Second World War Conscription Time Line
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World War I Concept Learning Outline Objectives
AP European History: Period 4.1 Teacher’s Edition World War I Concept Learning Outline Objectives I. Long-term causes of World War I 4.1.I.A INT-9 A. Rival alliances: Triple Alliance vs. Triple Entente SP-6/17/18 1. 1871: The balance of power of Europe was upset by the decisive Prussian victory in the Franco-Prussian War and the creation of the German Empire. a. Bismarck thereafter feared French revenge and negotiated treaties to isolate France. b. Bismarck also feared Russia, especially after the Congress of Berlin in 1878 when Russia blamed Germany for not gaining territory in the Balkans. 2. In 1879, the Dual Alliance emerged: Germany and Austria a. Bismarck sought to thwart Russian expansion. b. The Dual Alliance was based on German support for Austria in its struggle with Russia over expansion in the Balkans. c. This became a major feature of European diplomacy until the end of World War I. 3. Triple Alliance, 1881: Italy joined Germany and Austria Italy sought support for its imperialistic ambitions in the Mediterranean and Africa. 4. Russian-German Reinsurance Treaty, 1887 a. It promised the neutrality of both Germany and Russia if either country went to war with another country. b. Kaiser Wilhelm II refused to renew the reinsurance treaty after removing Bismarck in 1890. This can be seen as a huge diplomatic blunder; Russia wanted to renew it but now had no assurances it was safe from a German invasion. France courted Russia; the two became allies. Germany, now out of necessity, developed closer ties to Austria. -
The FLQ—Was the War Measures Act a Necessity Or an Over-‐ Reaction?
The FLQ—Was the War Measures Act a Necessity or an Over- reaction? Concept(s) Primary Source Evidence Prepared for Grade(s) 10, 11, 12 Province NB By Stephen Wilson Time Period(s) 1900-present Time allotment Three 60 minute periods Brief Description of the Task Students will examine a series of photographs, videos and accounts detailing the activities of the FLQ throughout the 1960's and culminating in the October Crisis of 1970. From these various documents, students will assess the necessity of the invocation of the War Measures Act in 1970 and develop an historical argument explaining why they think the use of this act was justified or not justified at this point in Canadian history. Objectives Students will arrive at and defend a conclusion using multiple primary and secondary sources by: 1. identifying whether each document is a primary or secondary source. 2. identifying the providence. 3. assessing the reliability. 4. drawing inferences from each source about the question they are trying to answer. 5. checking for corroboration with other sources. 6. offering a conclusion that clearly and specifically answers the question offered for consideration. 7. supporting the conclusion with evidence from the various sources. In a broader sense, students should 1. appreciate that historians are selective in the questions they seek to answer and the evdence they use. 2. recognize that interpretation is an essential ingredient of history. 3. employ processes of critical historical inquiry to reconstruct and interpret the past. 4. challenge arguments of historical inevitability. Required Knowledge & Skills It would enhance the lesson if students already were able to do the following: 1. -
Female Patriotism in the Great War
Female Patriotism in the Great War Professor Nicoletta F. Gullace, University of New Hampshire But the educated man’s sister – what does “patriotism” mean to her? – Virginia Woolf, Three Guineas (1938) While Virginia Woolf felt that “the educated man’s sister” lacked entirely his reasons for “being proud of England, for loving England, for defending England,” she had little choice but to concede that during World War I, such women threw themselves into the war effort with astonishing patriotic fervour. How, Woolf asked, can we explain “that amazing outburst in August 1914, when the daughters of educated men ... rushed into hospitals, some still attended by their maids, drove lorries, worked in fields and munitions factories, and used all their immense stores of charm ... to persuade young men that to fight was heroic, and that the wounded in battle deserved all her care and all her praise? ” Her answer lies in the visceral antipathy she believed middle class women felt towards their insular domestic education. “So profound was her unconscious loathing for the education of the private house ... that she would undertake any task however menial, exercise any fascination however fatal that enabled her to escape”(Woolf, p. 39). Woolf’s estimation of the motivations of women who threw themselves into war work contained more than a grain of truth. For many middle-class women the opportunity to escape the limitations of their sex roles by engaging in war work was irresistible. Yet for many of these same women, and for the thousands of working-class women who took up war work in munitions factories, in transportation industries, and on the land, the lure of wartime wages, along with a love of country shared with their men – however undeserving “England” may have been of such affection – motivated those who undertook the myriad of activities recorded in this unique collection of documents and photographs [Volunteer Corps 1-9]. -
