Mr. Booth World History 10 Introduction
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How the Luftwaffe Lost the Battle of Britain British Courage and Capability Might Not Have Been Enough to Win; German Mistakes Were Also Key
How the Luftwaffe Lost the Battle of Britain British courage and capability might not have been enough to win; German mistakes were also key. By John T. Correll n July 1940, the situation looked “We shall fight on the beaches, we shall can do more than delay the result.” Gen. dire for Great Britain. It had taken fight on the landing grounds, we shall Maxime Weygand, commander in chief Germany less than two months to fight in the fields and in the streets, we of French military forces until France’s invade and conquer most of Western shall fight in the hills; we shall never surrender, predicted, “In three weeks, IEurope. The fast-moving German Army, surrender.” England will have her neck wrung like supported by panzers and Stuka dive Not everyone agreed with Churchill. a chicken.” bombers, overwhelmed the Netherlands Appeasement and defeatism were rife in Thus it was that the events of July 10 and Belgium in a matter of days. France, the British Foreign Office. The Foreign through Oct. 31—known to history as the which had 114 divisions and outnumbered Secretary, Lord Halifax, believed that Battle of Britain—came as a surprise to the Germany in tanks and artillery, held out a Britain had lost already. To Churchill’s prophets of doom. Britain won. The RAF little longer but surrendered on June 22. fury, the undersecretary of state for for- proved to be a better combat force than Britain was fortunate to have extracted its eign affairs, Richard A. “Rab” Butler, told the Luftwaffe in almost every respect. -
What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
Spring Edition 2020-2021 5 New Ways to Stay Healthy in the Spring By: Ava G
O'Rourke Observer Spring Edition 2020-2021 5 New Ways to Stay Healthy in the Spring By: Ava G. Spring is a new season full of opportunities! As the snow slowly disappears, green grass appears! A new chance arises to get outside and get moving! Here are a few ways to stay healthy this spring. 1. As the weather gets warmer you can take a bike ride around your neighborhood or your house. Regular cycling has many benefits like increased cardiovascular fitness, increased flexibility and muscle strength, joint mobility improvement, stress level decline, posture and coordination improvement, strengthened bones, body fat level decline, disease management or prevention, and finally anxiety and depression reduction. 2. Go for a run. You can run around your house or your neighborhood. There are many health benefits to regular running (or jogging!) Some are improved muscle and bone strength, increased cardiovascular fitness, and it helps to preserve a healthy weight. 3. Go for a hike. Hiking is a great way to enjoy the outdoors and have a great workout at the same time! Hiking can reduce your risk of heart disease, enhance your blood sugar levels and your blood pressure, and it can boost your mood. Here are some great day hikes near Saratoga! You can hike Hadley Mountain, Spruce Mountain, the John Boyd Thacher State Park, Prospect Mountain, Buck Mountain, Shelving Rock Falls & Summit, Cat Mountain, Sleeping Beauty, Thomas Mountain, and Crane Mountain. I have hiked Cat Mountain before, and I loved it! When you reach the summit it has a great view of the ENTIRE Lake George. -
The Effect of Franco in the Basque Nation
Salve Regina University Digital Commons @ Salve Regina Pell Scholars and Senior Theses Salve's Dissertations and Theses Summer 7-14-2011 The Effect of Franco in the Basque Nation Kalyna Macko Salve Regina University, [email protected] Follow this and additional works at: https://digitalcommons.salve.edu/pell_theses Part of the Arts and Humanities Commons Macko, Kalyna, "The Effect of Franco in the Basque Nation" (2011). Pell Scholars and Senior Theses. 68. https://digitalcommons.salve.edu/pell_theses/68 This Article is brought to you for free and open access by the Salve's Dissertations and Theses at Digital Commons @ Salve Regina. It has been accepted for inclusion in Pell Scholars and Senior Theses by an authorized administrator of Digital Commons @ Salve Regina. For more information, please contact [email protected]. Macko 1 The Effect of Franco in the Basque Nation By: Kalyna Macko Pell Senior Thesis Primary Advisor: Dr. Jane Bethune Secondary Advisor: Dr. Clark Merrill Macko 2 Macko 3 Thesis Statement: The combined nationalist sentiments and opposition of these particular Basques to the Fascist regime of General Franco explained the violence of the terrorist group ETA both throughout his rule and into the twenty-first century. I. Introduction II. Basque Differences A. Basque Language B. Basque Race C. Conservative Political Philosophy III. The Formation of the PNV A. Sabino Arana y Goiri B. Re-Introduction of the Basque Culture C. The PNV as a Representation of the Basques IV. The Oppression of the Basques A. Targeting the Basques B. Primo de Rivera C. General Francisco Franco D. Bombing of Guernica E. -
The Judeo-Masonic Enemy in Francoist Propaganda (1936-1945)
