DOCSLIB.ORG

Weimar and Nazi Germany, 1918 – 39

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Weimar and Nazi Germany, 1918 – 39 Weimar and Nazi Germany, 1918 – 39 GCSE History Revision Guide Name: ___________ Form: ____________ 1 How do I answer paper 3? This page introduces you to the main features and requirements of the Paper 3 exam. About Paper 3 The Paper 3 exam lasts for Paper 3 is for your modern depth study. 1 hour and 20 minutes (80 Weimar and Nazi Germany, 1918-39 is option 31. minutes). There are 52 It is divided up into two sections: Section A and Section B. You must answer all questions in both sections. marks in total. You should You will receive two documents: a question paper, which you spend approximately 25 write on, and a Sources/ Interpretations booklet which you will minutes on Section A and need for section B. 55 minutes on Section B. The questions Question 1 targets analysing, evaluating Section A: Question 1 and using sources to make judgements. Give two things you can infer from Source A about…. (4 Spend about six minutes on this question, marks) which focuses on inference and analysing sources. Look out for the key term ‘infer’. Complete the table. Section A: Question 2 Explain why …. (12 marks) Question 2 targets both showing knowledge and understanding of the topic Two prompts and your own information. and explaining and analysing events using historical concepts such as causation, Section B: Question 3(a) consequence, change, continuity, similarity How useful are sources B and C for an enquiry into….? (8 and difference. Spend about 18 minutes on marks) this question. Use the sources and your knowledge of the historical context. Question 3 targets the same skills as question 1. Spend about 12 minutes on this Section B: Question 3(b) question , which is about evaluating the Study interpretations 1 and 2…. usefulness of contemporary sources. What is the main difference between these views? (4 marks) Use details from both interpretations. Questions 3b and 3c target analysing, evaluating and making judgements about Section B: Question 3(c) interpretations. Spend about six minutes on each of these questions, which are about Suggest one reason why Interpretations 1 and 2 give suggesting and explaining why the different views about …. (4 marks) interpretations differ. You can use the sources provided to help explain your answer. Section B: Question 3(d) Question 3(d) also targets these same How far do you agree with Interpretation 1 / 2 about …. skills. Spend about 32 minutes on this question, which is about evaluating an ? (16 marks + 4 marks for SPaG and use of specialist interpretation. Up to four marks are terminology) available for spelling, punctuation, Use both interpretations and your knowledge of the grammar and use of specialist terminology. 2 historical context. What are Sources and Interpretations and how are they used in the exam? This exam asks you to analyse and evaluate both sources and interpretations, and you need different skills for each. Questions 1 and 3(a) Questions 3(b), (c) and (d) Here you will be asked to read interpretations of a Here you will be asked to look at sources. These particular enquiry or event from two different sources could be propaganda posters, accounts historians. Unlike analysing sources, interpretations are from people at that time, photographs or any written after the time period or the event. They are written or visual source that is from the period. often written by historians or commentators who As the sources are generated from that time it express their views and opinions about historical is helpful to think about the nature of the people, events and changes. As they are people’s views source, the origin, who produced it and the and judgements based on evidence there can be purpose for which it was produced. differences and sometimes clear disagreements, about what people think. Content: What information can you get Bias: A source is still useful even if you think it is biased – it directly from the source and its caption? It is can be good for assessing people’s opinions of an event, for important to spend time reading and studying example. source before you read the exam questions. Language: In written sources, the author’s language should give you clues Selection: What has the author / about whether they are biased or even artist chosen to include? What Hints and tips for unreliable. Using appropriate examples have they chosen to leave out? examining sources. by quoting directly from the source will It’s important to consider both of help you gain better marks. Language these when you are thinking can also tell you about the purpose of a about reliability, usefulness and source. purpose in a source. Nature: What is the source? A photo, a diary Origins: The caption should tell Purpose: The reason the source was entry etc? How does that affect the content you who produced the source and created could be one of the questions when. The origin will help you itself, but this will also help you to assess of