Channel Title: A long, long time ago... Channel Description: I make videos to help you with your history GCSE, whilst secretly aiming to turn you into a history nerd and increase your historical literacy whilst you're here. (Mwahahaha!) I mostly cover the topics of Anglo-Saxon & Norman England, Crime & Punishment Through Time, Weimar & Nazi Germany, the Cold War and the American West for the 9-1 Edexcel GCSE spec (though non-GCSE students are welcome here too!). I also sometimes branch out beyond the curriculum into other history topics as part of my secret historical literacy mission! About me: My name is Jasmine and I use she/her pronouns. I have first class BA in history from the University of Sheffield and am currently studying in Germany for an MA in Public History (contrary to popular belief I'm not a teacher!). This channel is kept classroom friendly and video comments are heavily moderated. <video> 1892: The Johnson County War | GCSE History Revision | The American West Description: It’s 1870 and there are only 9000 US citizens in the whole of the Wyoming territory- almost all of the land is owned by the government. In the late 1860s the Union Pacific Railroad had crossed the south of Wyoming, meaning that throughout the 1870s massive cattle ranches develop. The ranchers are financed by rich investors- many of which are British. As the population in the territory increases, cattlemen deemed wealthy and ‘respectable’ are appointed to all the key positions in government and the judiciary (court judges). #GCSEHistory​ #GCSERevision​ #AmericanWest PATREON: https://www.patreon.com/alonglongtimeago ***---Useful resources---*** Quizlet Flashcards: https://quizlet.com/_503ie0 Practice exam-style questions: - Explain 2 consequences of the lynching of Averill and Watson for homesteaders in Wyoming. - Write a narrative account analysing the events of the Johnson County War. - Explain the importance of the Johnson County War for relations between homesteaders and ranchers. Revision Notes: - armed conflicts between different factions for control of land in the West are known as 'range wars' after the range (the plains) - Johnson County War is the best known of the range wars - was a range war between cattle barons on one side, and homesteaders and small ranchers on the other - significant in that it shows the West, even by the 1890s, still had places where men took the law into their own hands Tensions in Wyoming - In 1870 there were only 9000 US citizens in the whole of the Wyoming territory & almost all of the land was owned by the government - The Union pacific railroad crossed the south of Wyoming in the late 1860s - Through the 1870s, massive cattle ranches developed - The ranchers were financed by rich investors, many of whom were British - As the population increased in the territory, wealthy 'respectable' cattlemen were appointed to all the key positions in government and the judiciary (judges) - The winter of 1886-87 caused terrible losses to their herds. which shook the power and influence of the big ranchers - Small ranchers survived this better, and big ranchers suspected this was because they had stolen many of their cows - Rustling had been a problem for many years on the open range, but now the big ranchers were struggling to survive - They used their association, the Wyoming Stock Growers Association (WSGA), to ban small ranchers that they suspected of rustling from the spring round-up - Ordinary people were fed up of the way the big ranchers always grabbed everything for themselves - This meant juries made up of ordinary people would almost never convict someone accused of rustling by big ranchers - Big ranchers began to discuss taking the law into their own hands The killing of Ella Watson and Jim Averill - Ella Watson and Jim Averill farmed a homestead of 670 acres in the middle of an open-range pasture used by cattleman Albert Bothwell - Ella and Jim had a legal claim to the land, but Bothwell wanted them gone - Disputes flared IMAGE ATTRIBUTIONS First appears at 0:18 "Great Plains LCC" by U.S. Fish and Wildlife Service Headquarters, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/usfwshq/14099213537/in/photostream/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/photos/usfwshq/ First appears at 1:30 "Old Post Office and U.S. Courthouse" by Carol Highsmith (LOC), licensed under CC PDM 1.0 Licence: https://creativecommons.org/publicdomain/mark/1.0/ First appears at 4:07 "Grimes Canyon Cattle Ranch" by William Garrett, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/13869613@N08/6119283254 Licence: https://creativecommons.org/licenses/by/2.0/ Author's Page: https://www.flickr.com/photos/billgarrett-newagecrap/ First appears at 4:47 "Goodnight Barn at Goodnight’s Rock Canyon Cattle Ranch in Colorado" by PEO ACWA, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/39388148@N04/42668332774 Licence: https://creativecommons.org/licenses/by/2.0/ Author's Page: https://www.flickr.com/photos/acwa/ First appears at 5:34 "Fort Fetterman State Historic Park, Wyoming" by Mike Goad, licensed under CC PDM 1.0 Source: https://www.flickr.com/photos/28826830@N00/20807460672 Licence: https://creativecommons.org/publicdomain/mark/1.0/ Author's Page: https://www.flickr.com/photos/exit78/ HOW I MODERATE COMMENTS https://docs.google.com/document/d/1r... SOURCES: Rob Bircher, 'Edexcel GCSE (9-1) History: the American West, c.1835-c.1895 Student Book (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292258300] It's a GCSE textbook, please don't use it for any serious academic writing! ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT​ || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> WWI was NOT caused by a Sandwich: What is History? Description: What is history? Seems obvious, right? It’s the past. It’s that subject at school where you have to memorise a bajillion facts and dates and then write soooo many words in an exam about these facts and dates that it feels like your hand, maybe even your whole arm, is going to fall off before you’re even five minutes in. I’m here to tell you that that’s wrong. School has lied to you. History is not about remembering facts and dates and, most importantly, world war one was not caused by a sandwich (I’ll explain that bit later)! So, if that’s all wrong, you might be wondering then… What is history? #History​ #GCSEHistory​ #WorldWarOne PATREON: https://www.patreon.com/alonglongtimeago *SOURCES* BIBLIOGRAPHY - Scott Allsop, 'Gavrilo Princip’s sandwich myth and the causes of WW1', _Mr Allsop History .com_ (2013), https://www.mrallsophistory.com/revision/gavrilo-princips-sandwich-causes-of-ww1.html [accessed 7 April 2023] - Anon, 'Politicizing the Past: Can History be Taught Objectively?', _The Politic_ (2020), https://thepolitic.org/article/politicizing-the-past-can-history-be-taught-objectively [accessed 7 April 2023]. - Anon, 'Why Do Historians Disagree?', _Open Learn_ (2019), https://www.open.edu/openlearn/history-the-arts/history/why-do-historians-disagree [accessed 7 April 2023]. - John Child, _Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))_ (London, 2016). - Peter Claus and John Marriott, _History: An Introduction to Theory, Method and Practice_ (London, 2014). - Mike Dash, 'The Origin of the Tale that Gavrilo Princip Was Eating a Sandwich When He Assassinated Franz Ferdinand', _Smithsonian_ (2011) https://www.smithsonianmag.com/history/gavrilo-princips-sandwich-79480741/#:~:text=It's%20an%20account%20that%2C%20while,No%20sandwich%2C%20no%20shooting [accessed 7 April 2023]. - W. Caleb McDaniel, 'How to Read for History', _W. Caleb McDaniel_ (2008), http://wcaleb.org/blog/how-to-read [accessed 7 April 2023]. - Helen Parr, 'Is Empathy an Aid or a Hindrance to Historians?', _History Today_ (2019), https://www.historytoday.com/archive/head-head/empathy-aid-or-hindrance-historians [accessed 7 April 2023]. - John Tosh, _The pursuit of history: aims, methods and new directions in the study of history_ (6th edn, London, 2015). *Social Media* Bluesky: https://bsky.app/profile/alonglongtim... || @alonglongtimeago.bsky.social Patreon: https://www.patreon.com/alonglongtimeago Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Insta: https://www.instagram.com/alonglongti... || @alonglongtimeago *IMAGE ATTRIBUTIONS:* First used: 1:57 "Baldwin Hills Magnet School Playground" [https://www.flickr.com/photos/44846110@N07/6179667706] by Clotee Pridgen Allochuku [https://www.flickr.com/photos/clotee_allochuku/] is licensed under CC BY 2.0 [https://www.flickr.com/photos/clotee_allochuku/]. 2:01 "my office" [https://www.flickr.com/photos/85278812@N00/1725317] by Robbie1 [https://www.flickr.com/photos/85278812@N00] is licensed under CC BY 2.0 [https://creativecommons.org/licenses/by/2.0/?ref=openverse]. 5:14 Is marked with Public Domain Mark 1.0. 5:23 "Sarajevo for Visa (84)" [https://www.flickr.com/photos/27813593@N00/5589541477] by brian395 [https://www.flickr.com/photos/brian395/] is licensed under CC BY 2.0 [https://creativecommons.org/licenses/by/2.0/?ref=openverse]. 5:32 / thumbnail "Tesco Express" [https://www.flickr.com/photos/48644834@N08/5464119321] by EdinburghGreens [https://www.flickr.com/photos/edinburghgreens/] is licensed under CC BY 2.0 [https://creativecommons.org/licenses/by/2.0/?ref=openverse]. *How I moderate comments:* https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit?usp=sharing </video> <video> What's my favourite Type of Cheese? | 10 000 Subscriber Q&A Description: Celebrating hitting 10 000 subscribers by answering some questions :) PATREON: https://www.patreon.com/alonglongtimeago History skills channel, which I mentioned in the question about sourcework (I reached the maximum cards I'm allowed to put in the corner): https://www.youtube.com/channel/UChxJrXFKqMqXWpZpxZCOWFg ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> How to answer a 16 mark 'Interpretations' Exam Question | Edexcel History GCSE Revision Description: An in-depth look into how to effectively answer a 16 mark "interpretations" question - the type which appears as question 3d of paper 3 of the 9-1 Edexcel GCSE history exam. I break down an example answer to demonstrate a structure you can use to answer this question. #GCSEHistory #GCSERevision #EdexcelHistory History Blast (Andy's Channel): https://www.youtube.com/channel/UCGK_GagA8DByiyJYtNzfiAQ PATREON: https://www.patreon.com/alonglongtimeago *Useful resources* LINKS TO EXAM QUESTIONS: Crime & Punishment Questions: https://quizlet.com/_5dxxg2 Medicine Through Time Questions: https://quizlet.com/_5dy15e Warfare & British Society Questions: https://quizlet.com/_5dyr57 Weimar & Nazi Germany Questions: https://quizlet.com/gb/384178585/weimar-nazi-germany-practice-questions-flash-cards/?i=1fj39y&x=1jqt Example Answers: https://quizlet.com/_6gub7i This video is a revision resource for answering the 16 mark interpretations questions on the Pearson Edexcel 2016 History GCSE (9-1). HOW I MODERATE COMMENTS https://docs.google.com/document/u/2/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit SOURCES: John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347], pp. 23-24 It's a GCSE textbook, please don't use it for any serious academic writing! *Social Media* Bluesky: https://bsky.app/profile/alonglongtim... || @alonglongtimeago.bsky.social Patreon: https://www.patreon.com/alonglongtimeago Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Insta: https://www.instagram.com/alonglongti... || @alonglongtimeago </video> <video> A Very Brief History of Racism Against Black People in the UK Since 1950 | History in Action Ep3 Description: It's time we talked about black lives matter. As someone, who in case you hadn’t noticed, isn’t black, I can’t tell you what it’s like to be a black person, but what I can do is talk about history and help educate people - that’s kinda my thing. So this, is a very brief history of racism (against black people) in the UK since 1950. Hopefully, if anyone tries to tell you that the UK is not racist and that racism here is over, you will now better equipped to educate them on why they’re wrong and to have that conversation. #HistoryInAction Interesting videos on the topic of racism: Alki's entire channel (pick one or more that interest you): https://www.youtube.com/channel/UCnfHdFGB7IdhfTd07jsdoJA 'Performative Wokeness': https://www.youtube.com/watch?v=ewjaC6X9MaY 'On Riots': https://www.youtube.com/watch?v=T0smDMngLLg 'The Unspoken Truth about Asian Racism': https://www.youtube.com/watch?v=S8_RMuTgjfY 'Why We Have Black History Month, and not White History