...Ben Hayward Propaganda Poster Analysis 11/05/13 Propaganda, by definition is an illustrated idea, fact, or allegation that is deliberately spread to further one’s cause or to damage an opposing cause. Throughout the Spanish Civil War the Republican, and Fascist parties created and distributed a plethora of propaganda. Spanish homes, institutions and buildings were covered in various parties’ propaganda that depicted both the heroes and villains of the Civil War. The emergence of these propaganda posters was a direct result of the fascist takeover the government. The posters served as a visual representation of party affiliation and their goals pertaining to the war. This poster that I present above on the first page represents the Anarchist’s party and their revolution in Spain. More specifically, the column de hierra, or otherwise known as the “Iron Column” was a militia column of the Anarchist ideology. This column was a subset of Militias Confederal and represented the Spanish Republicans. In my analysis of the poster, I will point out the symbolism of the color scheme and the figures represented in the poster as well as the text presented in the poster. The color scheme in any propaganda poster is vital in evoking the direction and intent of the artist’s poster. Also, colors can show viewers of the poster what party is affiliated with them. The red coloring in this poster exhibits the Anarchist party’s colors and distinguishes itself from the dark coloring of the...
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...The Spanish Civil War was a war of tremendous impact both on Spain as well as the world. There is no doubt that the large propaganda effort by both the Republicans as well as the Nationalists affected the war effort on both sides. However, the different sides have drastically different ways of going about to promote their side in the war. The Republicans used “Spanish Earth” while the Nationalists used “Heroic Spain”. Each of these propaganda films had different and unique features that made them stand out differently from each other. “Spanish Earth” used a more calm and peaceful approach in order to bring popular support over their side. They had multiple images of various villagers hard at work. This promotes an image of a devoted and dedicated group of citizens for the Republican Spain that could be used in order to create a new Spain. I think this approach works well for convincing neutral members of society to come join the Republican side because everyone in Spain would have wanted a solid group of citizens as a foundation to rebuild Spain, but this approach would have never worked to convince any of the Nationalists to defect to the Republican side. Nationalists would have hated the idea of a “common person” having a role in the Spain’s society, which was the one of the primary reasons that they rebelled under Franco in the first place. “Spanish Earth” definitely has a more passive undertone than the Nationalist’s propaganda film with large crowds of soldiers saluting...
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...FHP Draft When American schoolchildren are educated about Europe between the years 1936 through 1975, they are taught about the aftereffects of World War I and about World War II. Europe, in high school history classes, ceases to exist after 1945 and the close of World War II unless, of course, one is learning about the Cold War and the Berlin Wall may be mentioned. They do not learn, however, that World War II era Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by...
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...Nazi Germany and the Spanish Civil War Continuity in Hitler’s Foreign Policy Tom Goldstein Professor Herf HIST441 May 15, 2001 The Spanish Civil War (1936-9) was a very important event during the tense1930s in Europe. Although it did not make World War II inevitable, it increased the likelihood of a general war a great deal. The war had a tremendous impact on Spain itself, leaving much of the state’s economic and social infrastructure in ruins and leaving thousands dead. But the war also saw involvement from other European states as both sides of the conflict – the Right-wing Nationalists and the Left-wing Republicans (a.k.a. Loyalists) – requested and received foreign aid not only in terms of financial assets, but also in terms of war material and troops. Adolf Hitler’s Germany was one of the foreign countries most involved in the conflict, contributing economic loans as well as several thousand troops to the Nationalist cause. Hitler’s involvement in the Spanish war was consistent with a larger Nazi foreign policy aimed at diverting British and French attention from Central and Eastern Europe so that he would be unhindered in his plans for eastern expansion. However, the ramifications of the Spanish war for the rest of Europe were great in other ways. The Spanish Civil War was a major contributor to the hardening of the division between the democracies (Britain and France) and the dictatorships (Italy and Germany). Germany also...
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...nationalistic, conservative or religious values is inevitably a step in the direction of the FAR RIGHT "ending in Fascism." Yet history has demonstrated that both political extremes share a basic common appeal to the “masses” and depend on a collectivist ideology that glorifies abstractions such as "The Nation," "The People," "The Throne" or "The Working Class." On the eve of World War II, various so called “Right Wing” authoritarian regimes of the conservative, traditional, national and religious type (always considered by the Left to be "proto-Fascist") in Ethiopia (Emperor Haile Selassi), Austria (the “Clerical-Fascist” regime of Engelbert Dollfus and Kurt Schuschnigg), Poland (General Jozef Pilsudski and his successors), Yugoslavia (General Simovic and his supporters in the armed forces) and Greece (Ionnas Metaxas), all stood up and opposed Hitler and the Axis forces that threatened to blackmail, intimidate and subjugate their nations. All these leaders were labeled as “Fascist” by Soviet and Left-Wing propaganda up until the German invasion of the USSR in 1941. The Spanish Civil War has frequently been portrayed as an epic struggle between the forces of the LEFT (variously identified as progressive, liberal, socialist, internationalist, democratic and "anti-Fascist") and the RIGHT (labeled reactionary, conservative, religious, and "anti-democratic"). In American political discourse, “Fascist!” is the ultimate epithet bandied about and frequently hung around the...