the source? assess its reliability, usefulness and its reliability and usefulness. purpose. Hints and tips for analysing and evaluating interpretations How complete? How objective? What is the chosen emphasis? The interpretations can be Historians can hold different Sometimes, historians use the different because they are views because they come from a same sources but reach different concerned with finding out about particular school of thought. views because they place a different aspects of the enquiry Therefore, their questions and different level of importance on and may cover different ground. answers are shaped by their the same evidence. They may Sometimes, historians set out to wider views of society and how it have access to the same material look at one aspect specifically, works and has worked in the past. sources as each other, but will whereas others may want to look This can have an important draw different conclusions about at related issues in a broader impact on the judgements and the significance of that evidence. 3 sense. opinions they hold about historical matters. What was the impact of the First World War on Germany? The First World War ended in 1918 and left Germany scared and crumbling, having been defeated by the combined force of Britain, France, Russia, Italy and the USA. Friedrich Ebert, leader of the Social Democratic Party, became the first German president and declared Germany a republic. What was the impact of the First World War on The Abdication of Kaiser Wilhelm II (Emperor) Germany? Timeline 9 November 1918 • Two million German troops died and over The Kaiser visited army four million were wounded (11 million in headquarters in Spa. total fought in the war). 10 Ministers tried to persuade the • Government debts increased from 50 November Kaiser to abdicate. billion marks to 150 billion marks. 1918 The Kaiser refused • More than 750,000 Germans died because The Army officers refused to support of food shortages. Kaiser the Kaiser The devastating effects of the war left many fled to The Kaiser had no option but to people with no option other than to revolt by Holland.. abdicate. striking and rioting. Revolution and the Declaration of the Republic Once the Kaiser had abdicated, the German Republic was declared on 9 November 1918. On 10th November, Friedrich Philipp Scheidemann, of the Social Ebert suspended the old Democratic Party (SDP) the largest Reichstag and formed the Council party in the German government of People’s Representatives as a (Reichstag), declared the new temporary measure. Republic to the crowds. He was fearful that armed rioters were The Berlin street were crowded. preparing to declare a communist Some people were armed, government in Berlin, and, keen to hoping to take over parts of the prevent this, he promoted a city. peaceful transition. Scheidemann talking to the crowds from a window of a house in Berlin, 9 The Revolutionary period continued until November 1918. August 1919, when the Weimar Republic was eventually established. The armistice – the peace agreement between Germany and the Allies. • It was signed on 11th November 1918 • It was the first major decision of Ebert’s new government. War leaders outside • The terms of the peace, the Treaty of the railway carriage Versailles, became a very big burden where the armistice for the country, was signed on 11 November 1918. Why did the end of the First World War lead to economic and political problems for Germany? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________4 _______________________________________________________________________________________ _______________________________________________________________________________________ What were the strengths and weaknesses of the Weimar constitution? Democratic government was established in the drawing up of a new constitution. This was done on 31st July 1919, in the town of Weimar, rather than in Berlin where there was still unrest.. The Weimar Constitution Head of State The Government President Chancellor Cabinet • Head of Weimar Republic, • Head of the government • The main • Elected by the people every seven in the Weimar Republic. decision – years. • Chose all government making body of • Had some important political ministers the powers. For example, the president government. chose the chancellor. The Parliament • Made up of two houses: the Reichstag and the Reichsrat. • Normally, all laws had to pass through both houses Electorate • Proportional Representation • Consisted of all men and women of 21 Reichstag Reichsrat • The more powerful of • Also elected every years old and over the two houses four years. • Controlled taxation • However, it • Directly elected by represented the the people at least regions of Germany once every four years Strengths and weaknesses of the constitution Strengths Weaknesses • Proportional representation made sure • Proportional representation led to coalition small parties had a fair share of seats. governments that were unstable, or found it • Women able to vote as well as men.