Month': https://www.youtube.com/watch?v=eq-MGC0OPZw 'What Is: Womanism': https://www.youtube.com/watch?v=xWgOpOkSCOI 'the basics and challenges of black lives matter': https://www.youtube.com/watch?v=PzUA7k3bH2s 'Am I Racist?! Unconscious Bias': https://www.youtube.com/watch?v=PFpj0rOefSQ 'Having A Brown Partner: Being An Interracial Couple': https://www.youtube.com/watch?v=aORs3ieZ2yI 'Why is YouTube so White?': https://www.youtube.com/watch?v=g6vW2fSEmgc Where I got my information from: The basis for this video came from my A-level Modern Britain course (specifically the Oxford textbook) and some other websites to fill out the information a bit... https://en.wikipedia.org/wiki/1985_Brixton_riot https://en.wikipedia.org/wiki/English_Defence_League https://en.wikipedia.org/wiki/British_National_Party https://en.wikipedia.org/wiki/Britain_First#Murder_of_Jo_Cox_and_possible_proscription https://en.wikipedia.org/wiki/2011_England_riots https://en.wikipedia.org/wiki/National_Action_(UK) https://en.wikipedia.org/wiki/Institutional_racism#In_the_Metropolitan_Police_Service https://en.wikipedia.org/wiki/Grenfell_Tower_fire#Social_division https://www.standard.co.uk/news/london/notting-hill-pastor-blames-disgusting-treatment-of-poor-for-grenfell-tower-block-fire-a3565121.html https://en.wikipedia.org/wiki/Windrush_scandal https://www.bbc.co.uk/news/52890363 ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ Credz to Byron Lewis (https://www.youtube.com/byronlewis) for the series logo and branding and being a cool bean </video> <video> The German 'New Woman', 1918-1933 | GCSE History | Weimar Germany Description: It’s the 1920s and for many women, especially young, unmarried, working ones, living in big cities, the times are brining greater financial independence. Combined with more open attitudes, and having grown up through the war, meaning many are also used to greater social independence, there develops something of a new type of women. #GCSEHistory​ #GCSERevision​ #WeimarGermany​ PATREON: https://www.patreon.com/alonglongtimeago *Useful resources* Practice exam-style questions on Weimar: https://quizlet.com/_6cqa3d Quizlet Flashcards: Coming at some point Revision Notes: Also coming at some point *SOURCES* FOOTNOTES: [1] A. J. Lotka, ‘Modern Trends in the Birth Rate’ in _The Annals of the American Academy of Political and Social Science_ 188 (Sage Publications, 1936), pp. 2-3. [2] G. V. Glass, G. C. Tiao and T. O. Maguire, ‘The 1900 Revision of German Divorce Laws: Analysis of Data as a Time-Series Quasi-Experiment’ in _Law & Society Review_ 5.4 (Wiley, 1971), p. 542; H. Engelhardt, H. Trappe and J. Dronkers, _Differences in Family Policy and the Intergenerational Transmission of Divorce: A Comparison between the former East and West Germany_ (Max-Planck-Institut, 2002), p. 34. [3] M. Stibbe, _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010), p.141. [4] Kerry Wallach, ‘Visual Weimar: The Iconography of Social and Political Identities’, in Rossol & Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (OUP, 2022), p. 527; Stibbe, ‘Germany’, p. 140. [5] Ute Planert, ‘Weimar Bodies: Gender, Sexuality, and Reproduction’, in Rossol & Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (OUP, 2022), p. 379. BIBLIOGRAPHY: John Child, _Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))_ (Pearson, 2016), p. 35.* Henriette Engelhardt, Heike Trappe and Jaap Dronkers, _Differences in Family Policy and the Intergenerational Transmission of Divorce: A Comparison between the former East and West Germany_ (Max-Planck-Institut, 2002). Gene V. Glass, George C. Tiao and Thomas O. Maguire, ‘The 1900 Revision of German Divorce Laws: Analysis of Data as a Time-Series Quasi-Experiment’ in _Law & Society Review_ 5.4 (Wiley, 1971). Alfred J. Lotka, ‘Modern Trends in the Birth Rate’ in _The Annals of the American Academy of Political and Social Science_ 188 (Sage Publications, 1936). Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022).** Matthew Stibbe, ‘Germany, 1914-1933: Politics, Society and Culture’ (Routledge, 2010) - this book is a great alternative to the GCSE textbook if you want a historically rigorous overview of Weimar Germany! It also covers the debate over the existence of the New Woman relatively clearly. Cornelie Usborne, 'The New Woman and generational conflict: perceptions of young women's sexual mores in the Weimar Republic' in Mark Roseman, 'Generations in Conflict Youth Revolt and Generation Formation in Germany 1770–1968' (Cambridge University Press, 1995). *I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a very questionable source, which fails to cite its sources, contains numerous errors and outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision. **Benjamin says read his book: https://global.oup.com/academic/product/the-oxford-handbook-of-the-weimar-republic-9780198845775?cc=nl&lang=en& He is a cool guy (and even gave feedback on this script!) so I think you should too. *Social Media* Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social Patreon: https://www.patreon.com/alonglongtimeago Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago *IMAGE ATTRIBUTIONS* Thumbnail "Cafe Central" [https://www.flickr.com/photos/96346885@N04/47575508682] by a.canvas.of.light [https://www.flickr.com/photos/96346885@N04], licensed under CC BY 2.0 [https://creativecommons.org/licenses/by/2.0/?ref=openverse]. 0:05 “Das Reichstagsgebäude - The Reichstag building - Berlin” [https://commons.wikimedia.org/w/index.php?curid=53930183] by Jens Cederskjold [https://web.archive.org/web/20161014223309/http://www.panoramio.com/user/1513503?with_photo_id=35238209], licensed under CC BY 3.0 [https://creativecommons.org/licenses/by/3.0/deed.en]. 0:34 Same as thumbnail. 