How important were Haig's tactics in bringing an end to WW1?
How important were Haig's tactics on the Western Front in bringing an end to the First World War when compared to a. The War at Sea b. The Eastern Front c. America entering the war d. New Technology How important were Haig's tactics in bringing an end to WW1? Field Marshall Douglass Haig was appointed Commanding Chief on the Western Front on December 15th. He was born in Edinburgh 1861 and was educated at Clifton Boarding School and Brasenose College, Oxford. In 1833, Haig entered Sandhurst Military Academy, where he failed a competitive entrance exam for officer training at Staff College. He also failed the medical due to colour blindness. However, he still entered this college through the influence of the Prince of Wales and two years later, he fought with the cavalry regiment in Egypt. In 1899, he fought in South Africa against the Boers and in 1903; he was appointed Inspector General of cavalry in India. Haig believed that World War 1 would be a war of attrition, which means it is a war of numbers. Haig was wealthy upper class and was taught never to shrink from an attack, but always to keep on wearing the enemy down and then to send in the cavalry followed by the infantry. He wore the enemy down with a bombardment of mines and shells. This was his tactic and he seldom changed it, this was his very repetitive tactic. Haig was not very good at oral communication so
Why did women fail to gain the vote between 1900-1914?
Why did women fail to gain the vote between 1900-1914? There are many reasons why women failed to gain the right to vote between 1900 and 1914, these different reasons did not just appear overnight some were had been institutionalised into the very core of British society over a great length of time. The other reasons were public responses to, the then, recent actions of the groups looking to gain the vote for women. For the purpose of this coursework I will separate these reasons into three major factors that explain why women failed to gain the vote between 1900 and 1914. . Long-term factors: First I am going to study the long-term causes, as it is with these that the climate of the situation at the time in question can be viewed in its entirety. At the start of the 20th century Britain was a patriarchal society, one dominated by males with women considered as lower class citizens. Most women were seen as their husbands' property and were there to meet all their requirements, these requirements included doing all domestic work, bringing up any children they may have and being there to please them sexually. Another long-term reason that caused those who wished to have the vote for women an uphill struggle was the general consensus, in the government, that women did not deserve the vote or in fact want the vote. This particular view would prove to be a very stubborn
World war 1
a) Explain how the Schlieffen Plan was meant to work? Germany had been preparing for war since 1914 because they assumed that France and Russia would attack them; therefore they draw up the Schlieffen Plan so they would avoid fighting a war on two fronts. The German army's chief of staff Alfred von Schlieffen designed the plan, which took nine years to devise. It was started in 1897, presented in 1905 and tested out in 1914, during the First World War. The plan imagined a huge hammer blow at Paris, using 90 per cent of the German army, swinging down through Belgium and the Benelux countries, to take out France in a quick and decisive campaign. They chose to go through the Benelux countries and not France; this was because France would have their army on the border on put up more resistance. By going through the Benelux countries they could catch France unprepared and take over the capital Paris. The other 10 per cent would stay on Germany's eastern border to protect them against Russia. The plan assumed that France was weak and could be beaten in six weeks, and that Russia was much stronger, but would take longer to mobilise its army however by the time Russia would have mobilised the Germans would have defeated France and marched up to the eastern front to face Russia on the 9th week. However, in 1905 Alfred von Schlieffen died and Von Moltke became the new German chief
Britain in the Age of Total War, 1939-45
Britain in the Age of Total War, 1939-45 . What can you learn from Source A about the response of the British people to the effects of the Blitz? During 1940 British civilians faced the devastating effects of the Blitz night after night. Despite the hardships and devastation that this caused, Source A tells us of the positive response the British people showed. They are said to have shown "courage and an unshakeable determination" through terror and tragedy. This tells us of the quiet determination of the civilians to overcome the problems caused by the constant bombing. It is reinforced by the fact that the source tells us "the British people showed that they did not have to be in uniform to be heroes" which tells us that the civilians facing the bombing were as brave as the soldiers fighting. It also implies that the British civilians took on jobs that were just as important as the fighting. These jobs included work in munitions factories, aeroplane and tank factories as well as keeping the country going by growing food and making clothes. Hitler had hoped that constant heavy bombing on major British cities would dampen morale. In fact, Source A suggests that the effect was quite the opposite, for even "in the most appalling circumstances [the civilians] kept their sense of humour". This suggests that the 'Blitz Spirit' was a reality of the war as people continued
The Suffragettes wanted the right for women to vote.
The Suffragettes wanted the right for women to vote. The move for women to have the vote had really started in 1897 when Millicent Fawcett founded the National Union of Women's Suffrage. "Suffrage" means the right to vote and that is women wanted - hence its inclusion in Fawcett's title. Millicent Fawcett believed in peaceful protest. She felt that any violence or trouble would persuade men that women could not be trusted to have the right to vote. Her game plan was patience and logical arguments. Fawcett argued that women could hold responsible posts in society such as sitting on school boards - but could not be trusted to vote; she argued that if parliament made laws and if women had to obey those laws, then women should be part of the process of making those laws; she argued that as women had to pay taxes as men, they should have the same rights as men and one of her most powerful arguments was that wealthy mistresses of large manors and estates employed gardeners, workmen and labourers who could vote........but the women could not regardless of their wealth.............. However, Fawcett's progress was very slow. She converted some of the members of the Labour Representation Committee (soon to be the Labour Party) but most men in Parliament believed that women simply would not understand how Parliament worked and therefore should not take part in the electoral process.
