First World War and these are classified into political, social and economic problems. Now let us focus on the problems Italy faced after the First World War in detail. 2 13.1.1 Political problems Italy faced after the First World War Political problems refer to the problems which have to do with the system of government. Let us discuss them in detail. There were too many political parties in Italy and this caused confusion in parliament for example Fascist party, Communist party, Socialists, Liberals, Catholic Centre Party and Nationalists. Brigandage and lawlessness also characterised life of Italians. In Italy there were also strikes which were rampant. Demonstrations continued and weak governments were formed. There was also fear of communism, so the government depended on the Fascists to end this. The country was also characterised by misunderstandings between the church and the state. Italy also experienced high rate of disorder and the government was unpopular because the country had gained very little territories after the First World War. Italians also had disgruntlements over the Treaty of Versailles. There were also too many changes of governments and prime ministers. Existence of many governments led to the formation of private armies by political parties for example black shirts, red shirts, and blue shirts. Italy was also characterised by street fights especially during elections. 13.1.2 Social problems Now let us focus on the problems that had to do with the way people lived and interacted, that is social problems. There was extreme poverty and hunger in Italy. Another social problem was of starvation which affected many Italians. In Italy there were also fierce riots due to hunger especially in the south. Land seizure by the peasants in the south was another problem burdening the Italians. Low living standards and shortage of land was another challenge faced by Italy. There was brigandage in most parts of Italy. Many Italian people were illiterate-78%. Prostitution was rampant in towns like Milan and Rome. There was an outbreak of diseases for example TB, malaria, typhoid and influenza. Many women were widows and also many children were orphaned .There were also poor medical facilities. Street fights were also witnessed during elections for example between the Black shirts (fascists) and Redshirts (communists). 3 13.1.3 Economic problems Now let us focus on the economic problems Italy faced after the First World War. Economy refers to the way a state runs its finances and investments. Therefore economic problems refer to problems associated with the state’s finances and investments. There were strikes and high rate of unemployment .Italians also faced high rate of inflation as the lira lost its value leading to rise of prices.
Recommended publications
  • Alternate History – Alternate Memory: Counterfactual Literature in the Context of German Normalization
    ALTERNATE HISTORY – ALTERNATE MEMORY: COUNTERFACTUAL LITERATURE IN THE CONTEXT OF GERMAN NORMALIZATION by GUIDO SCHENKEL M.A., Freie Universität Berlin, 2006 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (German Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2012 © Guido Schenkel, 2012 ABSTRACT This dissertation examines a variety of Alternate Histories of the Third Reich from the perspective of memory theory. The term ‘Alternate History’ describes a genre of literature that presents fictional accounts of historical developments which deviate from the known course of hi story. These allohistorical narratives are inherently presentist, meaning that their central question of “What If?” can harness the repertoire of collective memory in order to act as both a reflection of and a commentary on contemporary social and political conditions. Moreover, Alternate Histories can act as a form of counter-memory insofar as the counterfactual mode can be used to highlight marginalized historical events. This study investigates a specific manifestation of this process. Contrasted with American and British examples, the primary focus is the analysis of the discursive functions of German-language counterfactual literature in the context of German normalization. The category of normalization connects a variety of commemorative trends in postwar Germany aimed at overcoming the legacy of National Socialism and re-formulating a positive German national identity. The central hypothesis is that Alternate Histories can perform a unique task in this particular discursive setting. In the context of German normalization, counterfactual stories of the history of the Third Reich are capable of functioning as alternate memories, meaning that they effectively replace the memory of real events with fantasies that are better suited to serve as exculpatory narratives for the German collective.
