Treblinka: Death Camp to Commemoration Site
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1 KING of CHILDREN Betty Jean Liffton (Biography of Janusz Korczak)
KING OF CHILDREN Betty Jean Liffton (Biography of Janusz Korczak) Who was Janusz Korczak? “The lives of great men are like legends-difficult but beautiful.” Janusz Korczak once wrote, and it was true of his. Yet most Americans have never heard of Korczak, Polish-Jewish children’s writer and educator who is as well known in Europe as Anne Frank. Like her, he died in the Holocaust and left behind a diary; unlike her, he had a chance to escape that fate-a chance he chose not to take. His legend began on August 6, 1942; during the early stages of the Nazi liquidation of the Warsaw Ghetto-though his dedication to destitute children was legendary long before the war. When the Germans ordered his famous orphanage evacuated, Korczak was forced to gather together the two hundred children in his care. He led them with quiet dignity on that final march through the ghetto streets to the train that would take them to “resettlement in the East ” -the Nazi euphemism for the death camp Treblinka. He was to die as Henryk Goldszmit, the name he was born with, but it was by his pseudonym that he would be remembered. It was Janusz Korczak who introduced progressive orphanages designed as just communities into Poland, founded the first national children’s newspaper, trained teachers in what we now call moral education, and worked in juvenile courts defending children’s rights. His books How to Love a Child and The Child’s Right to Respect gave parents and teachers new insights into child psychology. -
The Flag with Fifty-Six Stars a Gift from the Survivors of Mauthausen by Susan Goldman Rubin Illustrated in Full Color by Bill Farnsworth
EDUCATOR’S GUIDE The Flag with Fifty-six Stars A Gift from the Survivors of Mauthausen by Susan Goldman Rubin illustrated in full color by Bill Farnsworth 1 8 ⁄2 x 11 • Reinforced Hardcover ISBN 0-8234-1653-4 • $16.95 40 pages • Ages 6–10 ABOUT THE BOOK On May 6,1945, when members of the 11th Armored Division of the U.S. Army marched into Mauthausen concentration camp, they were presented with an extraordinary gift. A group of prisoners had surreptitiously pieced together a U.S. flag with an extra row of stars. This inspiring account of the liberation of one of the Third Reich’s most infamous camps is a tribute to the humanity and hope preserved by the survivors. ABOUT THE GUIDE This educator’s guide is designed to incorporate The Flag with Fifty-six Stars into an already established curriculum about the Holocaust. It can also be used as a supplemental text to a discussion about concentration camps. Educators may choose to follow the lesson plan exactly, or they may choose to include activities that tie in closely with their planned curriculum. Holiday House www.holidayhouse.com MAUTHAUSEN’S PLACE IN HISTORY 12. When Colonel Richard Seibel arrived in Mauthausen, how did he react? Why did the prisoners give him the Mauthausen was set high on the hills above the Danube flag with fifty-six stars? River, near where Adolf Hitler grew up in Linz, Austria. The area had once been popular with hikers, but was 13. What did the flag with fifty-six stars symbolize to chosen for its granite quarries. -
ISCHE 2014 Book of Abstracts
