The War to End All Wars. COMMEMORATIVE
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Quiet on the French Front”: the First World War Centenary in France and the Challenges of Republican Consensus
Comillas Journal of International Relations | nº 02 | 086-099 [2015] [ISSN 2386-5776] 86 DOI: cir.i02.y2015.007 “All QuieT ON THE FRENCH Front”: THE FIRST WORLD WAR CENTENARY IN FRANCE AND THE CHALLENGES OF REPUBLICAN CONSENSUS «Sin novedad en el frente»: el centenario de la Primera Guerra Mundial en Francia y los desafíos al Consenso Republicano Karine Varley University of Strathclyde Autores School of Humanities & Social Sciences E-mail: [email protected] The 2014 centenary commemorations of the First World War in France were described by many commentators as being marked by a level of consensus that stood in marked contrast Resumen with the broader political environment and the divisive memories of the Second World War. Yet despite shared desires to honour the poilu as a symbol of the sacrifices of all French soldiers, this article argues that the appearance of consensus masks deeper tensions between memories of the First World War and the ideas and values underpinning the French Republic. During the war and the period thereafter, myths of the nation in arms served to legitimise the mobilisation and immense sacrifices of the French people. The wars of the French Revolution had establis- hed the notion of the responsibility of the French people to defend their country, creating a close connection between military service, citizenship and membership of the nation. However, these ideas were challenged by memories of the mutinies of 1917 and of the punishment of those who had disobeyed orders. Having long been excluded from official commemorations, in 2014 the French government sought to rehabilitate the memory of the soldiers shot as an exam- ple for committing acts of disobedience, espionage and criminal offences. -
University of Oklahoma Libraries Western History Collection
University of Oklahoma Libraries Western History Collection Charles C. Bush, II, Collection Bush, Charles C., II. Papers, 1749–1965. 5 feet. Professor. Instructional materials (1749–1965) for college history courses; student papers (1963); manuscripts (n.d.) and published materials (1941–1960) regarding historical events; and correspondence (1950–1965) to and from Bush regarding historical events and research, along with an original letter (1829) regarding Tecumseh and the Battle of the Thames in 1813, written by a soldier who participated. Instructional Materials Box 1 Folder: 1. Gilberth, Keith Chesterton (2 copies), n.d. 2. The Boomer Movement Part 1, Chapters 1 and 2, 1870-1880. 3. Washington and Braddock, 1749-1755. 4. Washita (1) [The Battle of], 1868. 5. Cheyenne-Arapaho Disturbones-Ft. Reno, 1884-1885. 6. 10th Cav. Bibb and Misel, 1866-1891 1 Pamphlet "Location of Classes-Library of Congress", 1934 1 Pamphlet "School Books and Racial Antagonism" R. B. Elfzer, 1937 7. Speech (notes) on Creek Crisis Rotary Club, Spring '47, 1828-1845. 8. Speech-Administration Looks at Fraternities (2 copies), n.d. 9. Speech YM/WCA "Can Education Save Civilization", n.d. 10. Durant Commencement Speech, 1947. 11. Steward et al Army, 1868-1879. 12. ROTC Classification Board, 1952-1954. 13. Periodical Material, 1888-1906. 14. The Prague News Record - 50th Anniversary, 1902-1951 Vol. 1 7/24/02 No. 1 Vol. 50 8/23/51 No. 1 (2 copies) 15. Newspaper - The Sunday Oklahoma News - Sept. 11 (magazine section) "Economic Conditions of the South", 1938 16. Rockefeller Survey - Lab. Misc. - Course 112 Historic sites in Anadarko and Caddo Counties, Oklahoma - Oklahoma Historical Society, 1884 17. -
Chapter 20 Ap® Focus & Annotated Chapter Outline Ap® Focus
CHAPTER 20 AP® FOCUS & ANNOTATED CHAPTER OUTLINE AP® FOCUS Period 7: 1890–1945 AP U.S. History Key Concepts 7.2 A revolution in technology created a new mass culture and spread “modern” values amid increasing cultural conflicts. • Wartime tensions and xenophobia led to legislation restricting immigration. • World Wars I and II contributed to increased migration, both internally and to the United States. 7.3 Global conflicts led to debates over the United States’ increasingly dominant role in the world. • American expansionism led to overseas involvement and acquisitions in the Western Hemisphere and the Pacific. • World War I increased debates over the proper role of the United States in the world. ANNOTATED CHAPTER OUTLINE The following annotated chapter outline will help you review the major topics covered in this chapter. I. From Expansion to Imperialism A. Foundations of Empire 1. Historians used to describe turn-of-the-twentieth-century U.S. imperialism as something new. Now they emphasize continuities between foreign policy in this era and the nation’s earlier, relentless expansion across the continent. 2. Policymakers beginning in the 1890s went on a determined quest for global markets. Industrialization and a modern navy provided tools for the United States to flex its muscle, and the economic crisis of the 1890s provided a spur. 3. Confronting high unemployment and mass protests, policymakers feared that American workers would embrace socialism or communism. The alternative, they believed, was overseas markets that would create jobs and prosperity at home. 4. Intellectual trends also favored imperialism. As early as 1885, Congregationalist minister Josiah Strong urged Protestants to proselytize overseas. -