3:36 Still from ‘Berlin – Die Sinfonie der Großstadt’ by Walter Ruttmann (1927), which is in the Public Domain 4:37 Still from ‘Berlin – Die Sinfonie der Großstadt’ by Walter Ruttmann (1927), which is in the Public Domain HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit </video> <video> 1923: The Occupation of the Ruhr | GCSE History Revision | Weimar & Nazi Germany Description: It’s 1923 and the German government is bankrupt, having spent all its gold reserves in the First World War. On top of this the Treaty of Versailles mean that the government can’t access the revenue from many areas that have previously been important wealth earners for the country, such as the coalfields in Silesia. And just to make it even worse, the German government has to pay hefty reparations to the Allies. #GCSEHistory #GCSERevision #WeimarGermany PATREON: https://www.patreon.com/alonglongtimeago ***---Useful resources---*** Revision Notes: - German gov bankrupt cuz it spent all its gold reserves in the war - Treaty of versailles exacerbated this - it took away wealth earning areas such as the coalfields in Silesia - made the Gov pay reparations - German Gov asked for reductions to reparations, but was refused as countries like France needed the money to pay off their debts to the USA - by 1923, it could no longer pay reparations - December 1922 Germany failed to send coal to France from the Ruhr coalfields like they had agreed to do - Jan 1923, France then sent troops into the industrial area of the Ruhr - they confiscated raw materials, manufactured goods and industrial machinery - the German gov urged passive resistance- going on strike and sabotage - the French then arrested those who obstructed them and brought in their own workers - germans resented the French but also many saw it as a failing of the weimar gov to resist the French - realistically the weimar gov had no choice- 750 000 in the French army, German army now limited to 100 000 - crippled germany - ruhr contained lots of factories and about 80% of German coal, iron and steel reserves - increased Germany’s debts - increased unemployment - worsened the shortage of goods - eventually came to an end when stresemann called off passive resistance in the ruhr, accepting the Dawes plan in 1924 & the French agreed to leave - they actually left in 1925 ***---Image attributions (taken from Wikimedia Commons)---*** Thumbnail "Blick vom Casino Hohensyburg" by qwesy qwesy, licensed under CC-BY 3.0 Source: https://web.archive.org/web/20161020110929/http://www.panoramio.com/photo/57186081 Licence: https://creativecommons.org/licenses/by/3.0/?ref=ccsearch&atype=rich Author's Page: https://web.archive.org/web/20161020110931/http://www.panoramio.com/user/596286?with_photo_id=57186081 0:02 Attribution: Jürgen Matern (https://juergen-matern.de/) License: https://creativecommons.org/licenses/by-sa/3.0/deed.en 1:15 Attribution: Kai Point Coal Mine License: https://creativecommons.org/licenses/by-sa/3.0/deed.en 1:17 Attribution: Naseman License: https://creativecommons.org/licenses/by-sa/3.0/deed.en 1:19 Attribution: Mat Fascione License: https://creativecommons.org/licenses/by-sa/2.0/deed.en 1:31 Attribution: Vogelfreir License: https://creativecommons.org/licenses/by-sa/4.0/deed.en 1:39 Attribution: tbleek ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> 1923: Hyperinflation | GCSE History | Weimar Germany Description: It’s 1923 and a goods shortage means that prices are rising like crazy. #GCSEHistory​ #GCSERevision​ #WeimarGermany​ PATREON: https://www.patreon.com/alonglongtimeago ***---Useful resources---*** Revision Notes: Inflation and hyperinflation - goods shortages in early 1923 meant that prices went up - this is called inflation - people had to pay more money to get what they needed - government decisions made things worse - the gov needed money to pay their debts but unemployment and failing factories meant they were getting less tax money - 1919-23 gov income was a quarter of what was needed - the gov resorted to printing more money - 1923 gove had 300 paper mills and 2000 printing shops dedicated to printing more bank notes - initially it made it easier to pay reparations - but it made inflation worse - vicious circle: prices rose more, more money printed, caused prices to rise again - by 1923 prices where huge - this extreme inflation is called hyperinflation - price of a loaf of bread: 1919 1 mark, 1922, 100 marks, 1923 200 000 billion marks the effects of hyperinflation 1) Normal Living became impossible - printing presses couldn’t produce enough money - people had to pin money to letters because stamps were useless - they had to carry bundles of money in baskets and even wheelbarrows - many workers were paid twice a day so they could rush out and buy goods before prices rose even more - some shops refused to take money at all, asking for payment in kind (swapping goods) - some people raided shops because they couldn’t afford food 2) Everyone suffered from shortages - german marks became worthless for importing goods - 1918 buying £1 worth of foreign goods cost 20 marks, by nov 1923, £1 worth of foreign goods cost 20 billion marks - foreign suppliers refused to accept german marks for goods so imports dried up and shortages of food and other goods got worse for everyone 3) People with savings were hit hardest - those with money in bank accounts, insurance policies or pensions had their saved money become worthless - thus the middle classes were the worst affected There were people who benefited from inflation - people who had loans or took them out found that the value of the money they owed went down, e.g. some big businessmen borrowed money and profited because the value of their debts went down - other people hoarded goods and then sold them for a large profit as prices went up - foreign visitors also benefited, as the value of their own currency rose against the german mark, so they could buy much more with their money - german people bitterly resented people who made money out of their suffering the damage done - after august 1923 a new chancellor gustav stresemann found solutions to some of the problems of 1923 - by this point however the political and economic turmoil from 1918 to 1923 had done its damage - the WR was shown to be weak, it had been rescued by the freikorps in 1919 and workers striked in 1920, government forces had killed thousands of germans in order to stay in power - all germans had suffered. most blamed the WR for their suffering, the middle classes which would normally be the bedrock of the republic suffered most - extremist parties with private armies hostile to the republic had gained in strength HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit SOURCES: John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347], pp. 23-24 It's a GCSE textbook, please don't use it for any serious academic writing! ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT​ || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> 1941-45: Ideological Differences Between East & West | GCSE History Revision | Cold War Description: The recent invasion of Germany into the Russia means that Russia has now joined the war (WWII for the uninitiated) and fallen on the same side as the allies. An alliance, known as 'The Grand Alliance', between Russia, the USA and Britain, is formed, with their leaders collectively being known as 'the big three'. The Alliance meets 3 times during the war: in Tehran in 1943, Yalta in February 1945 and Potsdam in July 1945. This, however, presents some problems, some problems which become ever-more apparent as the war comes to a close. #GCSEHistory #GCSERevision #GCSEColdWar PATREON: https://www.patreon.com/alonglongtimeago ***---Useful resources---*** Revision Notes: [slightly edited to avoid de-£] - britain & USA capitalist - [SU] was [not] differences between leaders - Roosevelt, Churchill & [tash man] often referred to as 'the big three' (leaders in 1941) because their beliefs and ambitions dominated world politics until Roosevelt's death in 1945 - the suspicions church & roosevelt had about [tash man] & vise versa played a major role in shaping relations from 1941 - the difference in their personal political beliefs furthered the breakdown of relations that happened as the war drew to a close differences between nations - during the '30s the us and brit had been v critical of the methods used by stalin to industrialise the soviet union and the cost in humans that brought - [tash man] was a strong opponent of german [f-ism word] so it suited the 3 countries to work together - it was clear that there would be a strain on relations once the war ended - ideological differences made it impossible to agree on how post-war europe should be governed - WWII brought a significant shift in world politics - 'old powers' like brit and france now less important - 2 new 'superpowers' emerged: usa and [SU] - their military and economic strength had defeated germany the grand alliance - the grand alliance was formed between the usa [SU] and brit to mastermind the defeat of germany and japan in WWII - june 1941, when 4 million german troops invaded the [SU] (despite a non-aggression pact) the alliance was formed - despite the 3 countries forming an alliance, there was no real change in how they viewed each other - usa and britain remained suspicious of [not capitalism] - [tash man] realised that the west wouldn't want to take any actions that made the [SU] stronger in the long run - the leaders of the grand alliance met 3 times during the war: tehran (1943), yalta (feb 1945) and potsdam (july 1945) IMAGE ATTRIBUTIONS First appears at 0:02 (also used in the thumbnail) "Army Jeeps at Great Sand Dunes, World War 2" by Great Sand Dunes National Park and Preserve, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/greatsanddunesnpp/27343800582/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/people/94707653@N06 First appears at 0:42 "North Tehran Towers" by Ninara, licensed under CC BY 2.5 Source: https://www.flickr.com/photos/ninara/13516702555/sizes/l Licence: https://creativecommons.org/licenses/by/2.5/deed.en Author's Page: https://www.flickr.com/photos/ninara/ First appears at 0:45 "Swallow's Nest Castle Yalta" by Dave Proffer, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/deepphoto/3943957252/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/people/23442653@N00 First appears at 0:48 "Le palais Barberini (Potsdam)" by Jean-Pierre Dalbéra, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/dalbera/37065598495/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/people/72746018@N00 HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit?usp=sharing ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> Cultural Changes in Weimar Germany, 1920s | GCSE History | Weimar & Nazi Germany Description: It’s the 1920s and a variety of factors has caused a boom in experimentation in culture and the arts in Weimar Germany - the so-called avant-garde. #GCSEHistory​ #GCSERevision​ #WeimarGermany​ PATREON: https://www.patreon.com/alonglongtimeago *Useful resources* Practice exam-style questions on Weimar: https://quizlet.com/_6cqa3d Quizlet Flashcards: Coming at some point Revision Notes: Also coming at some point *SOURCES* FOOTNOTES: [1] Corey Ross, ‘Mass Culture and Divided Audiences: Cinema and Social Change in Inter-War Germany’ in _Past & Present_ 193 (Oxford University Press, 2006), p. 160; Ibid., p. 174. [2] Sharon Gillerman, ‘German Jews in the Weimar Republic’, in Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 415. [3] Matthew Stibbe, _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010), p. 136. [4] Ibid., p. 137. [5] Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 18. [6] Jochen Hung, ‘Mass Culture’, in Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 446. [7] Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 18.   BIBLIOGRAPHY: John Child, _Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))_ (Pearson, 2016), pp. 36-38.* Corey Ross, ‘Mass Culture and Divided Audiences: Cinema and Social Change in Inter-War Germany’ in _Past & Present_ 193 (Oxford University Press, 2006), pp. 157-195. Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022)** Matthew Stibbe, _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010)   *I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a very questionable source, which fails to cite its sources, contains numerous errors and outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision. **Benjamin says read his book: https://global.oup.com/academic/product/the-oxford-handbook-of-the-weimar-republic-9780198845775?cc=nl&lang=en& He is a cool guy (and even gave feedback on this script!) so I think you should too.   *Social Media* Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social Patreon: https://www.patreon.com/alonglongtimeago Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago *IMAGE ATTRIBUTIONS* 3:48 “Einsteinturm 7443a” [https://commons.wikimedia.org/wiki/File:Einsteinturm_7443a.jpg] by Astrophysikalisches Institut Potsdam HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit </video> <video> The Power of the English Earls, 1016-1066 | GCSE History | Anglo-Saxon & Norman England Description: It’s Autumn 1016 and the Danish viking King Cnut has just successfully conquered England. As part of his measures to secure control over the country, the following year, he introduces earls and earldoms. #GCSEHistory​ #GCSERevision​ #AngloSaxonEngland PATREON: https://www.patreon.com/alonglongtimeago *Useful resources* Practice exam-style questions on Anglo-Saxon and Norman England: Coming at some point Quizlet Flashcards: Coming at some point Revision Notes: Also coming at some point *SOURCES* Note: The maps used in this video to show the earldoms are only roughly accurate as there is no actual record of what the exact borders of the earldoms were at any given point. FOOTNOTES: [1] Richard Huscroft, _Ruling England 1042-1217_ (2nd end, London, 2016), p. 28. [2] Ibid., p. 21. BIBLIOGRAPHY: Barlow, Frank, _The Godwins: The Rise and Fall of a Noble Dynasty_ (Oxford, 2003). Bircher, Rob, _Edexcel GCSE (9-1) History: Anglo-Saxon and Norman England, c1060-1087_ (1st edn, London, 2016), pp. 12-14. Green, Judith A., _Forging the Kingdom: Power in English Society, 973-1189_ (Cambridge, 2017). Huscroft, Richard, _Ruling England 1042-1217_ (2nd end, London, 2016). Stenton, Frank Merry, _Anglo-Saxon England_ (Oxford, 1971). *I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a somewhat questionable source. The textbook does not cite its sources, contains numerous errors and often outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision. *Social Media* Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social Patreon: https://www.patreon.com/alonglongtimeago Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago *IMAGE ATTRIBUTIONS* Used in thumbnail and at 2:05 "Anglo-Saxon hall1" (https://commons.wikimedia.org/w/index.php?curid=138183846) by Glen (https://www.flickr.com/photos/l2f1/) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse). 1:54 "West Stow Saxon 5" (https://www.flickr.com/photos/22218727@N02/5588561925) by Richard Penn (https://www.flickr.com/photos/22218727@N02) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse). 2:32 “Field in Penistone” by A long, long time ago… (2022) 4:02 "Replica Saxon Buildings" (https://www.flickr.com/photos/68932647@N00/53007596585) by Tim Sheerman-Chase (https://www.flickr.com/photos/68932647@N00) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse). 5:07 "Viking house" (https://www.flickr.com/photos/51638848@N00/3729668731) by Jon Olav (https://www.flickr.com/photos/51638848@N00/) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse). 0:00 Intro 0:18 Brief History of Earldoms 1:44 What Do Earls Do? 3:08 Limits to the Earls' Power 4:51 The Witan 5:48 Outro HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit </video> <video> 1918-19: The National Assembly & Setting Up the Weimar Republic | GCSE History | Weimar Germany Description: It’s November 1918 and German officials have just signed the armistice, bringing an end to the First World War. With the Kaiser having abdicated they now face the challenge of trying to sort out a new way of governing Germany. The next few months aren’t going to be easy. #GCSEHistory​ #GCSERevision​ #WeimarGermany​ PATREON: https://www.patreon.com/alonglongtimeago ***---Useful resources---*** Revision Notes: Setting up the Weimar Republic: - The 9 months from November 1918 - July 1919 were uneasy for the new Republic whilst a new government was being put in place - Ebert took steps to increase people’s confidence in the new republic - Ebert kept civil servants who had served under the Kaiser to stay in office - They were instructed to work alongside soldiers and workers’ councils where local people had set these up - This kept Germany running - e.g. collecting taxes and keeping public services, such as schools running - Ebert reassured the army would not be reformed & officers kept their ranks - This gained him support of the German army - Ebert reassured leaders of industry that no land or factories would be seized by the new Republic - Moreover, there was to be no nationalisation of private industries - This helped businesses and the economy continue to operate - Ebert won the support of the trade unions - he told their leader (Carl Legien) the new Republic would try to achieve an 8hr working day - Some extreme political parties were still dissatisfied - demonstrations & riots remained common in major cities - Germany was still on the edge of anarchy - Ebert’s fragile control lasted long enough to agree a new constitution The National Assembly: - 19th Jan 1919, elections for a new National assembly took place - 82% of the electorate voted and moderate parties won most of the seats (SPD 40% and the Centre Party won 20%) - Moderate parties, combined, had around 80% of the seats in the Assembly - Feb 1919, the National Assembly met for the first time - The large amounts of violence & unrest in Berlin meant the assembly had to meet in the peaceful town of Weimar (250 km away) - 31 Jul 1919, the National Assembly agreed a new constitution by 262 votes to 75 - This constitution became known as the Weimar republic IMAGE ATTRIBUTIONS First appears at 0:02​ "Black Country Living Museum - The Workers' Institute - desk with old style telephone" by Elliott Brown, licensed under CC-BY 2.0 Source: https://www.flickr.com/photos/39415781@N06/6061837821 Licence: https://creativecommons.org/licenses/by/2.0/ Author's Page: https://www.flickr.com/photos/ell-r-brown/ First appears at 1:17 "Blick vom Casino Hohensyburg" by qwesy qwesy, licensed under CC-BY 3.0 Source: https://web.archive.org/web/20161020110929/http://www.panoramio.com/photo/57186081 Licence: https://creativecommons.org/licenses/by/3.0/?ref=ccsearch&atype=rich Author's Page: https://web.archive.org/web/20161020110931/http://www.panoramio.com/user/596286?with_photo_id=57186081 First appears at 1:58 "German prisoners captured in the new drive between Alsdorf and Mariadorf, Germany, march under guard in German street, 16 November, 1944." by Signal Corps Archive, licensed under CC PDM 1.0 Source: https://www.flickr.com/photos/186360156@N02/49537387633/in/photostream/ Licence: https://creativecommons.org/publicdomain/mark/1.0/ Author's Page: https://www.flickr.com/photos/186360156@N02 First appears at 2:58 (also appears in thumbnail) "005-07-01 07-04 Oberfranken, Thüringen 060 Weimar, Deutsches Nationaltheater" by Allie_Caulfield, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/28577026@N02/5399261978 Licence: https://creativecommons.org/licenses/by/2.0/ Author's Page: https://www.flickr.com/photos/wm_archiv/ HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit SOURCES: John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347] It's a GCSE textbook, please don't use it for any serious academic writing! ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT​ || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago​ Insta: https://www.instagram.com/alonglongtimeago​ || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> c1000-1066 Law Enforcement in Anglo Saxon England | Crime & Punishment | GCSE History Revision Description: It’s c1000 and the way crimes are viewed is, unsurprisingly, based on Anglo-Saxon ideas about both justice and how society should be organised. The most notable of these beliefs are: that the role of the community in policing the behaviour of others is very important, that God is the final judge of guilt or innocence and that the status and position of different groups should be clear in the law. #GCSEHistory #GCSERevision #CrimeAndPunishmentGCSE PATREON: https://www.patreon.com/alonglongtimeago Revision Notes: - How crimes were viewed was based on Anglo-Saxon ideas about justice and how society should be organised They believed: - The role of the local community in policing the behaviour of others was very important - That god was the final judge of innocence or guilt - The status and position of different groups should be clear in law - The role of the community in enforcing the law - They believed it was the victim’s responsibility to seek justice - But also that the community should play a part in delivering justice - Being loyal to your community was seen as a duty - By the 10th cent English shires were divided into smaller areas called hundreds - Each hundred was divided into 10 tithings - All the men (aged 12+) in a tithing were responsible for the behaviour of all the others - One man from each hundred and one man from each tithing had to meet regularly with the king’s shire reeve (sheriff) - Their role was to prevent crime, particularly cattle theft, in their communities - When chasing a cattle thief a ‘hundredsman’ was entitled to take two ‘tithingmen’ with him - These developments made the community increasingly important in Saxon law enforcement - The community as a whole was also responsible for tracking down those suspected of crimes - Anyone who witnessed a crime could raise a ‘hue and cry’ (a shout for help) - Everyone who heard was expected to help chase and capture the suspects - Taking Oaths - Saxon justice relied heavily on religion when deciding guilt - Oaths were an important way of proving innocence - Hearings took place in public and the accused could swear their innocence under oath - They could also call upon others in the community to support their claims as ‘oath helpers' - In most cases the accused walked free - Whilst it may seem ineffective, in small, tight-knit communities it would be very hard for a criminal to get away with a repeat offence - If they were a repeat offender or had been caught red-handed, they weren’t given the option of swearing an oath of innocence - Trial by Ordeal - In cases where there wasn’t enough evidence to prove a person was guilty, the church had an important role - The accused could be tried by the church authorities in a ‘trial by ordeal' - It was a test of guilt in the eyes of god - Inc trial by hot iron, hot water or cold water - Trial by hot iron/water: heat used to burn one of the accused’s hands which was then bandaged, if healed well then god judged them to be innocent - Cold water: accused thrown into water with their arms tied - if u floated u were guilty, sank innocent and were hauled up again - This was because the water ‘accepted’ the innocent person as pure, whilst the guilty had been ‘rejected’ by it - Christian thinking also had an influence on Saxon ideas about some punishments - For some crimes, inc petty theft, the church advised maiming - The belief was that, unlike execution, this type of punishment gave the criminal time to seek forgiveness from God FULL NOTES: https://quizlet.com/_58irn6?x=1jqt&i=1fj39y IMAGE ATTRIBUTIONS 0:12 "West Stow Anglo-Saxon village" by Midnightblueowl, licensed under CC-BY 3.0 Source: https://commons.wikimedia.org/w/index.php?curid=38559494 Licence: https://creativecommons.org/licenses/by/3.0/deed.en Author's Page: https://en.wikipedia.org/wiki/User:Midnightblueowl 0:17 Attribution: User:Mashkawat.ahsan License: https://creativecommons.org/licenses/by-sa/4.0/deed.en 0:30 Attribution: Jeff Tomlinson License: https://creativecommons.org/licenses/by-sa/2.0/deed.en 0:59 Attribution: Jo Turner License: https://creativecommons.org/licenses/by-sa/2.0/deed.en 1:06 Attribution: Ron Strutt License: https://creativecommons.org/licenses/by-sa/2.0/deed.en 1:38 Attribution: Keith Evans License: https://creativecommons.org/licenses/by-sa/2.0/deed.en 1:45 Attribution: User: (WT-shared) Nick at wts wikivoyage License: https://creativecommons.org/licenses/by-sa/1.0/deed.en 3:06 Attribution: Peter Jordan License: https://creativecommons.org/licenses/by-sa/2.0/deed.en ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT | @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago | @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ *The information for this video was sourced from the Pearson Crime & Punishment GCSE history textbook & it is based around the specification for the the Pearson Edexcel 9-1 GCSE History </video> <video> 1919: Parties of the Weimar Republic | GCSE History | Weimar Germany Description: It’s 1919 and so-called moderates are the majority in the National Assembly, holding 77% of seats. The social democrats have worked with the democrats and the centre party to create the Weimar Republic so perhaps this is unsurprising. However there are also far left and right-wing parties who don’t support the republic. To understand what’s going on, it might help take a look at who the parties in the Weimar Republic even are. #GCSEHistory​ #GCSERevision​ #WeimarGermany​ PATREON: https://www.patreon.com/alonglongtimeago **---Useful resources---** Quizlet Flashcards: https://quizlet.com/_cp0knc?x=1jqt&i=1fj39y Practice exam-style questions: - LINK FOR OTHER QUESTIONS (INCLUDING SOURCE & INTERPRETATIONS QUESTIONS): https://quizlet.com/_6cqa3d Revision Notes: - Moderates were in the majority in the National Assembly (they had 77% of seats) - SPD worked with DDP and ZP to create the Republic - There were far right and left parties which didn’t support the Republic Far right groups: - Wanted a return to a strong government (lots of power for the government to control people) - Wanted a strong army - Wanted the country to be headed by a powerful kaiser-like leader - They supported capitalism and ‘championed families, law & order and traditional values’ - The German National People's Party (DNVP) was the main right-wing party in 1919 Radical left groups wanted: - Wanted germany to be controlled by 'the people' - Opposed capitalism and wanted to abolish private ownership of land & business, and put these in the hands of workers - They were internationalists who stressed co-operation, rather than the independence of nations - The German Communist Party (KPD) was the main far-left party during the course of the Republic The main parties of the Weimar Republic are: - Far left: KPD (Communists) - Moderate left: SPD (Social Democrats) & DDP (Democrats) - Centre: ZP (Centre Party) (actually more centre right) - Moderate right: DVP (People’s Party) - Far right: DNVP (National People's Party), NSDAP (Nazi Party) - The KPD and Nazis opposed the republic outright - The SPD, DDP and ZP were the main supporters of the republic and the others fell in between - Workers tended to support the left, middle classes the centre, and rich people the right IMAGE ATTRIBUTIONS Used in thumbnail “Das Reichtagsgebäude - The Reichstag building - Berlin” by Jens Cederskjold, licensed under CC BY 3.0 Source: https://commons.wikimedia.org/w/index.php?curid=53930183 License: https://creativecommons.org/licenses/by/3.0/deed.en Author's Page: https://web.archive.org/web/20161014223309/http://www.panoramio.com/user/1513503?with_photo_id=35238209 HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit?usp=sharing SOURCES: John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347], pp. 23-24 It's a GCSE textbook, please don't use it for any serious academic writing! **---Social Media---** Twitter: https://twitter.com/alongtimeago_YT || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago Insta: https://www.instagram.com/alonglongtimeago || @alonglongtimeago https://www.facebook.com/alongtimeagoYT/ </video> <video> Ideological Differences Between East & West (1941-45) | Revision #Shorts | GCSE History | Cold War Description: The recent invasion of German invasion of Russia puts Russia in the war (WWII) and on the same side as the allies. 'The Grand Alliance', between Russia, the USA and Britain, is formed. THIS VIDEO IS ALSO AVAILABLE ON TIKTOK: www.tiktok.com/@alongtimeago_yt/video/6934740928968084741 This is the short version of https://www.youtube.com/watch?v=qBBeV2wswkA for a very brief summary of what happened - excellent for last minute revision! ;) #Revision​Shorts #GCSEHistory​ #GCSEColdWar​ PATREON: https://www.patreon.com/alonglongtimeago​ ***---Useful resources---*** Revision Notes: [slightly edited to avoid de-£] - britain & USA capitalist - [SU] was [not] differences between leaders - Roosevelt, Churchill & [tash man] often referred to as 'the big three' (leaders in 1941) - known as the 'grand alliance' - the leaders of the grand alliance met 3 times during the war: tehran (1943), yalta (feb 1945) and potsdam (july 1945) - [tash man] was a strong opponent of german [f-ism word] so it suited the 3 countries to work together - ideological differences made it impossible to agree on how post-war europe should be governed IMAGE ATTRIBUTIONS First appears at 0:02​ (also used in the thumbnail) "Army Jeeps at Great Sand Dunes, World War 2" by Great Sand Dunes National Park and Preserve, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/greatsanddunesnpp/27343800582/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/people/94707653@N06 First appears at 0:20​ "North Tehran Towers" by Ninara, licensed under CC BY 2.5 Source: https://www.flickr.com/photos/ninara/13516702555/sizes/l Licence: https://creativecommons.org/licenses/by/2.5/deed.en Author's Page: https://www.flickr.com/photos/ninara/​ First appears at 0:21​ "Swallow's Nest Castle Yalta" by Dave Proffer, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/deepphoto/3943957252/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/people/23442653@N00 First appears at 0:22​ "Le palais Barberini (Potsdam)" by Jean-Pierre Dalbéra, licensed under CC BY 2.0 Source: https://www.flickr.com/photos/dalbera/37065598495/ Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich Author's Page: https://www.flickr.com/people/72746018@N00 HOW I MODERATE COMMENTS https://docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit ***---Social Media---*** Twitter: https://twitter.com/alongtimeago_YT​ || @alongtimeago_YT Patreon: https://www.patreon.com/alonglongtimeago​ Insta: https://www.instagram.com/alonglongtimeago​ || @alonglongtimeago TikTok: https://www.tiktok.com/@alongtimeago_yt?lang=en || alongtimeago_YT </video>

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I make videos to help you with your history GCSE, whilst secretly aiming to turn you into a history nerd and increase your historical literacy whilst you're here. (Mwahahaha!)

I mostly cover the topics of Anglo-Saxon & Norman England, Crime & Punishment Through Time, Weimar & Nazi Germany, the Cold War and the American West for the 9-1 Edexcel GCSE spec (though non-GCSE students are welcome here too!). I also sometimes branch out beyond the curriculum into other history topics as part of my secret historical literacy mission!

About me: My name is Jasmine and I use she/her pronouns. I have first class BA in history from the University of Sheffield and am currently studying in Germany for an MA in Public History (contrary to popular belief I'm not a teacher!).

This channel is kept classroom friendly and video comments are heavily moderated.

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