The Maximum Extent of Axis Advance in the Second World
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Introduction to the Captured German Records at the National Archives
THE KNOW YOUR RECORDS PROGRAM consists of free events with up-to-date information about our holdings. Events offer opportunities for you to learn about the National Archives’ records through ongoing lectures, monthly genealogy programs, and the annual genealogy fair. Additional resources include online reference reports for genealogical research, and the newsletter Researcher News. www.archives.gov/calendar/know-your-records The National Archives and Records Administration (NARA) is the nation's record keeper. Of all the documents and materials created in the course of business conducted by the United States Federal government, only 1%–3% are determined permanently valuable. Those valuable records are preserved and are available to you, whether you want to see if they contain clues about your family’s history, need to prove a veteran’s military service, or are researching an historical topic that interests you. www.archives.gov/calendar/know-your-records December 14, 2016 Rachael Salyer Rachael Salyer, archivist, discusses records from Record Group 242, the National Archives Collection of Foreign Records Seized, and offers strategies for starting your historical or genealogical research using the Captured German Records. www.archives.gov/calendar/know-your-records Rachael is currently an archivist in the Textual Processing unit at the National Archives in College Park, MD. In addition, she assists the Reference unit respond to inquiries about World War II and Captured German records. Her career with us started in the Textual Research Room. Before coming to the National Archives, Rachael worked primarily as a professor of German at Clark University in Worcester, MA and a professor of English at American International College in Springfield, MA. -
World History Week 3 Take Home Packet
Local District South Students: We hope that you are adjusting to the difficult situation we all find ourselves in and that you are taking time to rest, care for yourself and those you love, and do something everyday to lift your spirits. We want you to know that you are missed and that we have been working hard to develop ways to support you. We want to stay connected with you and provide you with opportunities to learn while you are at home. We hope that you find these activities interesting and that they provide you with something to look forward to over the course of the next week. Stay home; stay healthy; stay safe. We cannot wait until we see you again. Sincerely, The Local District South Instructional Team and your school family World History Week 3 Take Home Packet Student Name_________________________________________________________________________ School________________________________________ Teacher_______________________________ Students: Each of the Social Science Learning Opportunities Packet was developed based on a portion of the standards framework. The mini-unit you will be working on this week, is based on these questions from the framework: ● What was totalitarianism, and how was it implemented in similar and different ways in Japan, Germany, Italy, and the Soviet Union? We encourage you to engage in the Extended Learning Opportunity if you are able. Over the course of the next week, please do the activities listed for each day. Week 3, Day 1 1. Read, “Life in a Totalitarian Country” and annotate using the annotation bookmark. 2. Answer the quiz questions. 3. Write a response to this prompt:Observe: How does the text describe the relationship between fear and totalitarian governments? Week 3, Day 2 1. -
UK and Colonies
This document was archived on 27 July 2017 UK and Colonies 1. General 1.1 Before 1 January 1949, the principal form of nationality was British subject status, which was obtained by virtue of a connection with a place within the Crown's dominions. On and after this date, the main form of nationality was citizenship of the UK and Colonies, which was obtained by virtue of a connection with a place within the UK and Colonies. 2. Meaning of the expression 2.1 On 1 January 1949, all the territories within the Crown's dominions came within the UK and Colonies except for the Dominions of Canada, Australia, New Zealand, South Africa, Newfoundland, India, Pakistan and Ceylon (see "DOMINIONS") and Southern Rhodesia, which were identified by s.1(3) of the BNA 1948 as independent Commonwealth countries. Section 32(1) of the 1948 Act defined "colony" as excluding any such country. Also excluded from the UK and Colonies was Southern Ireland, although it was not an independent Commonwealth country. 2.2 For the purposes of the BNA 1948, the UK included Northern Ireland and, as of 10 February 1972, the Island of Rockall, but excluded the Channel Islands and Isle of Man which, under s.32(1), were colonies. 2.3 The significance of a territory which came within the UK and Colonies was, of course, that by virtue of a connection with such a territory a person could become a CUKC. Persons who, prior to 1 January 1949, had become British subjects by birth, naturalisation, annexation or descent as a result of a connection with a territory which, on that date, came within the UK and Colonies were automatically re- classified as CUKCs (s.12(1)-(2)). -