Canada and the BATTLE of VIMY RIDGE 9-12 April 1917 Bataille De Vimy-E.Qxp 1/2/07 11:37 AM Page 4
BRERETON GREENHOUS STEPHEN J. HARRIS JEAN MARTIN Bataille de Vimy-E.qxp 1/2/07 11:37 AM Page 2 Bataille de Vimy-E.qxp 1/2/07 11:37 AM Page 1 Bataille de Vimy-E.qxp 1/2/07 11:37 AM Page 3 BRERETON GREENHOUS STEPHEN J. HARRIS JEAN MARTIN Canada and the BATTLE OF VIMY RIDGE 9-12 April 1917 Bataille de Vimy-E.qxp 1/2/07 11:37 AM Page 4 Canadian Cataloguing in Publication Data Greenhous, Brereton, 1929- Stephen J. Harris, 1948- Canada and the Battle of Vimy Ridge, 9-12 April 1917 Issued also in French under title: Le Canada et la Bataille de Vimy 9-12 avril 1917. Includes bibliographical references. ISBN 0-660-16883-9 DSS cat. no. D2-90/1992E-1 2nd ed. 2007 1.Vimy Ridge, Battle of, 1917. 2.World War, 1914-1918 — Campaigns — France. 3. Canada. Canadian Army — History — World War, 1914-1918. 4.World War, 1914-1918 — Canada. I. Harris, Stephen John. II. Canada. Dept. of National Defence. Directorate of History. III. Title. IV.Title: Canada and the Battle of Vimy Ridge, 9-12 April 1917. D545.V5G73 1997 940.4’31 C97-980068-4 Cet ouvrage a été publié simultanément en français sous le titre de : Le Canada et la Bataille de Vimy, 9-12 avril 1917 ISBN 0-660-93654-2 Project Coordinator: Serge Bernier Reproduced by Directorate of History and Heritage, National Defence Headquarters Jacket: Drawing by Stéphane Geoffrion from a painting by Kenneth Forbes, 1892-1980 Canadian Artillery in Action Original Design and Production Art Global 384 Laurier Ave.West Montréal, Québec Canada H2V 2K7 Printed and bound in Canada All rights reserved. -
Red Dirt Resistance: Oklahoma
RED DIRT RESISTANCE: OKLAHOMA EDUCATORS AS AGENTS OF CHANGE By LISA LYNN Bachelor of Arts in Psychology University of Oklahoma Norman, OK 1998 Master of Science in Applied Behavioral Studies Oklahoma State University Stillwater, OK 2001 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 2018 RED DIRT RESISTANCE: OKLAHOMA EDUCATORS AS AGENTS OF CHANGE Dissertation Approved: Jennifer Job, Ph.D. Dissertation Adviser Pamela U. Brown, Ph.D. Erin Dyke, Ph.D. Lucy E. Bailey, Ph.D. ii ACKNOWLEDGEMENTS I would like to thank Dr. Jennifer Job for her tireless input, vision, and faith in this project. She endured panicked emails and endless questions. Thank you for everything. I would also like to thank Dr. Erin Dyke, Dr. Pam Brown, and Dr. Lucy Bailey for their support and words of encouragement. Each of you, in your own way, gently stretched me to meet the needs of this research and taught me about myself. Words are inadequate to express my gratitude. I would also like the thank Dr. Moon for his passionate instruction and support, and Dr. Wang for her guidance. I am particularly grateful for the friendship of my “cohort”, Ana and Jason. They and many others carried me through the rough spots. I want to acknowledge my mother and father for their unwavering encouragement and faith in me. Finally, I need to thank my partner, Ron Brooks. We spent hours debating research approaches, the four types of literacy, and gender in education while doing dishes, matching girls’ socks, and walking the dogs. -
The Green Corn Rebellion in Oklahoma [March 4, 1922] 1
White: The Green Corn Rebellion in Oklahoma [March 4, 1922] 1 The Green Corn Rebellion in Oklahoma [events of Aug. 3, 1917] by Bertha Hale White † Published in The New Day [Milwaukee], v. 4, no. 9, whole no. 91 (March 4, 1922), pg. 68. The story of the wartime prisoners of Oklahoma ceived the plan of organizing, of banding themselves is one of the blind, desperate rebellion of a people together to fight the exactions of landlord and banker. driven to fury and despair by conditions which are The result of these efforts was a nonpolitical or- incredible in this stage of our so-called civilization. ganization known as the Working Class Union. It had Even the lowliest of the poor in the great industrial but one object — to force downward rents and inter- centers of the country have no conception of the depths est rates. The center of the movement seems to have of misery and poverty that is the common lot of the been the Seminole country, where even today one tenant farmer of the South. meets more frequently the Indian than the white man. As long as we can remember, we have heard of It has been asserted by authoritative people that their exploitation. We are told that the tenant must not 1 in 15 of these tenants can read or write. It is mortgage his crop before he can obtain the seed to put obvious that very little of what is happening in the into the ground; that when the harvesting is over out world is ever very closely understood by the majority of the fruits of his labor he can pay only a part of the of them. -