Justiceeducation.Ca Lawlessons.Ca Date Reviewed November
#260 – 800 Hornby Street, Vancouver, BC, Canada V6Z 2C5 Date Reviewed November 2020 Course Social Studies 10 Topic Internments in Canada Big Idea Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society. Essential Question How have past governments of Canada used laws to discriminate against Canadian citizens? Learning Standards Content: Students are expected to know the following: • discriminatory policies and injustices in Canada and the world Curricular Competencies Students are expected to be able to do the following: • make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond Core Competencies Communication - I can describe how the War Measures Act discriminated against some Canadians based on their race, ethnicity, religion, and political beliefs. Thinking – I can make judgements about past discriminatory policies and assess how current legislation protects rights and freedoms. Personal and Social – I can explain the importance of balancing individual rights with the need to protect security and order. JusticeEducation.ca LawLessons.ca First People’s Principles of Learning • Learning involves recognizing the consequences of one’s actions. Introduction • Show the video (11:16) Japanese Canadian Internment narrated by David Suzuki. • Have students complete the Viewing Guide: Japanese Canadian Internment. Go over using Answer Key—Viewing Guide: Japanese Canadian Internment. • Engage students in a discussion of whether Japanese Canadians posed a real threat during World War Two. Pre-Assessment • Explain that the term “enemy alien” referred to people from countries, or with roots in countries, that were at war with Canada. • Have students list countries that were at war with Canada during World War Two. -
Law of War Handbook 2005
LAW OF WAR HANDBOOK (2005) MAJ Keith E. Puls Editor 'Contributing Authors Maj Derek Grimes, USAF Lt Col Thomas Hamilton, USMC MAJ Eric Jensen LCDR William O'Brien, USN MAJ Keith Puls NIAJ Randolph Swansiger LTC Daria Wollschlaeger All of the faculty who have served before us and contributed to the literature in the field of operational law. Technical Support CDR Brian J. Bill, USN Ms. Janice D. Prince, Secretary JA 423 International and Operational Law Department The Judge Advocate General's Legal Center and School Charlottesville, Virginia 22903 PREFACE The Law of War Handbook should be a start point for Judge Advocates looking for information on the Law of War. It is the second volume of a three volume set and is to be used in conjunction with the Operational Law Handbook (JA422) and the Documentary Supplement (JA424). The Operational Law Handbook covers the myriad of non-Law of War issues a deployed Judge Advocate may face and the Documentary Supplement reproduces many of the primary source documents referred to in either of the other two volumes. The Law of War Handbook is not a substitute for official references. Like operational law itself, the Handbook is a focused collection of diverse legal and practical information. The handbook is not intended to provide "the school solution" to a particular problem, but to help Judge Advocates recognize, analyze, and resolve the problems they will encounter when dealing with the Law of War. The Handbook was designed and written for the Judge Advocates practicing the Law of War. This body of law is known by several names including the Law of War, the Law of Armed Conflict and International Humanitarian Law. -
A World at Total War Global Conflict and the Politics of Destruction, 1937–1945
P1: JZX 0521834325agg.xml CY465-Chickering 0 521 83432 5 September 17, 2004 11:46 A World at Total War global conflict and the politics of destruction, 1937–1945 Edited by roger chickering Georgetown University stig forster¨ University of Bern bernd greiner Hamburg Institute for Social Research german historical institute Washington, D.C. and v P1: JZX 0521834325agg.xml CY465-Chickering 0 521 83432 5 September 17, 2004 11:46 PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB22RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon´ 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org GERMAN HISTORICAL INSTITUTE 1607 New Hampshire Ave., N.W., Washington, DC 20009, USA © German Historical Institute 2005 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2005 Printed in the United States of America Typeface Bembo 11/13 pt. System LATEX2ε [TB] A catalog record for this book is available from the British Library. Library of Congress Cataloging in Publication Data A world at total war : global conflict and the politics of destruction, 1937–1945 / edited by Roger Chickering, Stig Forster,¨ Bernd Greiner. p. cm. – (Publications of the German Historical Institute) Results of a fifth conference on the history of total war held in Aug. -
THE USSR and TOTAL WAR: Why Didn't the Soviet Economy Collapse in 1942?