Fascism in Motion: Concepts, Agents and Global Experiences
H-Empire CFP: Fascism in Motion: Concepts, Agents, and Global Experiences (Online, October 2021) Discussion published by Takuya Momma on Tuesday, June 8, 2021 Fascism in Motion: Concepts, Agents and Global Experiences Online-Workshop organized by Takuya Momma (Japan Society for the Promotion of Science/Kwansei Gakuin University), Chikara Uchida (The University of Tokyo), and Yufei Zhou (German Institute for Japanese Studies) Deadlines: Abstracts (400 words max): 30 June 2021 Paper Drafts (maximum 5,000 words): 30 September 2021 Event Date: 7 October 2021 to 9 October 2021 Call for Papers How did fascism develop into a global movement and shape the way people understand the world and organise their daily lives? Starting from this question, this workshop aims to examine the international circulation of ideas and concepts derived from fascism and grasp its transnational character, crossing political and cultural boundaries. Taking the form of political ideologies and practices, fascism casts shadows in European countries to varying degrees. During the interwar period, besides the case of Italy and Nazi Germany, several variations of fascism and authoritarianism emerged as responses to the crises of capitalism and Western democracy, as well as the rise of communism, mass politics and feminist movements. While previous scholarship on fascism has overwhelmingly focused on particular ideologies, such as the leader principle, messianic faith and political religion, contemporary historians tend to emphasise its transnational character and reconceptualise it as an alternative ramification of modernity. However, the limit on research is omnipresent. Largely underexplored are the political and cultural negotiations, multi-layered and reciprocal intellectual inspirations, and large-scale border- crossing movements of agents between countries and regions over the globe, namely ‘Fascism in Citation: Takuya Momma. -
Why the Axis Lost
Richard L. DiNardo. Germany and the Axis Powers: From Coalition to Collapse. Lawrence: University Press of Kansas, 2005. 282 pp. $34.95, cloth, ISBN 978-0-7006-1412-7. Reviewed by Michael Anklin Published on H-German (July, 2006) Richard L. DiNardo's book will be of great in‐ differently from its sister service" (p. 192). The terest to military and other historians, as well as Luftwaffe, the German army and the navy all op‐ the general public. Interest in World War II and erated along different lines. In DiNardo's view, the especially Nazi Germany's war conduct remains navy was the most successful and the army failed at an all-time high. Some consensus on why the most miserably in their conduct of coalition war‐ Allies won and the Axis lost has been reached in fare (p. 192). Among the problems preventing the the wake of an innumerable quantity of studies. It successful execution of Axis coalition warfare is clear, for example, that the United States simply were unnecessarily complex command struc‐ outproduced the Axis and that the sacrifice of the tures, the often arrogant attitude (with some ex‐ Red Army contributed significantly to the Allied ceptions) of Germans toward their allies and the victory.[1] However, numerous details and ques‐ failure of Germany to share military technology tions remain open to debate. DiNardo addresses appropriately with partners. The outcome was of‐ such an issue: Nazi Germany's method of conduct‐ ten the fghting of "parallel wars," which severely ing coalition warfare. DiNardo skillfully dissects weakened the overall war effort. -
The Axis Advances
wh07_te_ch17_s02_MOD_s.fm Page 568 Monday, March 12, 2007 2:32WH07MOD_se_CH17_s02_s.fm PM Page 568 Monday, January 29, 2007 6:01 PM Step-by-Step German fighter plane SECTION Instruction 2 WITNESS HISTORY AUDIO Objectives Janina’s War Story As you teach this section, keep students “ It was 10:30 in the morning and I was helping my focused on the following objectives to help mother and a servant girl with bags and baskets as them answer the Section Focus Question they set out for the market. Suddenly the high- and master core content. pitch scream of diving planes caused everyone to 2 freeze. Countless explosions shook our house ■ Describe how the Axis powers came to followed by the rat-tat-tat of strafing machine control much of Europe, but failed to guns. We could only stare at each other in horror. conquer Britain. Later reports would confirm that several German Janina Sulkowska in ■ Summarize