Espionage Act of 1917
Communication Law Review An Analysis of Congressional Arguments Limiting Free Speech Laura Long, University of Oklahoma The Alien and Sedition Acts, Espionage and Sedition Acts, and USA PATRIOT Act are all war-time acts passed by Congress which are viewed as blatant civil rights violations. This study identifies recurring arguments presented during congressional debates of these acts. Analysis of the arguments suggests that Terror Management Theory may explain why civil rights were given up in the name of security. Further, the citizen and non-citizen distinction in addition to political ramifications are discussed. The Alien and Sedition Acts of 1798 are considered by many as gross violations of civil liberties and constitutional rights. John Miller, in his book, Crisis in Freedom, described the Alien and Sedition Acts as a failure from every point of view. Miller explained the Federalists’ “disregard of the basic freedoms of Americans [completed] their ruin and cost them the confidence and respect of the people.”1 John Adams described the acts as “an ineffectual attempt to extinguish the fire of defamation, but it operated like oil upon the flames.”2 Other scholars have claimed that the acts were not simply unwise policy, but they were unconstitutional measures.3 In an article titled “Order vs. Liberty,” Larry Gragg argued that they were blatantly against the First Amendment protections outlined only seven years earlier.4 Despite popular opinion that the acts were unconstitutional and violated basic civil liberties, arguments used to pass the acts have resurfaced throughout United States history. Those arguments seek to instill fear in American citizens that foreigners will ultimately be the demise to the United States unless quick and decisive action is taken. -
The Influence of Olive Schreiner on Vera Brittain's Experience of The
Title It mocked my love: the influence of Olive Schreiner on Vera Brittain's experience of the Great War Sub Title ヴェラ・ブリテンと第一次世界大戦 : オリヴ・シュライナーとの影響関係からみる Author 上田, 敦子(Ueda, Atsuko) Publisher 慶應義塾大学藝文学会 Publication year 2007 Jtitle 藝文研究 (The geibun-kenkyu : journal of arts and letters). Vol.93, (2007. 12) ,p.172(51)- 189(34) Abstract Notes Genre Journal Article URL https://koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?koara_id=AN00072643-0093000 1-0189 慶應義塾大学学術情報リポジトリ(KOARA)に掲載されているコンテンツの著作権は、それぞれの著作者、学会または出版社/発行者に帰属し、その権利は著作権法によって 保護されています。引用にあたっては、著作権法を遵守してご利用ください。 The copyrights of content available on the KeiO Associated Repository of Academic resources (KOARA) belong to the respective authors, academic societies, or publishers/issuers, and these rights are protected by the Japanese Copyright Act. When quoting the content, please follow the Japanese copyright act. Powered by TCPDF (www.tcpdf.org) It Mocked My Love: The Influence of Olive Schreiner on Vera Brittain's Experience of the Great War Atsuko Ueda Introduction During the First World War, British government propaganda encour aged women of all classes to do their share of work for their country. Among the many women thus mobilised was Vera Brittain (1893-1970), who would later become a prolific writer, and active feminist and pacifist. In the summer of 1915, after experiencing war work at a local hospital, Brittain interrupted her studies at Somerville College, Oxford to become a fulltime V AD (Voluntary Aid Detachment). A few months later, she signed up to work at a military hospital. Her diary records that she decided to take up nursing upon reading an appeal in the papers for women to offer their services (3 April 1915; Chronicle 176). -
For All the People
Praise for For All the People John Curl has been around the block when it comes to knowing work- ers’ cooperatives. He has been a worker owner. He has argued theory and practice, inside the firms where his labor counts for something more than token control and within the determined, but still small uni- verse where labor rents capital, using it as it sees fit and profitable. So his book, For All the People: The Hidden History of Cooperation, Cooperative Movements, and Communalism in America, reached expectant hands, and an open mind when it arrived in Asheville, NC. Am I disappointed? No, not in the least. Curl blends the three strands of his historical narrative with aplomb, he has, after all, been researching, writing, revising, and editing the text for a spell. Further, I am certain he has been responding to editors and publishers asking this or that. He may have tired, but he did not give up, much inspired, I am certain, by the determination of the women and men he brings to life. Each of his subtitles could have been a book, and has been written about by authors with as many points of ideological view as their titles. Curl sticks pretty close to the narrative line written by worker own- ers, no matter if they came to work every day with a socialist, laborist, anti-Marxist grudge or not. Often in the past, as with today’s worker owners, their firm fails, a dream to manage capital kaput. Yet today, as yesterday, the democratic ideals of hundreds of worker owners support vibrantly profitable businesses. -