i Published 2014 by ISCHE. ISSN 2313-1837 These abstracts are set in Baskerville Old Face, designed in 1757 by John Baskerville in Birmingham, UK. A writing master, businessman, printer and type designer, he conducted experiments to improve legibility which also included paper making and ink manufacturing. In 1758, he was appointed printer to Cambridge University Press, and despite his personal Atheism, printed a folio Bible in 1763. His typefaces were greatly admired for their simplicity and refinement by Pierre Simon Fournier, and Giambattista Bodoni. Benjamin Franklin, printer and fellow member of the Royal Society of Arts, took the designs to the US, where they were adopted for most federal Government publishing. Baskerville type was revived in 1917 by Harvard University Press and may nowadays be found in Microsoft Word. ii Contents Welcome p. iii Acknowledgements p. viii Conference theme p. x Keynotes: biographies and abstracts p. xi Early career bursaries p. xiv Brian Simon bursaries p. xv Guide to using abstract book p. xvi Abstracts of papers p. 1 (In alphabetical order of authors) Synopses of panels p. 385 (In order of sessions presented at conference) Name index / list of presenters p. 422 iii Welcome To all delegates at ISCHE 36 – a very warm welcome to London! We are looking forward very much indeed to hosting this great event, exploring the immense theme of education, war and peace. My thanks go first of all to the ISCHE executive committee for supporting this event, to the UK History of Education Society as the national hosts, and to the Institute of Education at the University of London for the use of its extensive facilities for the conference. -
Dr. Miriam Klein Kassenoff Education Consultant Table of Contents
Written by Dr. Miriam Klein Kassenoff Education Consultant Table of Contents Copyright Acknowledgments i Acknowledgments ii Foreword by Dr Michael Berenbaum iii Treblinka’s Last Witness Synopsis v PART I: Historical Perspectives Introduction—The Ashes of Auschwitz Are Everywhere 1 History of the Holocaust—An Overview 2 Time Line 10 Glossary 13 PART II: Getting Started Foreword and Getting Started—Suggestions for the Teacher 15 Historical Overview by How To Use This Study Guide—An Overview 17 Dr. Michael Berenbaum Holocaust Definitions 18 Common Student Questions about the Holocaust 19 Study Guide Editorial Assistant Methodological Considerations 22 Kelly Bowen PART III: General Research and Discussion General Research and Discussion Topics on the Nazi Holocaust 1933-1945 27 PART IV: The Warsaw Ghetto/Poland Warsaw Ghetto/Poland Specific Questions 29 PART V: Treblinka — Viewing the Film Treblinka’s Last Witness Treblinka of History, Treblinka of Memory—Essay by Dr Michael Berenbaum 31 Viewing The Film: Questions for Discussion 34 Poem—Trees In Treblinka by Barbara Wind 39 Poem—Where Are The Children? by Dr Miriam Klein Kassenoff 41 Reflection—Shoes by Dr Anita Meyer Meinbach 41 PART VI: Poland Today Poland Today 43 Museum of the History of Polish Jews 46 PART VII: Sources for Further Study Bibliography 47 Webography 49 Holocaust Educational Program Resources 52 PART VIII: Educational Standards Required Public School Instruction on the History of the Holocaust 53 How to Use This Study Guide and Film to Meet Florida Standards 54 How to Use -
Revisiting Andrzej Wajda's Korczak (1990)
Studia Filmoznawcze 39 Wroc³aw 2018 Marek Haltof Northern Michigan University THE CASUALTY OF JEWISH-POLISH POLEMICS: REVISITING ANDRZEJ WAJDA’S KORCZAK (1990) DOI: 10.19195/0860-116X.39.4 Emblematic of Wajda’s later career is Korczak (1990), one of the most important European pictures about the Holocaust. Steven Spielberg1 More interesting than the issue of Wajda’s alleged an- ti-Semitism is the question of Korczak’s martyrdom. East European Jews have suffered a posthumous violation for their supposed passivity in the face of the Nazi death machine. Why then should Korczak be exalted for leading his lambs to the slaughter? It is, I believe, because the fate of the Orphan’s Home hypostatizes the extremity of the Jewish situation — the innocence of the victims, their utter abandonment, their merciless fate. In the face of annihilation, Janusz Korczak’ tenderness is a terrifying reproach. He is the father who did not exist. J. Hoberman2 1 S. Spielberg, “Mr. Steven Spielberg’s Support Letter for Poland’s Andrzej Wajda,” Dialogue & Universalism 2000, no. 9–10, p. 15. 