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What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
SS-Totenkopfverbände from Wikipedia, the Free Encyclopedia (Redirected from SS-Totenkopfverbande)
Create account Log in Article Talk Read Edit View history SS-Totenkopfverbände From Wikipedia, the free encyclopedia (Redirected from SS-Totenkopfverbande) Navigation Not to be confused with 3rd SS Division Totenkopf, the Waffen-SS fighting unit. Main page This article may require cleanup to meet Wikipedia's quality standards. No cleanup reason Contents has been specified. Please help improve this article if you can. (December 2010) Featured content Current events This article needs additional citations for verification. Please help improve this article by adding Random article citations to reliable sources. Unsourced material may be challenged and removed. (September 2010) Donate to Wikipedia [2] SS-Totenkopfverbände (SS-TV), rendered in English as "Death's-Head Units" (literally SS-TV meaning "Skull Units"), was the SS organization responsible for administering the Nazi SS-Totenkopfverbände Interaction concentration camps for the Third Reich. Help The SS-TV was an independent unit within the SS with its own ranks and command About Wikipedia structure. It ran the camps throughout Germany, such as Dachau, Bergen-Belsen and Community portal Buchenwald; in Nazi-occupied Europe, it ran Auschwitz in German occupied Poland and Recent changes Mauthausen in Austria as well as numerous other concentration and death camps. The Contact Wikipedia death camps' primary function was genocide and included Treblinka, Bełżec extermination camp and Sobibor. It was responsible for facilitating what was called the Final Solution, Totenkopf (Death's head) collar insignia, 13th Standarte known since as the Holocaust, in collaboration with the Reich Main Security Office[3] and the Toolbox of the SS-Totenkopfverbände SS Economic and Administrative Main Office or WVHA. -
The Testimonies of Two Former Auschwitz- Birkenau Sonderkommando Survivors: the Gabbai Brothers
Understanding Shades of Grey: The Testimonies of Two Former Auschwitz- Birkenau Sonderkommando Survivors: The Gabbai Brothers. by SARAH JESSICA GREGORY A chapter from a larger thesis titled “Understanding Shades of Grey: The Written and Oral Testimonies of Jewish Prisoner Functionaries” submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts Honours in Modern History Macquarie University 2012 This essay focuses on two Jewish Sonderkommando members from the Nazi death camp Auschwitz-Birkenau and how they have constructed their written and oral testimonies after the Holocaust. Prisoner functionaries such as the Sonderkommando were prisoners used by the Nazis to control the everyday functioning of the labour and death camps. In return, they received “privileges,” such as more food for their cooperation. Because of this cooperation, many non-privileged prisoners viewed these prisoner functionaries as Nazi collaborators, particularly when recounting their own experiences. This made many prisoner functionaries self-impose a degree of silence for fear of judgement and retribution after the war. The Sonderkommando, for example, remained largely silent after their liberation from Allied forces because of fear of judgement and misunderstandings of their position. The Nazis used the Sonderkommando, the ‘special unit’ or squad, as forced labourers to facilitate the extermination process of the “Jewish problem.” Sonderkommando members ensured the fast-paced undressing phase of prisoners prior to their gassing, removed bodies from the gas chambers and relocated them to the furnace room or large outdoor pits for cremation; removed valuable items, hair and gold teeth, and disposed of the human ashes from the crematoriums.1 In return for this work, Sonderkommando members received greater quantities of food, better living arrangements, and more leisure time. -
Using Diaries to Understand the Final Solution in Poland
Miranda Walston Witnessing Extermination: Using Diaries to Understand the Final Solution in Poland Honours Thesis By: Miranda Walston Supervisor: Dr. Lauren Rossi 1 Miranda Walston Introduction The Holocaust spanned multiple years and states, occurring in both German-occupied countries and those of their collaborators. But in no one state were the actions of the Holocaust felt more intensely than in Poland. It was in Poland that the Nazis constructed and ran their four death camps– Treblinka, Sobibor, Chelmno, and Belzec – and created combination camps that both concentrated people for labour, and exterminated them – Auschwitz and Majdanek.1 Chelmno was the first of the death camps, established in 1941, while Treblinka, Sobibor, and Belzec were created during Operation Reinhard in 1942.2 In Poland, the Nazis concentrated many of the Jews from countries they had conquered