    [Show full text]
  • Download File
    In the Shadow of the Family Tree: Narrating Family History in Väterliteratur and the Generationenromane Jennifer S. Cameron Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 2012 Jennifer S. Cameron All rights reserved ABSTRACT In the Shadow of the Family Tree: Narrating Family History in Väterliteratur and the Generationenromane Jennifer S. Cameron While debates over the memory and representation of the National Socialist past have dominated public discourse in Germany over the last forty years, the literary scene has been the site of experimentation with the genre of the autobiography, as authors developed new strategies for exploring their own relationship to the past through narrative. Since the late 1970s, this experimentation has yielded a series of autobiographical novels which focus not only on the authors’ own lives, but on the lives and experiences of their family members, particularly those who lived during the NS era. In this dissertation, I examine the relationship between two waves of this autobiographical writing, the Väterliteratur novels of the late 1970s and 1980s in the BRD, and the current trend of multi-generational family narratives which began in the late 1990s. In a prelude and three chapters, this dissertation traces the trajectory from Väterliteratur to the Generationenromane through readings of Bernward Vesper’s Die Reise (1977), Christoph Meckel’s Suchbild. Über meinen Vater (1980), Ruth Rehmann’s Der Mann auf der Kanzel (1979), Uwe Timm’s Am Beispiel meines Bruders (2003), Stephan Wackwitz’s Ein unsichtbares Land (2003), Monika Maron’s Pawels Briefe (1999), and Barbara Honigmann’s Ein Kapitel aus meinem Leben (2004).
    [Show full text]
  • The Politics of the Contemporary Alternate History Novel
    What Almost Was 63 What Almost Was: The Politics of the Contemporary Alternate History Novel Matthew Schneider-Mayerson Between August of 1995 and July of 1996, Speaker of the House of Rep- resentatives Newt Gingrich published two books. One, To Renew America, a folksy Republican polemic cobbled together from Gingrich’s speeches, served as a sequel to Contract with America, the blueprint of the conservative movement that assumed control of Congress in 1995.1 The other was 1945, coauthored with William R. Forstchen, a novel set in an alternate universe.2 In 1945’s divergent timeline, Germany does not declare war on the United States, the Soviet Union is split into fragments, and the United States and Germany have settled into a cold war. Nazi soldiers parachute into the United States to a capture a nuclear facility in Tennessee, but posses of arms-bearing American veterans successfully defend their country. 1945 was representative of the flourishing genre of alternate history novels in all but two ways: an author’s celebrity and its media exposure. Due to Gingrich’s status as the public leader of the conservative renaissance of the mid-1990s, 1945 was widely reviewed in mainstream publications. Treated as a curiosity and ridiculed for its poor literary quality, very few reviewers noted the libertarian themes in 1945, and even fewer placed it in the context of an inchoate literary genre.3 1995 can be considered the birth year of the alternate history novel as a genre. As a conceptual category, the counterfactual, as historians term their what-if narratives, has been pursued in print since classical Greece, if not earlier.
    [Show full text]
  • 276 the Little Czech and the Great Czech Nation Ladislav Holy
    The differences in the form of the socialist system, in the way in which it ended and in the process of political and economic transformation which is now taking 3 place in the countries of Central and Eastern Europe, are the result of the different historical development of these countries and of the different cultures which are the product of this development. The aim of this book is to investigate the specific ways The Little Czech and The Great Czech Nation in which Czech cultural meanings and in particular the notion of Czech identity and Ladislav Holy the accompanying nationalist sentiments have affected life under communism, its overthrow, and the political and economic transformation of post-communist society. Introduction Culture and politics; discourse and text Most of the sociological and political-scientific writing on Central and Eastern In discussing the role of cultural meanings in the post-communist transformation Europe is still grounded in a sociological universalism (Kapferer 1988: 3) which treats of Czech society, I make a distinction between culture and discourse. Following the this region as a politically, economically, and, to some extent, even culturally line of thought developed, among others, by Geertz (1973), Schneider (1976, 1980), undifferentiated whole. Various Central and Eastern European countries up to 1989 and Spiro (1982), I understand culture as a system of collectively held notions, beliefs, had essentially the same political and economic system and at present are undergoing premises, ideas, dispositions, and understandings, This system is not something that what is again seen as essentially the same kind of transformation from a totalitarian is locked in people‟s heads but is embodied in shared symbols which are the main political system to democratic pluralism and from a centrally planned to a market vehicles through which people communicate their worldview, value orientations, and economy.