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...* “Sick Man” of Europe: 1914 This was a name given to the Ottoman's from the Europeans. It was based on the Ottoman's sultans inability to control the takeover of many states. It fails to recognize reform in the Ottoman's * “Stabbed in the Back”(1918): After germany lost the war the german people wanted someone to blame. Rhe german army believe they had been stabbed in the back by the Weimar Republic. This is because they were the politicians who signed the Armistice. Which made the known as the November ciminals. * “The White Man’s Burden” : The idea that Europeans have a duty/responsibility to help uncivilized nations. They thought that they were genetically superior to other races. They believed they were superior to the rest of the world previous to the idea of social Darwinism, but this new idea backed their thought. Since they believed themselves to be superior, they saw it as their right as Christians and superior humans to spread their modern and advanced ways with "inferior" races. * 14 Points: A detailed list of war aims presented by President Wilson: 1) Recognition of freedom of the seas 2) An end to the practice of making secret treaties 3) Reduction of national armaments 4) An "impartial adjustment of all colonial claims" 5) Self-determination for the various nationalities within the Austro-Hungarian empire. 6) "A general association of nations..for the purpose of affording mutual guarantees of political independence and territorial integrity...
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...OVERTAKEN The Katipunan was a Philippine revolutionary society founded by anti-Spanish Filipinos in Manila in 1892, whose primary aim was to gain independence from Spain through revolution. The society was initiated by Filipino patriots Andrés Bonifacio, Teodoro Plata, Ladislao Diwa, and others on the night of July 7, when Filipino writer José Rizal was to be banished to Dapitan. Initially, the Katipunan was a secret organization until its discovery in 1896 that led to the outbreak of the Philippine Revolution. Being a secret organization, its members were subjected to the utmost secrecy and were expected to abide with the rules established by the society. Aspirant applicants were given standard initiation rites to become members of the society. At first, membership in the Katipunan was only open to male Filipinos; later, women were accepted in the society. The Katipunan had its own publication, Kalayaan (Liberty) that had its first and last print on March 1896. Revolutionary ideals and works flourished within the society, and Philippine literature were expanded by some of its prominent members. In planning the revolution, Bonifacio contacted Rizal for his full-fledged support for the Katipunan in exchange for a promise of rescuing Rizal from his detainment. On May 1896, a delegation was sent to the Emperor of Japan to solicit funds and military arms. The Katipunan's existence was revealed to the Spanish authorities after a member named Teodoro Patiño confessed the Katipunan's illegal...
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...| The Role of Media in War | | | “Journalists will say that war is too important to be left to generals. Reporting of war is too important to be left to reporters. Soldiers need to get involved in this.” | -Maj Gen Patrick Brady - 1990 | (former Public Relations Chief of US Army) | The revolution in information technology, from the transistor through widespread digitisation, deeply networked communications, as well as, the revolutionary changes in the employment of airpower have profoundly influenced analysts and planners and has completely changed the conduct of war.The Gulf War afforded the world its first glimpse of the future of warfare. Millions around the globe were treated to precision-guided bombs annihilating targets in downtown Baghdad, learned of satellite uplinks from the battlefield that provided real-time connectivity, and applauded the ability of Stealth aircraft to ensure aerial dominance. Everyone seemed to understand that something was different about this “Video-game war”. There was much more to the spectacle than the one provided by previous wars. How much of it was real and how much rigged, are discussed below. More recently India’s use — or rather abuse — of the media to dupe its own people during the Kargil Crisis is a case in point. The important thing to note is that the revolutions in the field of information technology have caused the media to have a much greater impact on operations. Thus it is imperative to take a closer look at the intricate...
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...When American schoolchildren are educated about Europe between the years 1936 through 1975, they are taught about the aftereffects of World War I and about World War II. Europe, in high school history classes, ceases to exist after 1945 and the close of World War II unless, of course, one is learning about the Cold War and the Berlin Wall may be mentioned. They do not learn, however, that World War II era Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. 3 The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by Jane and Burt Boyar, who write a relatively straightforward book that explores many...