during the war. As the major killing centers of the “Final Solution” were located within Poland, when did people in Poland become aware of the level of death and destruction perpetrated by the Nazi regime? While scholars have attributed dates to the “Final Solution,” predominantly starting in 1942, when did the people of Poland notice the shift in the treatment of Jews from relocation towards physical elimination using gas chambers? Or did they remain unaware of such events? To answer these questions, I have researched the writings of various people who were in Poland at the time of the “Final Solution.” I am specifically addressing the information found in diaries and memoirs. Given language barriers, this thesis will focus only on diaries and memoirs that were written in English or later translated and published in English.3 This thesis addresses twenty diaries and memoirs from people who were living in Poland at the time of the “Final Solution.” Most of these diaries (fifteen of twenty) were written by members of the intelligentsia. -
British Responses to the Holocaust
Centre for Holocaust Education British responses to the Insert graphic here use this to Holocaust scale /size your chosen image. Delete after using. Resources RESOURCES 1: A3 COLOUR CARDS, SINGLE-SIDED SOURCE A: March 1939 © The Wiener Library Wiener The © AT FIRST SIGHT… Take a couple of minutes to look at the photograph. What can you see? You might want to think about: 1. Where was the photograph taken? Which country? 2. Who are the people in the photograph? What is their relationship to each other? 3. What is happening in the photograph? Try to back-up your ideas with some evidence from the photograph. Think about how you might answer ‘how can you tell?’ every time you make a statement from the image. SOURCE B: September 1939 ‘We and France are today, in fulfilment of our obligations, going to the aid of Poland, who is so bravely resisting this wicked and unprovoked attack on her people.’ © BBC Archives BBC © AT FIRST SIGHT… Take a couple of minutes to look at the photograph and the extract from the document. What can you see? You might want to think about: 1. The person speaking is British Prime Minister Neville Chamberlain. What is he saying, and why is he saying it at this time? 2. Does this support the belief that Britain declared war on Germany to save Jews from the Holocaust, or does it suggest other war aims? Try to back-up your ideas with some evidence from the photograph. Think about how you might answer ‘how can you tell?’ every time you make a statement from the sources. -
Appendix 1: Sample Docum Ents
APPENDIX 1: SAMPLE DOCUMENTS Figure 1.1. Arrest warrant (Haftbefehl) for Georg von Sauberzweig, signed by Morgen. Courtesy of Bundesarchiv Berlin-Lichterfelde 129 130 Appendix 1 Figure 1.2. Judgment against Sauberzweig. Courtesy of Bundesarchiv Berlin-Lichterfelde Appendix 1 131 Figure 1.3. Hitler’s rejection of Sauberzweig’s appeal. Courtesy of Bundesarchiv Berlin-Lichterfelde 132 Appendix 1 Figure 1.4. Confi rmation of Sauberzweig’s execution. Courtesy of Bundesarchiv Berlin- Lichterfelde Appendix 1 133 Figure 1.5. Letter from Morgen to Maria Wachter. Estate of Konrad Morgen, courtesy of the Fritz Bauer Institut APPENDIX 2: PHOTOS Figure 2.1. Konrad Morgen 1938. Estate of Konrad Morgen, courtesy of the Fritz Bauer Institut 134 Appendix 2 135 Figure 2.2. Konrad Morgen in his SS uniform. Estate of Konrad Morgen, courtesy of the Fritz Bauer Institut 136 Appendix 2 Figure 2.3. Karl Otto Koch. Courtesy of the US National Archives Appendix 2 137 Figure 2.4. Karl and Ilse Koch with their son, at Buchwald. Corbis Images Figure 2.5. Odilo Globocnik 138 Appendix 2 Figure 2.6. Hermann Fegelein. Courtesy of Yad Vashem Figure 2.7. Ilse Koch. Courtesy of Yad Vashem Appendix 2 139 Figure 2.8. Waldemar Hoven. Courtesy of Yad Vashem Figure 2.9. Christian Wirth. Courtesy of Yad Vashem 140 Appendix 2 Figure 2.10. Jaroslawa Mirowska. Private collection NOTES Preface 1. The execution of Karl Otto Koch, former commandant of Buchenwald, is well documented. The execution of Hermann Florstedt, former commandant of Majdanek, is disputed by a member of his family (Lindner (1997)). -
Kód ITMS: 26120130002