    [Show full text]
  • Victimhood Through a Creaturely Lens: Creatureliness, Trauma and Victimhood in Austrian and Italian Literature After 1945
    Victimhood through a Creaturely Lens: Creatureliness, Trauma and Victimhood in Austrian and Italian Literature after 1945. Alexandra Julie Hills University College London PhD Thesis ‘ I, ALEXANDRA HILLS confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis.' 1 Acknowledgements I am extremely grateful to the Arts and Humanities Research Council for their continual support of my research thanks to a Research Preparation Award in 2009 and a Collaborative Doctoral Award in the context of the “Reverberations of War” project under the direction of Prof Mary Fulbrook and Dr Stephanie Bird. I also wish to thank the UCL Graduate School for funding two research trips to Vienna and Florence where I conducted archival and institutional research, providing essential material for the body of the thesis. I would like to acknowledge the libraries and archives which hosted me and aided me in my research: particularly, the Literaturarchiv der Österreichischen Nationalbibliothek, Dr. Volker Kaukoreit at the Österreichische Nationalbibliothek who facilitated access to manuscript material, the Wienbibliothek, the Centro Internazionale di Studi Primo Levi in Turin and Florence’s Biblioteca Nazionale. For their constant patience, resourcefulness and assistance, I wish to express my gratitude to staff at UCL and the British libraries, without whom my research would not have been possible. My utmost thanks go to my supervisors, Dr Stephanie Bird and Dr Florian Mussgnug, for their encouragement and enthusiasm throughout my research. Their untiring support helped me develop as a thinker; their helpful responses made me improve as a writer, and I am extremely grateful for their patience.
    [Show full text]
  • "So Spielen Wir Auf Dem Friedhof" | Ilse Aichinger's "Die Grossere Hoffnung" and "The Holocaust Through the Eyes of a Child"
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2002 "So spielen wir auf dem Friedhof" | Ilse Aichinger's "Die grossere Hoffnung" and "The Holocaust through the eyes of a child" Emily P. Sepp The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Sepp, Emily P., ""So spielen wir auf dem Friedhof" | Ilse Aichinger's "Die grossere Hoffnung" and "The Holocaust through the eyes of a child"" (2002). Graduate Student Theses, Dissertations, & Professional Papers. 1447. https://scholarworks.umt.edu/etd/1447 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. M aureen and iMüke Mmspmm i#BAm The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature ** Yes, I grant permission No, I do not grant permission Author's Signature: Date: HflU^ 2^0 Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 „...so spielen wir auf dem Friedhof': Use Aichinger's Die grossere Hoffnung the Holocaust through the Eyes of a Child by Emily P.
    [Show full text]
  • Dissertation (Fan Liao)
    UNIVERSITY OF CALIFORNIA, SAN DIEGO UNIVERSITY OF CALIFORNIA, IRVINE The Paradoxical Peking Opera: Performing Tradition, History, and Politics in 1949-1967 China A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Drama and Theatre by Fan Liao Committee in charge: University of California, San Diego Professor Janet L. Smarr, Chair Professor Paul G. Pickowicz, Co-Chair Professor Nancy A. Guy Professor Marianne McDonald Professor John S. Rouse University of California, Irvine Professor Stephen Barker 2012 The Dissertation of Fan Liao is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Co-Chair Chair University of California, San Diego University of California, Irvine 2012 iii TABLE OF CONTENTS Signature Page……………………………………………………………………………iii Table of Contents……………………………………………………………....................iv Vita………………………………………………………………………………………...v Abstract…………………………………………………………………………………...vi Introduction………………………………………………………………………………..1 Chapter One………………………………………….......................................................29 Reform of Jingju Old Repertoire in the 1950s Chapter Two……………………………………………………………………………...81 Making History: The Creation of New Jingju Historical Plays Chapter Three…………………………………………………………………………...135 Inventing Traditions: The Creation of New Jingju Plays with Contemporary Themes Conclusion……………………………………………………………………………...204 Appendix……………………………………………………………………………….211 Bibliography……………………………………………………………………………229 iv VITA 2003
    [Show full text]
  • Joseph A.Schumpeter