Load more

Recommended publications
  • Theresienstadt Concentration Camp from Wikipedia, the Free Encyclopedia Coordinates: 50°30′48″N 14°10′1″E
    Create account Log in Article Talk Read Edit View history Theresienstadt concentration camp From Wikipedia, the free encyclopedia Coordinates: 50°30′48″N 14°10′1″E "Theresienstadt" redirects here. For the town, see Terezín. Navigation Theresienstadt concentration camp, also referred to as Theresienstadt Ghetto,[1][2] Main page [3] was established by the SS during World War II in the fortress and garrison city of Contents Terezín (German name Theresienstadt), located in what is now the Czech Republic. Featured content During World War II it served as a Nazi concentration camp staffed by German Nazi Current events guards. Random article Tens of thousands of people died there, some killed outright and others dying from Donate to Wikipedia malnutrition and disease. More than 150,000 other persons (including tens of thousands of children) were held there for months or years, before being sent by rail Interaction transports to their deaths at Treblinka and Auschwitz extermination camps in occupied [4] Help Poland, as well as to smaller camps elsewhere. About Wikipedia Contents Community portal Recent changes 1 History The Small Fortress (2005) Contact Wikipedia 2 Main fortress 3 Command and control authority 4 Internal organization Toolbox 5 Industrial labor What links here 6 Western European Jews arrive at camp Related changes 7 Improvements made by inmates Upload file 8 Unequal treatment of prisoners Special pages 9 Final months at the camp in 1945 Permanent link 10 Postwar Location of the concentration camp in 11 Cultural activities and
    [Show full text]
  • Germany Key Words
    Germany Key Words Anti–Semitism Hatred of the Jews. Article 48 Part of the Weimar Constitution, giving the President special powers to rule in a crisis. Used By Chancellors to rule when they had no majority in the Reichstag – and therefore an undemocratic precedent for Hitler. Aryan Someone who Belongs to the European type race. To the Nazis this meant especially non– Jewish and they looked for the ideal characteristics of fair hair, Blue eyes... Autobahn Motorway – showpieces of the Nazi joB creation schemes Bartering Buying goods with other goods rather than money. (As happened in the inflation crisis of 1923) Bavaria Large state in the South of Germany. Hitler & Nazis’ original Base. Capital – Munich Beerhall Putsch Failed attempt to seize power By Hitler in NovemBer 1923. Hitler jailed for five years – in fact released Dec 1924 Brown Shirts The name given to the S.A. Centre Party Party representing Roman Catholics – one of the Weimar coalition parties. Dissolves itself July 1933. Chancellor Like the Prime Minister – the man who is the chief figure in the government, Coalition A government made up of a number of parties working together, Because of the election system under Weimar, all its governments were coalitions. They are widely seen as weak governments. Conscription Compulsory military service – introduced by Hitler April1935 in his drive to build up Germany’s military strength (against the terms of the Versailles Treaty) Conservatives In those who want to ‘conserve’ or resist change. In Weimar Germany it means those whose support for the RepuBlic was either weak or non–existent as they wanted a return to Germany’s more ordered past.
    [Show full text]
  • The Development and Character of the Nazi Political Machine, 1928-1930, and the Isdap Electoral Breakthrough
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 The evelopmeD nt and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough. Thomas Wiles Arafe Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Arafe, Thomas Wiles Jr, "The eD velopment and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough." (1976). LSU Historical Dissertations and Theses. 2909. https://digitalcommons.lsu.edu/gradschool_disstheses/2909 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. « The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing pega(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]
  • Year 9 Grammar Stream Knowledge Organiser 2020
    Year 9 – Grammar Stream Knowledge Organisers Term 3 Swindon Academy 2020-21 Name: Tutor Group: Tutor & Room: “If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” Using your Knowledge Organiser and Quizzable Knowledge Organiser Knowledge Organisers Quizzable Knowledge Expectations for Prep and for Organisers using your Knowledge Organisers 1. Complete all prep work set in your subject prep book. 2. Bring your prep book to every lesson and ensure that you have completed all work by the deadline. 3. Take pride in your prep book – keep it neat and tidy. 4. Present work in your prep book to the same standard you are expected to do in class. Knowledge Organisers contain the These are designed to help you quiz essential knowledge that you MUST yourself on the essential Knowledge. know in order to be successful this year 5. Ensure that your use of SPAG is accurate. and in all subsequent years. 6. Write in blue or black pen and sketch in pencil. Use them to test yourself or get They will help you learn, revise and someone else to test you, until you 7. Ensure every piece of work has a title and date. retain what you have learnt in lessons are confident you can recall the in order to move the knowledge from information from memory. your short-term memory to long- 8. Use a ruler for straight lines. term memory. 9. If you are unsure about the prep, speak to your teacher. Top Tip Don’t write on your Quizzable Knowledge Organisers! 10.