Moderné vzdelávanie pre vedomostnú spoločnosť / Projekt je spolufinancovaný zo zdrojov EÚ PhDr. Miloš Kázik Ako vyučovať o holokauste s dôrazom na regionálnu históriu Osvedčená pedagogická skúsenosť edukačnej praxe Banská Bystrica 2014 Vydavateľ: Metodicko-pedagogické centrum, Ševčenkova 11, 850 01 Bratislava Autor OPS/OSO: PhDr. Miloš Kázik Kontakt na Spojená škola, Hattalova 471, 027 43 Nižná, autora: [email protected] Názov OPS/OSO: Ako vyučovať o holokauste s dôrazom na regionálnu históriu Rok vytvorenia 2014 OPS/OSO: VII. kolo výzvy Odborné PaedDr. Peter Majer stanovisko vypracoval: Za obsah a pôvodnosť rukopisu zodpovedá autor. Text neprešiel jazykovou úpravou. Táto osvedčená pedagogická skúsenosť edukačnej praxe/osvedčená skúsenosť odbornej praxe bola vytvorená z prostriedkov národného projektu Profesijný a kariérový rast pedagogických zamestnancov. Projekt je financovaný zo zdrojov Európskej únie. Kľúčové slová Pedagogická skúsenosť; holokaust; história; regionálny aspekt; didaktický aspekt; slovensko-židovské spolužitie. Anotácia Práca približuje podnety a skúsenosti autora s vyučovaním tém, spojených s holokaustom. Táto problematika je primárne spojená s dejepisom, ale súvisí aj s ďalšími spoločenskovednými predmetmi, ako sú občianska náuka, slovenský jazyk a literatúra. Holokaust slovenských Židov je v práci spojený s regionálnym aspektom, aby žiaci mohli danú tému lepšie pochopiť a precítiť. Autor svoju prácu komponoval tak, že v nej v chronologickom slede zobrazuje rôzne súvislosti tejto historickej témy. Cieľom práce -
Resistance in the Ghettos
Say 76 Resistance in the Ghettos Tim Say While some scholars like Raul Hilberg have argued that there was little resistance from Jews during the Holocaust, the large amount of evidence available has demonstrated that this is false, and that Jews resisted in many different ways. Specifically in the ghettos throughout Europe, resistance took many different forms which can be categorized as either active or passive resistance. The most well-known examples of resistance are the various uprisings, such as in the Warsaw ghetto, though it also includes other active forms such as raids to attack German supply lines or train stations. Active resistance was not common throughout the ghettos, however, as it created controversy because of the very real threat of reprisals from the Germans, who had no compunction about killing dozens of Jews in retaliation for one German death. This threat divided many ghettos about whether or not active resistance was the appropriate action to take. The concept of passive resistance was perhaps more important, as it was much more prevalent throughout the ghettos and affected the everyday lives of the majority of the inhabitants. It included life giving examples such as the smuggling of food, as well as more psychological examples such as religious education, or cultural activities like music and theatre. These types of examples are especially important because they specifically address the German strategy of demoralizing the inhabitants of the ghettos. Additionally, they serve to demonstrate that resistance was not only common throughout the ghettos, but was integral in maintaining the health and identity of the Jewish community in the face of the desperate circumstances. -
Jewish Behavior During the Holocaust
VICTIMS’ POLITICS: JEWISH BEHAVIOR DURING THE HOLOCAUST by Evgeny Finkel A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Political Science) at the UNIVERSITY OF WISCONSIN–MADISON 2012 Date of final oral examination: 07/12/12 The dissertation is approved by the following members of the Final Oral Committee: Yoshiko M. Herrera, Associate Professor, Political Science Scott G. Gehlbach, Professor, Political Science Andrew Kydd, Associate Professor, Political Science Nadav G. Shelef, Assistant Professor, Political Science Scott Straus, Professor, International Studies © Copyright by Evgeny Finkel 2012 All Rights Reserved i ACKNOWLEDGMENTS This dissertation could not have been written without the encouragement, support and help of many people to whom I am grateful and feel intellectually, personally, and emotionally indebted. Throughout the whole period of my graduate studies Yoshiko Herrera has been the advisor most comparativists can only dream of. Her endless enthusiasm for this project, razor- sharp comments, constant encouragement to think broadly, theoretically, and not to fear uncharted grounds were exactly what I needed. Nadav Shelef has been extremely generous with his time, support, advice, and encouragement since my first day in graduate school. I always knew that a couple of hours after I sent him a chapter, there would be a detailed, careful, thoughtful, constructive, and critical (when needed) reaction to it waiting in my inbox. This awareness has made the process of writing a dissertation much less frustrating then it could have been. In the future, if I am able to do for my students even a half of what Nadav has done for me, I will consider myself an excellent teacher and mentor. -
Lessons from the Treblinka Archive: Transnational Collections and Their Implications for Historical Research Chad S.A