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...Jose Rizal: A Biographical Sketch BY TEOFILO H. MONTEMAYOR JOSE RIZAL, the national hero of the Philippines and pride of the Malayan race, was born on June 19, 1861, in the town of Calamba, Laguna. He was the seventh child in a family of 11 children (2 boys and 9 girls). Both his parents were educated and belonged to distinguished families. His father, Francisco Mercado Rizal, an industrious farmer whom Rizal called "a model of fathers," came from Biñan, Laguna; while his mother, Teodora Alonzo y Quintos, a highly cultured and accomplished woman whom Rizal called "loving and prudent mother," was born in Meisic, Sta. Cruz, Manila. At the age of 3, he learned the alphabet from his mother; at 5, while learning to read and write, he already showed inclinations to be an artist. He astounded his family and relatives by his pencil drawings and sketches and by his moldings of clay. At the age 8, he wrote a Tagalog poem, "Sa Aking Mga Kabata," the theme of which revolves on the love of one’s language. In 1877, at the age of 16, he obtained his Bachelor of Arts degree with an average of "excellent" from the Ateneo Municipal de Manila. In the same year, he enrolled in Philosophy and Letters at the University of Santo Tomas, while at the same time took courses leading to the degree of surveyor and expert assessor at the Ateneo. He finished the latter course on March 21, 1877 and passed the Surveyor’s examination on May 21, 1878; but because of his age, 17, he was not granted license to...
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...GCE History |Contents |Page | | | | |Unit A2 1: Option 1, Anglo–Spanish Relations 1509–1609 |5 | |Unit A2 1: Option 2, Crown and Parliament in England 1600–1702 The Changing Role and |17 | |Status of Parliament | | | |37 | |Unit A2 1: Option 3, Liberalism and Nationalism 1815–1914 | | |Unit A2 1: Option 4, Nationalism and Unionism in Ireland 1800–1900 |51 | |Unit A2 1: Option 5, The Clash of Ideologies in Europe 1900–2000 |67 | Introduction CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of work has been designed to support...
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...HIS 104 Key Terms * Thirteenth Amendment * The amendment to the US Constitution that abolished slavery. The abolishment of slavery was the final blow to the South during the civil war and was an attempt to secure the future of the nation by making sure that the institution of slavery, which was the ultimate cause of the civil war, could never cause a civil war in the US ever again. This was the first time slavery was mentioned in the Constitution * Fourteenth Amendment * The amendment to the US Constitution during the reconstruction period that promised civil rights to everyone, including persons of color. This amendment elevated former slaves to the same status as everyone else. * Fifteenth Amendment * An amendment to the US Constitution during the reconstruction period that prohibited states from denying men the right to vote on the grounds of race or color. This amendment allowed black men to vote in the United States. * Henry Ford * Inventor of the Model-T car during the industrial revolution. Changed American culture * Scientific Management * Also known as Taylorism, a new method of assembly line production, making factories more efficient during the American Industrial Revolution, designed by Frederick Taylor. The first person to use this method was Henry Ford for the Model-T car. * Thomas Edison * The inventor of the light bulb. This changed the life of many Americans, as it eventually led to the rise...
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...took after trails to the boondocks conditions of the Midwest, California, and Oregon, looking for a superior life and open doors for area possession. As the country extended its achieve, fringe debate emitted, and the fight over subjection escalated. On a global level, the United States obtained new terrains in the American Southwest through war with Mexico and picked up region in the Pacific Northwest in view of a settlement with Great Britain. Regardless of authoritative endeavors to battle with the servitude issue, every time another state was to be admitted to the Union, another discussion would eject. Authoritative endeavors, for example, the dubious Wilmot Proviso, the thought of mainstream sway, Clay's Compromise of 1850, the Fugitive Slave Act, and the Kansas-Nebraska Act-planned to strike a harmony between free states and slave states. Sectional clashes kept on heightenning, nonetheless, spelling inconvenience for the isolated country. Taking after the decision of Republican Abraham Lincoln, seven Southern states reacted by voting to withdraw from the Union, reporting the formation of the Confederate States of America. The Civil War would soon take...
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...nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your required reading articles through the internet and TUW library databases to learn more about the subject matter pertinent to the module. Although there are no textbooks, you are provided with links...
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...Week 6 “Hispanization” of the Natives * The Encomienda System (New World) * Definition of terms: * Encomienda – land trust * Encomendero – land trustee * Repartimientas – Indians granted to the land trustee * It can be traced in American colonies (particularly the South & Central America) which were later turned as Spanish permanent settlements * “New Spain” * Spanish explorers conquered the New World (feudalism) * Modified type of feudalism – encomienda system * It was established on May, 1493 by the Crown in Castle * Crown – had the power to entrust/ remove the land trust to the encomendero * Scope of the encomienda system: land +inhabitants * Spanish authorities justified their dominion over the New World by stating that their main responsibility was to propagate Catholic faith * Law of Burgos * Tribute * They believe that they could bring civilization to the New World * Rampant exploitation and abuse * The estates were still in the possession of inhabitants: an encomendero had no political authority * The Crown reluctant expressed his desire to abolish the encomienda system * It was overruled because the Royal Crown of Spain was threatened of rebellion and anguish cries of the Spaniards in America (New World) * Causes of the degeneration of the encomienda system in America: * Drastic decline of indigenous population * Transition from mercantile economy to industrial economy * The Encomienda System...
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