    [Show full text]
  • SS-Totenkopfverbände from Wikipedia, the Free Encyclopedia (Redirected from SS-Totenkopfverbande)
    Create account Log in Article Talk Read Edit View history SS-Totenkopfverbände From Wikipedia, the free encyclopedia (Redirected from SS-Totenkopfverbande) Navigation Not to be confused with 3rd SS Division Totenkopf, the Waffen-SS fighting unit. Main page This article may require cleanup to meet Wikipedia's quality standards. No cleanup reason Contents has been specified. Please help improve this article if you can. (December 2010) Featured content Current events This article needs additional citations for verification. Please help improve this article by adding Random article citations to reliable sources. Unsourced material may be challenged and removed. (September 2010) Donate to Wikipedia [2] SS-Totenkopfverbände (SS-TV), rendered in English as "Death's-Head Units" (literally SS-TV meaning "Skull Units"), was the SS organization responsible for administering the Nazi SS-Totenkopfverbände Interaction concentration camps for the Third Reich. Help The SS-TV was an independent unit within the SS with its own ranks and command About Wikipedia structure. It ran the camps throughout Germany, such as Dachau, Bergen-Belsen and Community portal Buchenwald; in Nazi-occupied Europe, it ran Auschwitz in German occupied Poland and Recent changes Mauthausen in Austria as well as numerous other concentration and death camps. The Contact Wikipedia death camps' primary function was genocide and included Treblinka, Bełżec extermination camp and Sobibor. It was responsible for facilitating what was called the Final Solution, Totenkopf (Death's head) collar insignia, 13th Standarte known since as the Holocaust, in collaboration with the Reich Main Security Office[3] and the Toolbox of the SS-Totenkopfverbände SS Economic and Administrative Main Office or WVHA.
    [Show full text]
  • 1 Introduction
    1Introduction In 2003 Iheld apubliclecture in Budapest on the history of the Arrow Cross women’smovement.Atthe end of the lecture an elderlygrey-haired man ap- proached me with aquestion: “Have youheard about PiroskaDely?”“Of course – Ianswered self-assuredly –,the literatureonthe people’stribunals mention her name. She was the bloodthirsty Arrow Cross woman who was executed after her people’stribunal trial.” My colleagues in Hungary never exhibited much enthusiasm when Itold them about my research on women in the Arrow Cross Party.¹ Still, everyone knew Dely’sname, because every volume on post-Second World Warjusticelisted the namesofthosefemalewar crimi- nals, among them Piroska Dely, who weresentenced to death and executed.² The elderlyman with impeccable silverhair nodded and said: “Imet her.” This is how Imet agroup of the Csengery Street massacre’ssurvivors who for decades fought for adignified remembrance of the bloodyevents. János Kun’s sentencegaveanentirelynew dimension to my research, which led to my Hun- garian AcademyofSciences doctoral dissertation and to the writing of this book. Ithank them for helping in my researchand Idedicate this book to them. During the Second World WarHungary was Germany’sloyal foreign ally. From 1938 four Anti-Jewish Laws were put in effect,that is laws that limited the employment,marriage, and property rights of JewishHungarian citizens. On April 11, 1941Hungary’sarmed forces participated in the German invasion of Yugoslavia with the aim of returning territories lost at the end of the First World War. Forthese territorial gains Hungary paid ahugeprice: the Hungarian economywas sacrificed to Germany’swar goals. In the meantime, Hungarian propaganda machinery emphasized the Hungarian government’sindependence and its nationalcommitment,but the country’sterritorial demands and geopol- itical realities tied Hungary to Nazi Germany,while Germanyincreasinglyexpect- ed commitment and support from its allies.