    CAPITALISM, SOCIALISM AND DEMOCRACY When Joseph Schumpeter’s book first appeared, the New English Weekly predicted that ‘for the next five to ten years it will certainly remain a work with which no one who professes any degree of information on sociology or economics can afford to be unacquainted’. The prophecy has been justified, but how much more fully than its maker anticipated. A generation later, it is more widely read than when it first appeared. The mixed economy has become established in North America as well as in the countries of the European Community, while in the socialist countries there has been a move towards various forms of decentralisation and of a market economy. In this new context the issues that Schumpeter raises are still matters of lively debate. CAPITALISM, SOCIALISM AND DEMOCRACY Joseph A.Schumpeter INTRODUCTION BY RICHARD SWEDBERG Stockholm University London and New York First published in the USA This edition published in the Taylor & Francis e-Library, 2003. First published in the UK in 1943 First impression 1944 Second edition 1947 Third edition 1950 First impression 1952 Fourth edition 1954 Eighth impression 1974 Fifth edition 1976 Third impression 1981 New in paperback 1994 © George Allen & Unwin (Publishers) Ltd 1976 All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library.
    [Show full text]
  • Using History to Teach Computer Science and Related Disciplines
    Computing Research Association Using History T o T eachComputer Science and Related Disciplines Using History To Teach Computer Science and Related Disciplines Edited by Atsushi Akera 1100 17th Street, NW, Suite 507 Rensselaer Polytechnic Institute Washington, DC 20036-4632 E-mail: [email protected] William Aspray Tel: 202-234-2111 Indiana University—Bloomington Fax: 202-667-1066 URL: http://www.cra.org The workshops and this report were made possible by the generous support of the Computer and Information Science and Engineering Directorate of the National Science Foundation (Award DUE- 0111938, Principal Investigator William Aspray). Requests for copies can be made by e-mailing [email protected]. Copyright 2004 by the Computing Research Association. Permission is granted to reproduce the con- tents, provided that such reproduction is not for profit and credit is given to the source. Table of Contents I. Introduction ………………………………………………………………………………. 1 1. Using History to Teach Computer Science and Related Disciplines ............................ 1 William Aspray and Atsushi Akera 2. The History of Computing: An Introduction for the Computer Scientist ……………….. 5 Thomas Haigh II. Curricular Issues and Strategies …………………………………………………… 27 3. The Challenge of Introducing History into a Computer Science Curriculum ………... 27 Paul E. Ceruzzi 4. History in the Computer Science Curriculum …………………………………………… 33 J.A.N. Lee 5. Using History in a Social Informatics Curriculum ....................................................... 39 William Aspray 6. Introducing Humanistic Content to Information Technology Students ……………….. 61 Atsushi Akera and Kim Fortun 7. The Synergy between Mathematical History and Education …………………………. 85 Thomas Drucker 8. Computing for the Humanities and Social Sciences …………………………………... 89 Nathan L. Ensmenger III. Specific Courses and Syllabi ………………………………………....................... 95 Course Descriptions & Syllabi 9.
    [Show full text]
  • Fascist Art and the Nazi Regime: the Use of Art to Enflame War”
    “Fascist Art and the Nazi Regime: The Use of Art to Enflame War” A thesis submitted to the Art History Faculty of the College of Design, Architecture, Art, and Planning University of Cincinnati In candidacy for the degree of Master of Arts in Art History Stephanie Petcavage April 2016 Thesis Chair: Dr. Todd Herzog Abstract For centuries, political leaders have used propaganda to promote ideology and acts of military aggression. In his studies of this concept, Walter Benjamin, in his aestheticization theory of historical experience and sense perception focused on Nazi Germany’s use of aesthetics politics and propaganda to redefine the political as the autonomous realm of absolute power over ethical norms. The Third Reich manipulated Nazi culture and aesthetics to create a backdrop for political ideology and the coordination of all cultural expressions during the Nazi period. Under Hitler and the realm of the Third Reich, fascist politics infiltrated the arts and film industry tapping its access to the masses. Two events most indicative of the exploitation of art for propaganda use were the Great German Art Exhibition and the syndication of Leni Riefenstahl’s film Triumph of the Will. Discussed in this paper is Hitler’s use of art as a tool to influence the populace and recruit support for his cause. Using a qualitative method and a sociological case study research design supported by a critical literature review and the conceptual framework of Benjamin’s theory of Aestheticization of Politics under German Fascism, I examine how Nazi propaganda, using the arts of the time selectively apportions acceptance of its social members.