The Judeo-Masonic Enemy in Francoist Propaganda (1936-1945) Javier Domínguez Arribas* 1. INTRODUCTION Between the beginning of the Spanish Civil War and the end of the Second World War, Francoist propaganda depicted Jews and Freemasons as two closely linked forces that conspired tirelessly against Spain. They were considered responsible for all the evils that afflicted the country, together with the leftists. While the “Reds” were an obvious and significant enemy for the nationalist forces, there were no more than about 5,000 Spanish Freemasons in 1936, and their influence in Spanish public affairs was limited, at least as an organization (although the individual influence of some Freemasons is another issue). However, their fate was the same as that of the “Communists”: relentless repres- sion.1 The case of the Jews is even more surprising. The antisemitic propaganda of the early days of the Franco regime took place in a country where almost no Jews had lived since their expulsion by the Catholic monarchs in 1492. Furthermore, most members of the tiny Jewish community in the Iberian Peninsula in 1936 had arrived just a short time previously, coming mostly from Hitler’s Germany. Their number, although impossible to establish precisely, has been estimated at close to 6,000.2 In spite of the violent rhetoric against Jews, the regime did not systematically implement discriminatory policies against them. Above all, the Franco government did not facilitate Nazi antisemitic persecution during the Second World War, while some Spanish diplomats in fact pro- tected Jews in danger.3 Why, then, were two groups that were so small, so different, and so differently treated by the regime, presented together by official propaganda as the powerful Judeo-Masonic enemy to be fought? This, among other aspects, is the focus of the research presented in this paper.4 * Associate Professor, University of Paris XIII—CRESC. -
A Look at Military Geographic Intelligence and Planning in the Second World War
MILITARY HISTORY Canadian War Museum 19710261-2183 War Canadian PhotoWhy geographic - Caption intelligence is important. The disastrous Dieppe Raid of 19 August 1942, as painted by Charles Comfort. Know Your Ground: A Look at Military Geographic Intelligence and Planning in the Second World War by Lori Sumner Major Sumner joined the Naval Reserves in London in 1995. Introduction As a Naval Reserve Logistics Officer, she served at HMCS Prevost in London, Ontario, and at Naval Reserve Headquarters in Québec ntelligence and Geography have been intertwined with City. In January 2005, she transferred to the Regular Force as a the need/desire to wage war throughout history, to Logistics (Air) officer. After postings in Trenton and Borden, she varying degrees of success. Geographic intelligence is is now working at NDHQ Ottawa for the VCDS Group. Major one of the few forms of intelligence that is inherently Sumner is also currently pursuing a Master of Arts in War Studies both tactical and strategic in nature. The accuracy and at the Royal Military College of Canada in Kingston, Ontario. thoroughnessI of geographical intelligence and its integration with the planning phases can significantly affect the outcome “What is possible will depend first on geography, of both tactical and strategic operations. secondly on transportation in the widest sense, and thirdly on administration. Really very simple issues, but The Second World War required a scale of effort to gather geography I think comes first.”1 geographic intelligence and to provide appropriate products to the military that was beyond anything done to that point.3 The “The increasing importance of terrain features and, global reach of the war meant that many soldiers were introduced thus, maps to mechanized military operations, has made to new terrain and climatic conditions, which could differ signifi- the impact of erroneous or out of date maps potentially cantly from those to which they were accustomed. -
Falange Maintained in the Western Hemisphere
This book is made possible by the work of hundreds of brave, selfless, devoted men and women in Latin America, the United States, North Africa, and Axis Spain. Many of them are my friends. Many of them I know only by their efforts. Many of them are anonymous soldiers in the ranks of the republican Spanish People's Army, scattered, without uniform, throughout the world. "Spain is the key to two continents.'' There are times when a writer can gratefully acknowl- edge by name the persons who helped him most in the crea- -HERMANN GOERING,I 93 6 tion of a book. There are other times when such acknowl- "The great unity of the Axis includes Nazis, edgments would be like a kiss of death. Such are the times Fascists, and Spanish Falangistas. There is no we know today: a time which sees the armies of the Axis longer any distinction between Fascism, Naz- alive and intact. To reveal the names of many of the brave ism, and Falangismo." people who helped me-to reveal their names while Hitler sits in Berlin as a ruler rather than as a prisoner in a death -BENITO MUSSOLINI,September 30, I 942 cell-would be to betray them to the mercies of Axis killers "Many thanks to you and the German peoples. everywhere. May your arms triumph in the glorious under- I am thinking particularly of people like the girl Josefina, whose hair turned gray in twelve hours during a Nazi as- taking of freeing Europe from the Bolshevik terror." sault on Cartagena in 1937, and who today is making the -FRANCISCOFRANCO to Adolf Hitler, Decem- invaders of her native land pay a fantastic price for their crimes. -
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. -
Franco's Spain, Queer Nation?