THE USSR AND TOTAL WAR: Why didn't the Soviet economy collapse in 1942? Mark Harrison No 603 WARWICK ECONOMIC RESEARCH PAPERS DEPARTMENT OF ECONOMICS The USSR and Total War: Why didn’t the Soviet economy collapse in 1942? Mark Harrison Department of Economics University of Warwick Coventry CV4 7AL +44 24 7652 3030 (tel.) +44 24 7652 3032 (fax) [email protected] Paper to the Total War V conference on “A world at total war: global conflict and the politics of destruction, 1939–1945”, Hamburg, 29 August to 1 September 2001. Thanks to John Barber for advice and Peter Howlett and Valery Lazarev for comments. Revised 25 April, 2001. Please do not cite The USSR and Total War: Why didn’t the Soviet economy collapse in 1942? Introduction Germany’s campaign in Russia was intended to be the decisive factor in creating a new German empire in central and eastern Europe, a living space that could be restructured racially and economically in German interests as Hitler had defined them in Mein Kampf. When he launched his armies against the Soviet Union in 1941 the world had two good reasons to expect him to achieve a quick victory. One, for those with long memories, was the Russian economic performance in 1914–17: when faced with a small proportion of Germany’s military might, Russia had struggled to mobilise itself and eventually disintegrated. The disintegration was just as much economic as military and political; indeed, it could be argued that Russia’s economic disintegration had been the primary factor in both Russia’s military defeat and the Russian revolution. -
Victory Garden and WWII
Introduction to World War II and Victory Gardens Objective: Students will be able to create a diagram that illustrates learning a basic WWII overview, focusing on the Home Front and victory gardens. Procedure: Make copies of the following handouts: 1. WWII Overview 2. WWII At Home 3. What is a Victory Garden Explain to students that life was very different during World War II than it is today and that you are going to learn a little bit about what was going on in the world, in our country, and in their backyards. Create a chart on the chalkboard like this: World War II 1939-1945 Around the world In the United States In our community gardens Break students into three groups. Each group is in charge of one section. The teacher reads the handout (or a strong reader reads to each group) and then the group reports to the class and writes short phrases about each handout on the chalkboard. Class discussion follows about life during World War II with a focus on how communities worked together during a tough time. Assessment: Each student writes a short story about what it would be like to be a kid during World War II. The Classroom Victory Garden Project Introductory Lesson Plan World War II Overview Before you can understand why the whole world went to war, you have to know that it was not the first time. World War I, then called the Great War (they didn’t know there would be a second one) was fought from 1914-1918. -
The October Crisis, 1970
Oglethorpe Journal of Undergraduate Research Volume 2 | Issue 2 Article 3 August 2013 Lifting the Veil of Violence: The cO tober Crisis, 1970. Jef R. Palframan Oglethorpe University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/ojur Part of the Cultural History Commons, and the Political History Commons Recommended Citation Palframan, Jef R. (2013) "Lifting the Veil of Violence: The ctO ober Crisis, 1970.," Oglethorpe Journal of Undergraduate Research: Vol. 2 : Iss. 2 , Article 3. Available at: https://digitalcommons.kennesaw.edu/ojur/vol2/iss2/3 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Oglethorpe Journal of Undergraduate Research by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Lifting the Veil of Violence: The cO tober Crisis, 1970. Cover Page Footnote The uthora wishes to thank as participants of the Oglethorpe University Honors Program Dr. N. Maher, Dr. R. Bobroff, Dr. Wm. Smith, Dr. J. Lutz, Dr. C. Copeland, Dr. P. Kower, Dr. S. Shrikhande and Dr. M. Rulison for their professional and wholehearted support during this project. This work is dedicated to always faithful and dedicated Mrs. Krista Palframan. For further information and inquiries please contact the author at [email protected]. This article is available in Oglethorpe Journal of Undergraduate Research: https://digitalcommons.kennesaw.edu/ojur/vol2/iss2/3 Palframan: Lifting the Veil of Violence: The October Crisis, 1970. Introduction In October of 1970, Canada stood still as terror and civil unrest directly challenged the unity of the country. -
Everybody Joins the War Effort – 1942