    [Show full text]
  • The Conceptual Change of Conscience
    Beiträge zur Rechtsgeschichte des 20. Jahrhunderts edited by Thomas Duve, Hans-Peter Haferkamp, Joachim Rückert und Christoph Schönberger 106 Ville Erkkilä The Conceptual Change of Conscience Franz Wieacker and German Legal Historiography 1933–1968 Mohr Siebeck Ville Erkkilä, born 1978; post-doctoral researcher at the Center for European Studies, Univer- sity of Helsinki. ISBN 978-3-16-156691-2 / eISBN 978-3-16-156692-9 DOI 10.1628/978-3-16-156692-9 ISSN 0934-0955 / eISSN 2569-3875 (Beiträge zur Rechtsgeschichte des 20. Jahrhunderts) The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliographie; detailed bibliographic data are available at http://dnb.dnb.de. © 2019 Mohr Siebeck Tübingen. www.mohrsiebeck.com This book may not be reproduced, in whole or in part, in any form (beyond that permitted by copyright law) without the publisher’s written permission. This applies particularly to reproductions, translations, microfilms and storage and processing in electronicsystems. The book was printed on non-aging paper and bound by Gulde-Druck in Tübingen. Printed in Germany. Abstract This is a history of the ideas of German legal historian Franz Wieacker. The broader aim of this study is to analyze the intellectual context in which Wieack- er’s texts were situated, thus the German legal scientific discourse from 1933 to 1968. In this study Franz Wieacker’s texts are analyzed in the light of his corre- spondence and the broader social historical change of the twentieth century Ger- many. The study concentrates on the intertwinement of his scientific works with the contemporary society, as well as on the development of his personal percep- tion of continuity and meaning in history.
    [Show full text]
  • Stephen Fry ­ Wikipedia, the Free Encyclopedia Stephen Fry from Wikipedia, the Free Encyclopedia
    13/05/2015 Stephen Fry ­ Wikipedia, the free encyclopedia Stephen Fry From Wikipedia, the free encyclopedia Stephen John Fry (born 24 August 1957)[1] is an English comedian, actor, writer, presenter, and Stephen Fry activist. After a troubled childhood and adolescence, during which he was expelled from two schools and spent three months in prison for credit card fraud, he secured a place at Queens' College, Cambridge, where he studied English literature. While at university, Fry became involved with the Cambridge Footlights, where he met his long­time collaborator Hugh Laurie. As half of the comic double act Fry and Laurie, he co­ wrote and co­starred in A Bit of Fry & Laurie, and took the role of Jeeves (with Laurie playing Wooster) Fry in Happy Birthday to GNU (2008) in Jeeves and Wooster. Born Stephen John Fry 24 August 1957 [1] Fry's acting roles include a Golden Globe Award– nominated lead performance in the film Wilde, Hampstead, London, United Melchett in the BBC television series Blackadder, the Kingdom title character in the television series Kingdom, a Nationality English recurring guest role as Dr. Gordon Wyatt on the crime Education The College of West Anglia series Bones, and as Gordon Deitrich in the dystopian thriller V for Vendetta. He has also written and Alma mater Queens' College, Cambridge presented several documentary series, including the Occupation Actor, comedian, author, journalist, Emmy Award–winning Stephen Fry: The Secret Life broadcaster, film director of the Manic Depressive, which saw him explore his mental illness. He is also the long­time host of the Years active 1981–present BBC television quiz show QI.
    [Show full text]