Germany’s invasion of the the early 1930s Stukas had screamed out of a blue sky and . Soviet Union. dropped several bombs along the main street— and then returned to strafe the market. The carnage ■ Understand the horror of the genocide was terrible. the Nazis committed. —Janina Sulkowska,” Krzemieniec, Poland, ■ Describe the role of the United States September 12, 1939 before and after joining World War II. Focus Question Which regions were attacked and occupied by the Axis powers, and what was life like under their occupation? Prepare to Read The Axis Advances Build Background Knowledge L3 Objectives Diplomacy and compromise had not satisfied the Axis powers’ Remind students that the German attack • Describe how the Axis powers came to control hunger for empire. -
Documents Considering the Evidence: Ideologies of the Axis Powers
Documents Considering the Evidence: Ideologies of the Axis Powers ven more than the Great War of 1914–1918, the Second World War was a Econflict of ideas and ideologies as well as a struggle of nations and armies. Much of the world was immensely grateful that the defeat of Italy,Germany, and Japan discredited the ideas that underlay those regimes.Yet students of history need to examine these ideas, however repellant they may be, to under- stand the circumstances in which they arose and to assess their consequences. Described variously as fascist, authoritarian, right-wing, or radically nationalist, the ideologies of the Axis powers differed in tone and emphasis. But they shared a repudiation of mainstream Western liberalism, born of the Enlightenment, as well as an intense hatred of Marxist communism.The three documents that follow provide an opportunity to define their common features and to distin- guish among them. Document 21.1 Mussolini on Fascism In 1932, after ten years in power, the Italian fascist leader Benito Mussolini wrote a short article for an Italian encyclopedia outlining the political and social ideas that informed the regime that he headed. It was an effort to pro- vide some philosophical coherence for the various measures and policies that had characterized the first decade of his rule. (See pp. 988–90 for background on Italian fascism.) ■ To what ideas and historical circumstances is Mussolini reacting in this document? ■ What is his criticism of pacifism, socialism, democracy, and liberalism? ■ How does Mussolini understand the state? What is its relationship to individual citizens? ■ Why might these ideas have been attractive to many in Italy in the 1920s and 1930s? 1010 considering the evidence / documents: ideologies of the axis powers 1011 Benito Mussolini The Political and Social Doctrine of Fascism 1933 bove all, Fascism...believes neither in the pos- would reduce men to the level of animals, caring Asibility nor the utility of perpetual peace. -
World War Two - Introduction to WWII
World War Two - Introduction to WWII World War Two - Introduction to WWII by ReadWorks https://commons.wikimedia.org/wiki/File:Polish_border_1939.jpg After World War I, Germany was defeated. The peace agreement that ended the war left the country humiliated but not crippled. In their humiliation, Germans looked for a powerful leader. Many Germans were dissatisfied with their government and wanted change. In the 1930's, a political group called the Nazi Party came to power. A man named Adolf Hitler was the Fuhrer, or supreme leader of the Nazi Party. In 1933, Hitler was appointed chancellor of Germany. He became head of the German parliament. Hitler wanted power. He broke the World War I peace treaty and began to build an army. Hitler threatened the balance of peace all over Europe. Meanwhile, two other countries were following Germany's lead. Powerful dictators in Italy and Japan were building up their own armies. Italy, Japan, and Germany would become the Axis Powers of World War II. Their hunger for military might was quite different from the U.S.'s desire for peace. The United States watched the other countries from a distance. People in the U.S. were worried, but they were isolationists. Americans did not want to get involved in another European war. On September 1, 1939, Germany invaded Poland. World War II began. Britain and France were allies with Poland and declared war on Germany. Hitler's strategy was called blitzkrieg. ReadWorks.org · © 2012 ReadWorks®, Inc. All rights reserved. World War Two - Introduction to WWII This German word translates to "lightning war." The German army toppledcountries before the countries knew what hit them. -
Full Text in Pdf Format