University of Michigan Journal of Law Reform Volume 33 2000 Franco's Spain, Queer Nation? Gema Pérez-Sánchez University of Miami Follow this and additional works at: https://repository.law.umich.edu/mjlr Part of the Civil Rights and Discrimination Commons, Comparative and Foreign Law Commons, Legal History Commons, and the Sexuality and the Law Commons Recommended Citation Gema Pérez-Sánchez, Franco's Spain, Queer Nation?, 33 U. MICH. J. L. REFORM 359 (2000). Available at: https://repository.law.umich.edu/mjlr/vol33/iss3/7 This Article is brought to you for free and open access by the University of Michigan Journal of Law Reform at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in University of Michigan Journal of Law Reform by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. SUMMER 2000] Franco' s Spain SPRING 2000] Franco'sSpain 359 FRANCO'S SPAIN, QUEER NATION? Gema Prez-Sdinchez* This Article discusses how, through its juridicalapparatus, the Spanish dictator- ship of FranciscoFranco sought to define and to contain homosexuality, followed by examples of how underground queer activism contested homophobic laws. The Article concludes by analyzing a literary work to illustrate the social impact of Francoism'shomophobic law against homosexuality. INTRODUCTION In the introduction to iEntiendes?: Queer Readings, Hispanic Writ- ings,' Paul Julian Smith and Emilie L. Bergmann regret the lack of historical -
7 Common Misconceptions About World War II
Seven Common Misconceptions about World War II World War II ended three-quarters of a century ago. Now only a tiny and fast- dwindling number of Americans still possess an active memory of the conflict, and most of the rest of us view what happened through the gauzy tissue of fiction and faulty memory. The United States won the war, didn’t we? Through the unparalleled courage of the “Greatest Generation” and the awesome industrial power of our economy, we overwhelmed the Nazi juggernaut in little more than three years and brought Imperial Japan to her knees in less than four. Well, yes. There’s more than a fair measure of truth in all that. In fact, it’s true as far as it goes. But the story of the Second World War is far, far bigger, and far more complex. Most Americans labor under misconceptions about its true nature. And that truth is hiding in plain sight for anyone willing to look closely. Here goes . #1. World War II lasted for four years. Some historians consider World Wars I and II to be part of a single protracted conflict— a twentieth-century Thirty Years’ War, if you will. Others argue that the second global war began in 1931 when Japan’s renegade Kwantung Army engineered the Mukden Incident and subsequently invaded Manchuria. Others still might contend that the Italian invasion of Abyssinia (Ethiopia) in 1935-37 or the German and Italian involvement in the Spanish Civil War in 1936-39, usually thought a dry run for the Axis, should be considered of a piece with the global conflict. -
Misconceptions
Misconceptions (from Illinois Holocaust Museum & Education Center) Norwegian non-Jews wore paper clips to express solidarity with Norwegian Jewry When the Germans occupied Norway in June 1940, between 1700 and 1800 Jews lived there – most of them in Oslo and all but 200 of them Norwegian citizens. Acceding to German demands, the collaborationist government immediately implemented anti-Jewish legislation. In November 1942, in response to further demands, the government rounded up more than 700 Jews, who were subsequently deported to Auschwitz where most were killed. Although the Norwegian resistance managed to smuggle the remaining Jews to neutral Sweden, the wearing of paper clips had nothing to do with demonstrating support for these efforts or solidarity with Norwegian Jewry. Rather, it represented one of many non-violent expressions of Norwegian nationalism and loyalty to King Haakon VII. These included listening secretly to foreign news broadcasts, printing and distributing underground newspapers and wearing pins fashioned from coins with the king’s head brightly polished, from various “flowers of loyalty,” from the symbol “H7” (for Haakon VII), and – for a time, after the latter were outlawed – from paper clips (also occasionally worn as bracelets). Why paper clips? Presumably – although some dispute this – because they were invented by a Norwegian named Johan Vaaler in 1899. Although, ironically, he had to patent the device in Germany because Norway had no patent law at the time. Vaaler did nothing more with his invention and, in subsequent years, paper clips would be manufactured and mass-marketed by firms in the United States and Great Britain (most notably, the Gem Company of Great Britain – originators of the familiar “double- U” slide-on clips, which the Norwegians may very well have worn.) The Germans used crushed Jewish bones to pave the Autobahn The Germans crushed Jewish bones in two specific contexts only.