Vera Brittain ( 1893-1970)
VERA BRITTAIN ( 1893-1970) Certainly the most famous First World War book written by a woman, not least because of its highly successful dramatization which appeared on British and American television, Testament of Youth was published in 1933 and based on the journals Brittain kept during the War. Though the book is sometimes criticized for the naivete of its attitudes, it still provides an unparalleled insight into the impact of the War on a young, middle-class woman. The fighting cost Brittain her brother, her fiance, and every other young man to whom she was close. The experience caused her to become a life-long pacifist. In the following excerpt, Edward is Vera's brother, Geoffrey and Victor ('Tah') his closest friends. In the first section, Vera discusses the painful memory of a rift between her and her fiance, Roland Leighton. In the second, about nine months later, Victor has been wounded in the head and lost his sight. Vera is in Malta, serving as a VAD nurse. Finally, in the third, Vera has returned to London, still nursing, and writes about her response (or lack of it) to the Armistice. Apart from all these novel experiences, my first month at Camberwell1 was distinguished by the one and only real quarrel that I ever had with Roland. It was purely an epistolary quarrel, but its bitterness was none the less for that and the inevitable delay between posts prolonged and greatly added to its emotional repercussions. On October 18th, Roland had sent a letter to Buxton2 excusing himself, none too gracefully, for the terseness of recent communications, and explaining how much absorbed he had become by the small intensities of life at the front. -
Mark Bostridge Author
Mark Bostridge Author Mark Bostridge was born in 1961 and educated at the University of Oxford where he won the Gladstone Memorial Prize. His books include the highly acclaimed biographies, VERA BRITTAIN: A LIFE, shortlisted for the Whitbread Biography Prize, the NCR non-fiction Award, and the Fawcett Prize; FLORENCE NIGHTINGALE. THE WOMAN AND HER LEGEND, winner of the 2009 Elizabeth Longford Prize for Historical Biography and THE FATEFUL YEAR. Agents Robert Kirby Associate Agent 0203 214 0800 Kate Walsh [email protected] 020 3214 0884 Ariella Feiner Assistant Molly Jamieson [email protected] +44 (0) 20 3214 0973 Publications Non-Fiction Publication Notes Details United Agents | 12-26 Lexington Street London W1F OLE | T +44 (0) 20 3214 0800 | F +44 (0) 20 3214 0801 | E [email protected] THE FATEFUL The Fateful Year by Mark Bostridge is the story of England in 1914. War with YEAR: ENGLAND Germany, so often imagined and predicted, finally broke out when people 1914 were least prepared for it. 2014 Here, among a crowded cast of unforgettable characters, are suffragettes, Penguin armed with axes, destroying works of art, schoolchildren going on strike in support of their teachers, and celebrity aviators thrilling spectators by looping the loop. A theatrical diva prepares to shock her audience, while an English poet in the making sets out on a midsummer railway journey that will result in the creation of a poem that remains loved and widely known to this day. With the coming of war, England is beset by rumour and foreboding. There is hysteria about German spies, fears of invasion, while patriotic women hand out white feathers to men who have failed to rush to their country's defence. -
World War I - on the Homefront
World War I - On the Homefront Teacher’s Guide Written By: Melissa McMeen Produced and Distributed by: www.MediaRichLearning.com AMERICA IN THE 20TH CENTURY: WORLD WAR I—ON THE HOMEFRONT TEACHER’S GUIDE TABLE OF CONTENTS Materials in Unit .................................................... 3 Introduction to the Series .................................................... 3 Introduction to the Program .................................................... 3 Standards .................................................... 4 Instructional Notes .................................................... 5 Suggested Instructional Procedures .................................................... 6 Student Objectives .................................................... 6 Follow-Up Activities .................................................... 6 Internet Resources .................................................... 7 Answer Key .................................................... 8 Script of Video Narration .................................................... 12 Blackline Masters Index .................................................... 20 Pre-Test .................................................... 21 Video Quiz .................................................... 22 Post-Test .................................................... 23 Discussion Questions .................................................... 27 Vocabulary Terms .................................................... 28 Woman’s Portrait .................................................... 29