    [Show full text]
  • Austerity and the Rise of the Nazi Party Gregori Galofré-Vilà, Christopher M
    Austerity and the Rise of the Nazi party Gregori Galofré-Vilà, Christopher M. Meissner, Martin McKee, and David Stuckler NBER Working Paper No. 24106 December 2017, Revised in September 2020 JEL No. E6,N1,N14,N44 ABSTRACT We study the link between fiscal austerity and Nazi electoral success. Voting data from a thousand districts and a hundred cities for four elections between 1930 and 1933 shows that areas more affected by austerity (spending cuts and tax increases) had relatively higher vote shares for the Nazi party. We also find that the localities with relatively high austerity experienced relatively high suffering (measured by mortality rates) and these areas’ electorates were more likely to vote for the Nazi party. Our findings are robust to a range of specifications including an instrumental variable strategy and a border-pair policy discontinuity design. Gregori Galofré-Vilà Martin McKee Department of Sociology Department of Health Services Research University of Oxford and Policy Manor Road Building London School of Hygiene Oxford OX1 3UQ & Tropical Medicine United Kingdom 15-17 Tavistock Place [email protected] London WC1H 9SH United Kingdom Christopher M. Meissner [email protected] Department of Economics University of California, Davis David Stuckler One Shields Avenue Università Bocconi Davis, CA 95616 Carlo F. Dondena Centre for Research on and NBER Social Dynamics and Public Policy (Dondena) [email protected] Milan, Italy [email protected] Austerity and the Rise of the Nazi party Gregori Galofr´e-Vil`a Christopher M. Meissner Martin McKee David Stuckler Abstract: We study the link between fiscal austerity and Nazi electoral success.
    [Show full text]
  • Guides to German Records Microfilmed at Alexandria, Va
    GUIDES TO GERMAN RECORDS MICROFILMED AT ALEXANDRIA, VA. No. 32. Records of the Reich Leader of the SS and Chief of the German Police (Part I) The National Archives National Archives and Records Service General Services Administration Washington: 1961 This finding aid has been prepared by the National Archives as part of its program of facilitating the use of records in its custody. The microfilm described in this guide may be consulted at the National Archives, where it is identified as RG 242, Microfilm Publication T175. To order microfilm, write to the Publications Sales Branch (NEPS), National Archives and Records Service (GSA), Washington, DC 20408. Some of the papers reproduced on the microfilm referred to in this and other guides of the same series may have been of private origin. The fact of their seizure is not believed to divest their original owners of any literary property rights in them. Anyone, therefore, who publishes them in whole or in part without permission of their authors may be held liable for infringement of such literary property rights. Library of Congress Catalog Card No. 58-9982 AMERICA! HISTORICAL ASSOCIATION COMMITTEE fOR THE STUDY OP WAR DOCUMENTS GUIDES TO GERMAN RECOBDS MICROFILMED AT ALEXAM)RIA, VA. No* 32» Records of the Reich Leader of the SS aad Chief of the German Police (HeiehsMhrer SS und Chef der Deutschen Polizei) 1) THE AMERICAN HISTORICAL ASSOCIATION (AHA) COMMITTEE FOR THE STUDY OF WAE DOCUMENTS GUIDES TO GERMAN RECORDS MICROFILMED AT ALEXANDRIA, VA* This is part of a series of Guides prepared
    [Show full text]
  • Jewish Survival in Budapest, March 1944 – February 1945
    DECISIONS AMID CHAOS: JEWISH SURVIVAL IN BUDAPEST, MARCH 1944 – FEBRUARY 1945 Allison Somogyi A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History. Chapel Hill 2014 Approved by: Christopher Browning Chad Bryant Konrad Jarausch © 2014 Allison Somogyi ALL RIGHTS RESERVED ii ABSTRACT Allison Somogyi: Decisions amid Chaos: Jewish Survival in Budapest, March 1944 – February 1945 (Under the direction of Chad Bryant) “The Jews of Budapest are completely apathetic and do virtually nothing to save themselves,” Raoul Wallenberg stated bluntly in a dispatch written in July 1944. This simply was not the case. In fact, Jewish survival in World War II Budapest is a story of agency. A combination of knowledge, flexibility, and leverage, facilitated by the