2 J. Hoberman, “Korczak,” Village Voice 1991, no. 6, p. 55. Studia Filmoznawcze, 39, 2018 © for this edition by CNS SF 39.indb 53 2018-07-04 15:37:47 54 | Marek Haltof Andrzej Wajda produced a number of films dealing with the Holocaust and Polish-Jewish relationships.3 His often proclaimed ambition had been to reconcile Poles and Jews.4 The scriptwriter of Korczak, Agnieszka Holland, explained that this was Wajda’s “obsession, the guilt.”5 Given the above, it should come as no surprise that he chose the story of Korczak as his first film after the 1989 return of democracy in Poland. -
Holocaust Glossary
Holocaust Glossary A ● Allies: 26 nations led by Great Britain, the United States, and the Soviet Union that opposed Germany, Italy, and Japan (known as the Axis powers) in World War II. ● Antisemitism: Hostility toward or hatred of Jews as a religious or ethnic group, often accompanied by social, economic, or political discrimination. (USHMM) ● Appellplatz: German word for the roll call square where prisoners were forced to assemble. (USHMM) ● Arbeit Macht Frei: “Work makes you free” is emblazoned on the gates at Auschwitz and was intended to deceive prisoners about the camp’s function (Holocaust Museum Houston) ● Aryan: Term used in Nazi Germany to refer to non-Jewish and non-Gypsy Caucasians. Northern Europeans with especially “Nordic” features such as blonde hair and blue eyes were considered by so-called race scientists to be the most superior of Aryans, members of a “master race.” (USHMM) ● Auschwitz: The largest Nazi concentration camp/death camp complex, located 37 miles west of Krakow, Poland. The Auschwitz main camp (Auschwitz I) was established in 1940. In 1942, a killing center was established at Auschwitz-Birkenau (Auschwitz II). In 1941, Auschwitz-Monowitz (Auschwitz III) was established as a forced-labor camp. More than 100 subcamps and labor detachments were administratively connected to Auschwitz III. (USHMM) Pictured right: Auschwitz I. B ● Babi Yar: A ravine near Kiev where almost 34,000 Jews were killed by German soldiers in two days in September 1941 (Holocaust Museum Houston) ● Barrack: The building in which camp prisoners lived. The material, size, and conditions of the structures varied from camp to camp. -
Jerusalemhem Volume 91, February 2020
Yad VaJerusalemhem Volume 91, February 2020 “Remembering the Holocaust, Fighting Antisemitism” The Fifth World Holocaust Forum at Yad Vashem (pp. 2-7) Yad VaJerusalemhem Volume 91, Adar 5781, February 2020 “Remembering the Holocaust, Published by: Fighting Antisemitism” ■ Contents Chairman of the Council: Rabbi Israel Meir Lau International Holocaust Remembrance Day ■ 2-12 Chancellor of the Council: Dr. Moshe Kantor “Remembering the Holocaust, Vice Chairman of the Council: Dr. Yitzhak Arad Fighting Antisemitism” ■ 2-7 Chairman of the Directorate: Avner Shalev The Fifth World Holocaust Forum at Yad Vashem Director General: Dorit Novak Tackling Antisemitism Through Holocaust Head of the International Institute for Holocaust ■ 8-9 Research and Incumbent, John Najmann Chair Education for Holocaust Studies: Prof. Dan Michman Survivors: Chief Historian: Prof. Dina Porat Faces of Life After the Holocaust ■ 10-11 Academic Advisor: Joining with Facebook to Remember Prof. Yehuda Bauer Holocaust Victims ■ 12 Members of the Yad Vashem Directorate: ■ 13 Shmuel Aboav, Yossi Ahimeir, Daniel Atar, Treasures from the Collections Dr. David Breakstone, Abraham Duvdevani, Love Letter from Auschwitz ■ 14-15 Erez Eshel, Prof. Boleslaw (Bolek) Goldman, Moshe Ha-Elion, Adv. Shlomit Kasirer, Education ■ 16-17 Yehiel Leket, Adv. Tamar Peled Amir, Graduate Spotlight ■ 16-17 Avner Shalev, Baruch