Journal of Contemporary Archival Studies Volume 5 Article 14 2018 Lessons from the Treblinka Archive: Transnational Collections and their Implications for Historical Research Chad S.A. Gibbs University of Wisconsin-Madison, [email protected] Follow this and additional works at: https://elischolar.library.yale.edu/jcas Part of the Archival Science Commons, European History Commons, and the Jewish Studies Commons Recommended Citation Gibbs, Chad S.A. (2018) "Lessons from the Treblinka Archive: Transnational Collections and their Implications for Historical Research," Journal of Contemporary Archival Studies: Vol. 5 , Article 14. Available at: https://elischolar.library.yale.edu/jcas/vol5/iss1/14 This Case Study is brought to you for free and open access by EliScholar – A Digital Platform for Scholarly Publishing at Yale. It has been accepted for inclusion in Journal of Contemporary Archival Studies by an authorized editor of EliScholar – A Digital Platform for Scholarly Publishing at Yale. For more information, please contact [email protected]. Lessons from the Treblinka Archive: Transnational Collections and their Implications for Historical Research Cover Page Footnote No one works alone. True to this statement, I owe thanks to many for their assistance in the completion of this work. This article began as a seminar paper in Professor Kathryn Ciancia's course "Transnational Histories of Modern Europe." I thank her and my classmates for many enlightening discussions and the opportunity to challenge my ongoing research in new ways. As always, I thank my advisor at the University of Wisconsin- Madison, Professor Amos Bitzan. His guidance and example are always greatly appreciated. In completing this work, I also had the support of my colleague Brian North and Professors Christopher Simer of the University of Wisconsin-River Falls and Connie Harris of Dickinson State University. -
Treblinka NP Articles.Pdf
Documentary filmmaker Alan Tomlinson’s first reaction to WLRN general manager John LaBonia’s pitch for a film about the Treblinka death camp in Nazi-occupied Poland was muted. “Another film about the Holocaust? It’s kind of been done,” the Miami TV producer/director behind documentary features Nixon’s the One: The ’68 Election (2010), Muhammad Ali: Made in Miami (2008) and Plagues: The Ebola Riddle (2001), said of his initial feeling. “As a filmmaker, what can I add to this? I’m not even Jewish. You’re kind of in tricky territory and it’s a delicate subject.” But LaBonia, eager to continue WLRN’s mission as a storytelling channel rather than one completely reliant on public broadcasting’s national feed, felt he was on to something. Tomlinson’s resulting feature- length movie, Treblinka’s Last Witness, which offers a first-hand account by the last-known living survivor, premieres on WLRN-17 at 8 p.m. Oct. 28. The film will be previewed with a free public screening and discussion at 6 p.m. Tuesday at downtown Miami’s Olympia Theater at Gusman Center. The journey from idea to opening began for the WLRN team in 2010, when LaBonia visited the Florida Holocaust Museum in St. Petersburg. There, he spotted an exhibit that displayed a boxcar from the Treblinka camp, where an estimated 900,000 Jews were slaughtered over a period of 13 months at the height of World War II. Wedged into the floorboards sat a little girl’s gold ring. Did it slip off or was it purposely wedged there for safekeeping by an innocent youngster who figured she’d return to claim the jewelry at a later date? Who knows? But LaBonia was struck by the image and compelled to conduct research. -
Study Guide REFUGE
A Guide for Educators to the Film REFUGE: Stories of the Selfhelp Home Prepared by Dr. Elliot Lefkovitz This publication was generously funded by the Selfhelp Foundation. © 2013 Bensinger Global Media. All rights reserved. 1 Table of Contents Acknowledgements p. i Introduction to the study guide pp. ii-v Horst Abraham’s story Introduction-Kristallnacht pp. 1-8 Sought Learning Objectives and Key Questions pp. 8-9 Learning Activities pp. 9-10 Enrichment Activities Focusing on Kristallnacht pp. 11-18 Enrichment Activities Focusing on the Response of the Outside World pp. 18-24 and the Shanghai Ghetto Horst Abraham’s Timeline pp. 24-32 Maps-German and Austrian Refugees in Shanghai p. 32 Marietta Ryba’s Story Introduction-The Kindertransport pp. 33-39 Sought Learning Objectives and Key Questions p. 39 Learning Activities pp. 39-40 Enrichment Activities Focusing on Sir Nicholas Winton, Other Holocaust pp. 41-46 Rescuers and Rescue Efforts During the Holocaust Marietta Ryba’s Timeline pp. 46-49 Maps-Kindertransport travel routes p. 49 2 Hannah Messinger’s Story Introduction-Theresienstadt pp. 50-58 Sought Learning Objectives and Key Questions pp. 58-59 Learning Activities pp. 59-62 Enrichment Activities Focusing on The Holocaust in Czechoslovakia pp. 62-64 Hannah Messinger’s Timeline pp. 65-68 Maps-The Holocaust in Bohemia and Moravia p. 68 Edith Stern’s Story Introduction-Auschwitz pp. 69-77 Sought Learning Objectives and Key Questions p. 77 Learning Activities pp. 78-80 Enrichment Activities Focusing on Theresienstadt pp. 80-83 Enrichment Activities Focusing on Auschwitz pp. 83-86 Edith Stern’s Timeline pp.