Video Transcript for Archival Research Catalog (ARC) Identifier 38919 Everybody Joins the War Effort – 1942 Text: EVERYBODY JOINS U.S. WAR EFFORT Narrator: Hollywood’s most famous movie stars leave the film capital to help the government sell war bonds. Irene Dunne, Ronald Colman, Hedy Lamarr, Greer Garson – all part of a contingent of some 50 screen celebrities giving their time and talents to aid the national war effort. The country has asked the people to invest a billion dollars in one month to help pay for the war. And here’s the start of the drive. Boarding a special train for Washington, they’ll tour 300 cities from coast to coast, go to any city that agrees to subscribe at least one million dollars. Yes, in democratic America, everybody is doing his bit. There goes Jimmy Stewart on his way to enlist, one of the most popular stars on the screen. Joining the Air Force as a private, Jimmy has now won promotion. Today, he’s Lieutenant Stewart, U.S.A. That husky young Negro en route to an Army induction center is the heavyweight boxing champion of the world Joe Louis, the boy who beat Max Schmeling. The Army can use that fighting spirit, and Joe Louis is now a corporal of cavalry somewhere in the west. From all walks of life, even from the nation’s highest tribunal. A Supreme Court justice Lieutenant Colonel Frank Murphy answers his country’s call. A veteran of the last war, he saw service overseas. Back in uniform, the judge is again ready for duty at the front. -
State Militarism and Its Legacies State Militarism and Its Alexander M
State Militarism and Its Legacies State Militarism and Its Alexander M. Golts Legacies and Tonya L. Putnam Why Military Reform Has Failed in Russia Russia’s economy and political system have undergone enormous changes since the end of the Soviet era. A burgeoning market system has replaced the Soviet command economy, and open multiparty competition for representation in Russia’s political insti- tutions operates in place of the Communist Party that ruled the country exclu- sively for more than 60 years. In the areas of defense and security, however, radical changes to the organizational and operational system inherited from the Soviet Union have yet to occur. After more than a decade of reform efforts, Russia’s armed forces have shrunk to less than two-thirds of their 1992 size of 3.7 million.1 Russia’s military leaders, nevertheless, have been adamant about preserving Soviet-era force structures and strategic plans. Why have Russia’s armed forces—nearly alone among the core institutions of the Russian state— resisted efforts to change their structure and character in accordance with insti- tutional arrangements operative in Western liberal democracies? This question is all the more bafºing because Russia’s military has been mired in an institutional crisis that predates the 1991 Soviet collapse. Currently, the Russian military is laboring under conditions of acute infrastructure decay and extreme shortages of equipment, a recruitment crisis exacerbated by a dysfunctional conscription system and the exodus of junior ofªcers, a lack of combat-ready forces for deployment to the ongoing conºict in Chechnya, and force structures and strategies that are woefully inadequate to address the country’s security threats. -
The Quiet Revolution and the October Crisis: Exploring the Sovereignty Question
CHC2D1 The Quiet Revolution and the October Crisis: Exploring the Sovereignty Question Eight Lessons on Historical Thinking Concepts: Evidence, Significance, Perspective, Ethical Issues, Continuity and Change, and Cause and Consequence CURR335 Section 002 November 15, 2013 Prepared for Professor Theodore Christou B.A.H., M.A., P.h.D Prepared by: Derek Ryan Lachine Queen’s University Lesson 1: Introductory Lesson The Quiet Revolution and the October Crisis: The Sovereignty Question “Vive le Quebec libre!” 1 Class 1. Overview This lesson will ask students to ponder the meaning of separatism and engage with source material to understand how “Vive le Quebec libre” would have been perceived during the Quiet Revolution. This lesson will introduce the students to important people, terms, and ideas that will aid them in assessing how the separatist movement blossomed during the 60s, and what it meant in the eventual blow-up that would be the October Crisis of 1970. 2. Learning Goal To hypothesiZe how separatism can be viewed from an Anglo-Canadian and French- Canadian perspective. Demonstrate what line of thought your understanding and/or definition of separatism falls under: the Anglo, the French or the fence. Express educated hypotheses as to why French-Canadians would have found solidarity in Charles de Gaulle’s words, “Vive le Quebec libre”. 3. Curriculum Expectations a) A1.5- use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analyZing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914 b) Introductory lesson: engage with preliminary ideas of separatism and how different regions of Canada show different perspectives towards Quebec nationalism.