chaotic violence that characterized Budapest under Nazi occupation, helped to create an atmosphere in which survival tactics were common and widespread. This unique opportunity for agency helps to explain why approximately 58 percent of Budapest’s 200,000 Jews survived the war while the total survival rate for Hungarian Jews was only 26 percent. Although unique, the experience of Jews within Budapest’s city limits is not atypical and suggests that, when fortuitous circumstances provided opportunities for resistance, European Jews made informed decisions and employed everyday survival tactics that often made the difference between life and death. iii ACKNOWLEDGEMENTS I would like to thank everybody who helped me and supported me while writing and researching this thesis. First and foremost I must acknowledge the immense support, guidance, advice, and feedback given to me by my advisor, Dr.
    [Show full text]
  • We're Not Nazis, But…
    August 2014 American ideals. Universal values. Acknowledgements On human rights, the United States must be a beacon. This report was made possible by the generous Activists fighting for freedom around the globe continue to support of the David Berg Foundation and Arthur & look to us for inspiration and count on us for support. Toni Rembe Rock. Upholding human rights is not only a moral obligation; it’s Human Rights First has for many years worked to a vital national interest. America is strongest when our combat hate crimes, antisemitism and anti-Roma policies and actions match our values. discrimination in Europe. This report is the result of Human Rights First is an independent advocacy and trips by Sonni Efron and Tad Stahnke to Greece and action organization that challenges America to live up to Hungary in April, 2014, and to Greece in May, 2014, its ideals. We believe American leadership is essential in as well as interviews and consultations with a wide the struggle for human rights so we press the U.S. range of human rights activists, government officials, government and private companies to respect human national and international NGOs, multinational rights and the rule of law. When they don’t, we step in to bodies, scholars, attorneys, journalists, and victims. demand reform, accountability, and justice. Around the We salute their courage and dedication, and give world, we work where we can best harness American heartfelt thanks for their counsel and assistance. influence to secure core freedoms. We are also grateful to the following individuals for We know that it is not enough to expose and protest their work on this report: Tamas Bodoky, Maria injustice, so we create the political environment and Demertzian, Hanna Kereszturi, Peter Kreko, Paula policy solutions necessary to ensure consistent respect Garcia-Salazar, Hannah Davies, Erica Lin, Jannat for human rights.
    [Show full text]
  • 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.
    [Show full text]
  • Republic of Violence: the German Army and Politics, 1918-1923
    University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2015-09-11 Republic of Violence: The German Army and Politics, 1918-1923 Bucholtz, Matthew N Bucholtz, M. N. (2015). Republic of Violence: The German Army and Politics, 1918-1923 (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/27638 http://hdl.handle.net/11023/2451 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Republic of Violence: The German Army and Politics, 1918-1923 By Matthew N. Bucholtz A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN HISTORY CALGARY, ALBERTA SEPTEMBER, 2015 © Matthew Bucholtz 2015 Abstract November 1918 did not bring peace to Germany. Although the First World War was over, Germany began a new and violent chapter as an outbreak of civil war threatened to tear the country apart. The birth of the Weimar Republic, Germany’s first democratic government, did not begin smoothly as republican institutions failed to re-establish centralized political and military authority in the wake of the collapse of the imperial regime. Coupled with painful aftershocks from defeat in the Great War, the immediate postwar era had only one consistent force shaping and guiding political and cultural life: violence.
    [Show full text]