Shub, Dalit Stauber, Dr. Zehava Tanne, Dr. Laurence Weinbaum, Tamara Vershitskaya, Belarus Adv. Shoshana Weinshall, Dudi Zilbershlag New Online Course: Chosen Issues in Holocaust History ■ 17 THE MAGAZINE Online Exhibition: Editor-in-Chief: Iris Rosenberg Children in the Holocaust ■ 18-19 Managing Editor: Leah Goldstein Editorial Board: Research ■ 20-23 Simmy Allen The Holocaust in the Soviet Union Tal Ben-Ezra ■ 20-21 Deborah Berman in Real Time Marisa Fine International Book Prize Winners 2019 ■ 21 Dana Porath Lilach Tamir-Itach Yad Vashem Studies: The Cutting Edge of Dana Weiler-Polak Holocaust Research ■ 22-23 ■ Susan Weisberg At the invitation of the President of the Fellows Corner: Dr. -
Spring Newsletter.Pages
THE JANUSZ KORCZAK ASSOCIATION OF THE USA NEWSLETTER APRIL/MAY 2014 ! Janusz Korczak - Educational Moments Who We Are: reported by Mariola Strahlberg and Lauren Alleva. The Janusz Korczak Association of the USA founded by Mariola Strahlberg of Shining Mountain, is a member of the During March and April of 2014, ! International Korczak Association (IKA), Finkelstein Library in Spring Valley, NY The library staff was wonderful, adding whose roots date back to the Polish has hosted our exhibit entitled “Janusz to our exhibit by creating a cart of books Korczak Committee, founded in 1947. Dr. Korczak – Educational Moments”. related to Korczak and his orphaned Korczak, a pediatrician, children’s author, Besides 14 posters displayed on three children. We came up with an art project educator and humanitarian, was well- walls of a large conference room, we for the Remembrance Day based on a known in Poland and Europe for his added few of the original Hebrew posters famous Holocaust poem, The Butterfly, innovative work at his Orphans’ Home and one poster from 2013 Korczakowo. by Pavel Friedman and the staff of the and Our Home in Warsaw. Dr. Korczak, ! children’s department helped bring it to his assistant Stefania Wilczynska, and fruition. They set up several tables with approximately 196 children and nine staff paints and beautiful flowers and leaves members were taken to the Treblinka which children used to paint the death camp on August 5-6, 1942, and butterflies for the celebration. They even disappeared into its bowels, never to be used the project for one of their children’s seen again. -
Hannah Arendt Und Die Frankfurter Schule
Einsicht 03 Bulletin des Fritz Bauer Instituts Hannah Arendt Fritz Bauer Institut und die Frankfurter Schule Geschichte und MMitit BeiträgenBeiträgen vonvon LLilianeiliane WWeissberg,eissberg, Wirkung des Holocaust MMonikaonika BBolloll uundnd Ann-KathrinAnn-Kathrin PollmannPollmann Editorial haben wir uns in einer Ringvorlesung den zentralen Exponenten die- ser Auseinandersetzung zugewandt: Peter Szondi, Karl Löwith, Jacob Taubes, Ernst Bloch und anderen. Unsere Gastprofessorin, Prof. Dr. Liliane Weissberg, hat in einem Seminar Hannah Arendts umstrittene These von der »Banalität des Bösen« neu beleuchtet, während das Jüdische Museum sich mit den Rückkehrern der »Frankfurter Schu- le« (Horkheimer, Adorno, Pollock u.a.) beschäftigte. Im Rahmen ei- ner internationalen Tagung führte Liliane Weissberg die beiden The- men »Hannah Arendt« und »Frankfurter Schule« zusammen. Zwei der dort gehaltenen Vorträge drucken wir in diesem Heft ab. Sie werden ergänzt durch einen Artikel zu Günther Anders, dessen Überlegungen zu »Auschwitz« und »Hiroshima« einen deutlich anderen Denkansatz in dieser deutsch-jüdischen Nachkriegsgeschichte darstellen. Liebe Leserinnen und Leser, Die vom Fritz Bauer Institut gemeinsam mit dem Jüdischen Mu- seum Frankfurt, dem Deutschen Filminstitut – DIF und CineGraph die Herbstausgabe unseres Bulletins, – Hamburgisches Centrum für Filmforschung e.V. organisierte Jah- Einsicht 02, war dem Prozess gegen John restagung der Arbeitsgruppe »Cinematographie des Holocaust« fand Demjanjuk gewidmet. Die Gerichts- dieses Jahr im Jüdischen Museum statt und hatte Benjamin Murmel- verhandlung in München hat erst nach stein (1905–1989) zum Thema. Der Rabbiner, Althistoriker, Gelehr- dem Erscheinen unseres Heftes begon- te und umstrittene letzte »Judenälteste« von Theresienstadt gewährte nen, sodass wir uns darin vor allem auf Claude Lanzmann 1975 in Rom – zur Vorbereitung seines Shoah- die Vorgänge, die zum Schwurgerichts- Films – ein 11-stündiges Interview. -