Was General Haig a donkey or a great commander?
Was General Haig a donkey or a great commander? '"Good morning, good morning!" the General said, When we met him last week on the way to the line. Now the soldiers he smiled at are most of 'em dead, And we're cursing his staff for incompetent swine. "He's a cheery old card" grunted Harry to Jack, As they slogged up to Arras with rifle and pack. But he did for them both with his plan of attack.' Douglas Haig, as he was then, was born in Edinburgh in 1861, and educated at the Royal military college at Sandhurst. He fought in the Sudan and the South African wars, and also held administrative positions in India. While director of military training from 1906 to 1909 he introduced several major reforms, including the introduction of the Territorial Army and an expeditionary force for a future European war (the BEF). In 1914, at the outbreak of the war, Haig was leader of the 1st Corps and by 1915 was commander of the 1st Army. On December 17th he succeeded Sir John French as commander in chief of the expeditionary force that he had helped to set up. His actions over the two years succeeding his appointment have been rigorously scrutinised by hundreds of people, and several different opinions about his character, his skill and his professionalism have been expressed. These range from expressions of disgust to those of unerring admiration, and all have ideas to support them.
The struggle for the emancipation of women.
Cherry Robinson/ Dannie Hills 10/79 01/05/2007 Coursework: The struggle for the emancipation of women. Today we take for granted that women have the same rights as men. This was not always the case, before the first world war very few people believed women should have the same rights as men, even women themselves believed this was true. But some women did realise that they had as much right as men to do the things they did and were just as clever. Describe and compare the progress made to secure the rights for women between 1870 and 1900. There were three social classes: Upper class, middle class and working class. All women, though, were expected to raise the children and maintain the household. For upper class women this meant ordering their servants. Upper class women were very rich and were happy with their lives. They were treated almost as ornaments by men, to just look pretty. And they did, they had the finest clothes and a life of pleasure. They did not see a need for change. Middle class were not so wealthy but wanted to be like the upper class women and so they copied and mimicked them. These were the wives of men who worked in manufacturing. Working class women were poor both mother and father of a family would work and the children would do nothing. They had large families. They had very poor diets and very little education. Most working class women
Dunkirk - Defeat, Deliverance or Victory?
Dunkirk Defeat, Deliverance or Victory? The Second World War, soon named 'Hitler's War', was one of the largest-scale wars the world had ever seen. It has been described as the most devastating war in history that involved practically every large nation with an army. It began in 1939 between Germany and the Anglo-French-Polish. Germany's troops were trained in effective art of 'Blitzkrieg' in which the German Panzer tanks and divisions would simply plough through countries leaving only rubble, death and destruction in their path. In April 1940, Poland had fallen and by the 27th of May Czechoslovakia, Denmark and Norway had been occupied by the Axis. Hitler next planned to use the Panzer group and the Blitzkrieg tactic to make their way to France by simultaneously going through Belgium, Holland and Luxembourg. For the Allies they had little way of reaching their northern and southern forces. The Germans were rapidly surrounding what was left in Europe of the northern armies. British commanders considered drawing the troops back but instead orders from the forward looking London generals gave instructions to try and attack the right flank of the Germans. This might have been very successful if backed up with heavy artillery, but it only startled the Germans and was quickly stopped. Despite France having the fighting Political leadership from Paul Reynaud, its government
Describe the conditions that soldiers experienced on the western front in the years 1915-1917.
Question One: Describe the conditions that soldiers experienced on the western front in the years 1915-1917. The First World War was a different type of warfare in all aspects. The original idea of the war was that it would be a fast moving one lasting for a few months rather than years. However, the advances of the Allied and German forces, soon slowed to a sudden and unexpected halt. The result was both sides were forced to dig trenches to defend their positions. For many soldiers the trenches would be their homes. They would eat and sleep in them from 1915 to when the war finally ended. "There, much like animals, they would die, in the miseries and dangers of the trenches" Lyn McDonald, 1987. Trenches however were not a new type of warfare, they had already been used in the American Civil war, and proved to be a disaster, this information however, was not taken into account by the Generals of the war. One historian describes the trenches: "think about the basic requirements you need for a decent life...then take that away and add someone as little as 50 metres away trying to kill you and you've got a fair idea." Trenches varied in size, but were often two metres deep and about two metres wide. It had duck boards on the floor to prevent a form of gangrene known as 'trench foot' and a fire step which soldiers would stand on when looking out in to no man's land. Soldiers in
The Struggle For The Emancipation Of Women
The Struggle For The Emancipation Of Women Question 1 In this essay I am going to explain and compare progress that was made to secure women's rights between 1870-1900. I am going to explain and compare 4 different aspects of women's lives: educationally, legally politically and economically. Before 1870 the education for women was very poor as a matter of fact it was almost non-existent. There was very basic schooling at that time for all women. The working class if they were lucky would go to a Sunday school run in churches. There they would learn things like very basic reading and writing, they would learn about religion by reading the Bible, which would also help their reading skills. For middle class and some upper class women they most likely have a governess (what we would know as a tutor these days) with her they would learn how to read, write, languages and music. For some upper class women there was no need to learn because they wouldn't work and they weren't required to think. The changes started to happen in from 1870 onwards when elementary schools were created and all children had to go to school until the age of 9, a law was created stating that. Then public schools and colleges/universities such as 'Cheltenham Young Ladies College' were created for women. There is some debate over whether this was progress or not, the points for t to be counted as