Vol. 45: 225–235, 2021 ENDANGERED SPECIES RESEARCH Published July 15 https://doi.org/10.3354/esr01112 Endang Species Res OPEN ACCESS Hunting pressure is a key contributor to the impending extinction of Bornean wild cattle Penny C. Gardner1,2,3,4, Benoît Goossens1,2,5,6,*, Soffian Bin Abu Bakar5, Michael W. Bruford2,6 1Danau Girang Field Centre, c/o Sabah Wildlife Department, Wisma Muis, 88100 Kota Kinabalu, Sabah, Malaysia 2Organisms and Environment Division, Cardiff School of Biosciences, Cardiff University, Sir Martin Evans Building, Museum Avenue, Cardiff CF10 3AX, UK 3School of Biological Sciences, Faculty of Environmental and Life Sciences, Life Sciences Building 85, University of Southampton, Highfield Campus, Southampton SO17 1BJ, UK 4RSPB Centre for Conservation Science, The Royal Society for the Protection of Birds, The Lodge, Sandy SG19 2DL, UK 5Sabah Wildlife Department, Wisma Muis, 88100 Kota Kinabalu, Sabah, Malaysia 6Sustainable Places Research Institute, Cardiff University, 33 Park Place, Cardiff CF10 3BA, UK ABSTRACT: Widespread and unregulated hunting of ungulates in Southeast Asia is resulting in population declines and localised extinctions. Increased access to previously remote tropical for- est following logging and changes in land-use facilitates hunting of elusive wild cattle in Borneo, which preferentially select secluded habitat. We collated the first population parameters for the Endangered Bornean banteng Bos javanicus lowi and developed population models to simulate the effect of different hunting offtake rates on survival and the recovery of the population using reintroduced captive-bred individuals. Our findings suggest that the banteng population in Sabah is geographically divided into 4 management units based on connectivity: the Northeast, Sipitang (West), Central and Southeast, which all require active management to prevent further population decline and local extinction. -
Notes 335 Bibliography 387 Index 413
CONTENTS PREFACE IX ONE: THE AMBIGUOUS LEGACY 3 The Crisis of Classical Marxism 6 The Crisis in Italy 20 Italian Revolutionary Syndicalism 22 TWO: THE FIRST REVOLUTIONARY SOCIALIST HERESY 32 The Evolution of Syndicalism 32 Syndicalism and the Nature of Man 34 Syndicalism and Social Psychology 37 Syndicalism and the Social and Political Function of Myth 43 Elitism 50 Syndicalism and Industrial Development 58 THREE: THE FIRST NATIONAL SOCIALISM 64 Revolutionary Syndicalism: Marxism and the Problems of National Interests 64 Syndicalism and Proletarian Nationalism 71 Revolutionary Syndicalism, War, and Moral Philosophy 73 Syndicalism, Nationalism, and Economic Development 83 National Syndicalism and Lenin's Bolshevism 91 FOUR: THE PROGRAM OF FASCISM 96 The Fascism of San Sepolcro 101 Syndicalism, Nationalism, and Fascism 103 FascismandIdeology 112 Fascism and Bolshevism 121 FIVE: THE POLITICAL ECONOMY OF FASCISM 127 Alfredo Rocco, Nationalism, and the Economic Policy of Fascism 133 Economic Policy from 1922 until the Great Depression 140 Fascist Economic Policy after the Great Depression 153 The Political Economy of Fascism and the Revolutionary Socialist Tradition 162 SIX: THE LABOR POLICY OF FASCISM 172 The Origins of Fascist Syndicalism 172 The Rise of Fascist Syndicalism 183 The Evolution of Fascist Syndicalism 190 The Functions of Fascist Syndicalism 196 The Labor Policy of Fascism and Revolutionary Marxism 206 SEVEN: THE ORCHESTRATION OF CONSENSUS 214 Syndicalism, Fascism, and the Psychology of the Masses 215 The Rationale of Orchestrated -
WHO's WHO in the WAR in EUROPE the War in Europe 7 CHARLES DE GAULLE
who’s Who in the War in Europe (National Archives and Records Administration, 342-FH-3A-20068.) POLITICAL LEADERS Allies FRANKLIN DELANO ROOSEVELT When World War II began, many Americans strongly opposed involvement in foreign conflicts. President Roosevelt maintained official USneutrality but supported measures like the Lend-Lease Act, which provided invaluable aid to countries battling Axis aggression. After Pearl Harbor and Germany’s declaration of war on the United States, Roosevelt rallied the country to fight the Axis powers as part of the Grand Alliance with Great Britain and the Soviet Union. (Image: Library of Congress, LC-USZ62-128765.) WINSTON CHURCHILL In the 1930s, Churchill fiercely opposed Westernappeasement of Nazi Germany. He became prime minister in May 1940 following a German blitzkrieg (lightning war) against Norway, Denmark, the Netherlands, Belgium, and France. He then played a pivotal role in building a global alliance to stop the German juggernaut. One of the greatest orators of the century, Churchill raised the spirits of his countrymen through the war’s darkest days as Germany threatened to invade Great Britain and unleashed a devastating nighttime bombing program on London and other major cities. (Image: Library of Congress, LC-USW33-019093-C.) JOSEPH STALIN Stalin rose through the ranks of the Communist Party to emerge as the absolute ruler of the Soviet Union. In the 1930s, he conducted a reign of terror against his political opponents, including much of the country’s top military leadership. His purge of Red Army generals suspected of being disloyal to him left his country desperately unprepared when Germany invaded in June 1941. -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a.