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. -
Intimacy Imprisoned: Intimate Human Relations in The
INTIMACY IMPRISONED: INTIMATE HUMAN RELATIONS IN THE HOLOCAUST CAMPS In fulfillment of EUH 6990 Dr. Daniel E. Miller 1 December 2000 Donna R. Fluharty 2 Each person surviving the Holocaust has their own personal narrative. A great number of these narratives have been written; many have been published. It is important for personal accounts to be told by each survivor, as each narrative brings a different perspective to the combined history. Knowing this, I dedicate my research to the narratives I was unable to read, whether they were simply unavailable or, unfortunately, unwritten. More importantly, this research is dedicated to those whose stories will never be told. 3 In his book Man’s Search for Meaning, Viktor Frankl states that a human being is able to withstand any condition if there is sufficient meaning to his existence, a theme which permeates the entire work. 1 For a significant number of people, the right to this search for meaning was denied by a Holocaust which took the lives of an undetermined number of European Jews, war criminals, homosexuals, Gypsies, children, and mentally or physically handicapped persons. This denial of humanness was an essential component of Adolph Hitler’s plan to elevate the Aryan nation and rid the world of undesirables. In spite of laws which dictated human associations, through the triumph of the human spirit, certain prisoners of the Nazi ghettos, labor camps, and death camps were able to survive. Many of these survivors have graced the academic and public world with a written account of their experiences as prisoners of the Nazis. -
Eu Sou O Último Judeu
Chil Rajchman Eu sou o último judeu Treblinka (1942-1943) Prefácio Annette Wieviorka Diretora de Pesquisas do Centre National de la Recherche Scientifique Tradução André Telles A todos a quem não foi possível contar. Andrés, Daniel, José Rajchman. “Mesmo quando terrível, o escritor deve dizer a verdade, e o leitor, conhecê-la. Esquivar-se, fechar os olhos, passar adiante é insultar a memória dos que pereceram.” VASSILI GROSSMAN “Terminara a época em que os dias se sucediam vivos, preciosos, únicos: o futuro erguia-se à nossa frente, cinza e sem contornos, como uma invencível barreira. Para nós, a história tinha parado.” PRIMO LEVI Mapa da Polônia em 1943 Sumário Prefácio, por Annette Wieviorka 1. Em vagões chumbados rumo a um destino desconhecido 2. Entramos num bosque. Uma imagem da morte. Os homens à direita, as mulheres à esquerda! 3. Descrição do campo 4. Viro tonsurador 5. A primeira noite no galpão. Moyshe Etinger conta que sobreviveu e que não se perdoa por isso. Outros fazem a prece do fim do dia e recitam o kaddish 6. Trabalho como tonsurador. O vestido da minha irmã. A última vontade de uma velha senhora. As gargalhadas de uma adolescente. Cantamos 7. Novos comboios. O shema-Israel nas câmaras de gás. Nossa primeira decisão de fugir. Meus últimos dias no campo nº 1 8. Treblinka – campo nº 2. Viro carregador de cadáveres. Arrancamos os dentes de ouro da boca dos mortos. A técnica de carregar cadáveres 9. O companheiro Yankel me escolhe como parceiro. Sonho com minha mãe morta. O corredor dos judeus enforcados 10.