Simon Wiesenthal Center Courage to Remember: the Holocaust, 1933-1945 Posters MS.M.022
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Learn More About the MOTJ (PDF)
MUSEUM OF TOLERANCE JERUSALEMO A SIMON TWIESENTHAL CENTERJ MUSEUM BECOME A PARTNER IN CREATION For 2,000 years, the Jewish people have yearned to return to their Promised Land. Wherever they were, they always faced East in their prayers, never giving up hope that one day they or their progeny would return. They were proud to drink wine or have a charity box in their home from the Land of Israel. In May of 1948, their collective dreams were finally realized when David Ben-Gurion announced to the world the creation of the State of Israel. At this historic moment, 71 years later, the Simon Wiesenthal Center is in the final stages of building its Museum of Tolerance Jerusalem – MOTJ – in the heart of the city center. The MOTJ is within walking distance to the Old City and the Western Wall. It is a few blocks from the King David and Waldorf Astoria hotels, two blocks from Ben Yehuda Street, around the corner from the Mamilla shopping mall and in close proximity to the American Embassy, the Knesset, Supreme Court, and the Prime Minister and President’s residences. World leaders and dignitaries who come to Jerusalem will visit the Museum of Tolerance Jerusalem for years to come. Rabbi Marvin Hier To accomplish our goal, we are looking to partner with philanthropists and visionaries from the United States and around the world who will support this once-in-a-lifetime project. Donors to the Museum of Tolerance Jerusalem will have the additional privilege of linking their name in perpetuity in the center of Jerusalem, the eternal capital of the Jewish people. -
Eichmann and the Grand Mufti
Jewish Political Studies Review Review Article 22(Spring 2010)1-2 Updated Webversion 5-2010 Nazis on the Run Tripartite Networks in Europe, the Middle East and America Gerald Steinacher, a historian from the West Austrian town of Innsbruck, is known for his solid re- search on the federal state of Tyrol under the Third Reich. His new book reconstructs how Nazis fled from Europe via Italy to South America after the end of World War II. The author also claims that his research proves that stories about a secret organization of former SS members are nothing more than a myth. According to this thesis, ODESSA, the Organisation Der Ehemaligen SS Angehörigen (Organi- zation of Former SS Members), did not exist. Before dealing with this finding in the context of the Middle East, an overview of the book is in order. Steinacher first discusses the southern escape route via Rome to Genoa and other Italian towns. He then explores the mechanism of obtaining a new identity through Red Cross papers, and details how Vatican circles provided assistance. The reader learns all about the “Rat Run” from Germany through Italy and finally to the safe haven of Argentina. Italy, Steinacher notes, was Europe’s backyard. But it was also, like Spain and Portugal, the Middle East’s front yard. Weltecho, Simon Wiesenthal 1947, 63 1946: On the hunt for Eichmann and the Grand Mufti Three major organizations helped the Nazis escape from Europe. The Catholic Church believed this ef- fort would contribute to the “re-Christianization” of Europe and feared the threat to Europe of paga- nism and communism. -
Verschucr, Helmut Von. 13, 77-78 Verschtter, Omar Freiherr Von, 11
3 6 4 Index Verschucr, Helmut von. 13, 77-78 Wiesenthal, Simon (cont.): Verschtter, Omar Freiherr von, 11-13, 214, 219. 245-247, 248, 251-252, 14, 17-18, 33, 34, 39, 41, 59, 60, 69, 256, 294, 298, 299, 304. 306, 317- 77-78 318, 320n, 321 Vessey Camben, Juan, 171 Wiesenthal Center; 84, 208, 209, 306, "Vieland," 68-70, 74, 75, 76, 78. 80 308, 319 Viera de C23(1), Maria, 320, 321 Wirths, Eduard, 24, 25-26, 78 Vilka Carranza, Juan, 247-248 Wladeger, Anton and F.deltraud, 162n Wellman, Henrique, 301 Wagner, Gustav, 315 World in Action (11r), special program on Wagner, Richard. 13 Mengele, 202-203 War Crimes Branch, Civil Affairs Division, World Health Organization, 122 Washington, 82, 85 World Jewish Congress, 126-127 Ware, John, xviii, 202-203, 296 "Worthless life" concept, 1ln, 45, 80 Warren Commission. 302-303 Washington Times, 308 "Xavier," 88 Welt, Die. 317 West German Prosecutor's Of6ce, 24 Ynsfran, Edgar. 129, 149, 159, 180, 194, White, Peter, 296, 297-298 195-196, 197, 201 Wiedwald, Erich Karl, 216-217 Wiesenthal, Simon, 23n, 136n, 161, 169- Zamir, Zvi, 246 170, 193, 199, 206-210, 212, 213- Zinn, August, 136 ISBN 0-07-050598-5 >$18.95 (continued from front flap) if[11cow STORY► • Proof that Mengele was captured and held for two months under his own name by the U.S. Army. Gerald L. Posner and • Substantial evidence that West Ger- John Ware many and Israel could have captured Mengele on two separate occasions and failed to do so. This is the definitive life story of Dr. -
Essential Vocabulary and Concepts
SUBJECT ENGLISH/LANGUAGE ARTS GRADE LEVEL 7-12 TYPE PRE-VISIT/POST-VISIT PRIMARY THEME THE POWER OF WORDS AND IMAGES TITLE ESSENTIAL VOCABULARY AND CONCEPTS LESSONS AND ACTIVITIES ESSENTIAL VOCABULARY AND CONCEPTS (See Vocabulary List, Resources A and B) OBJECTIVE: Students preview, clarify and understand essential vocabulary words and concepts related to prejudice, racism and injustice. (California Content Standards for English-Language Arts, Grades 7-12, Reading Standard 1.0) ACTIVITY: Students complete a worksheet to learn essential vocabulary words and concepts related to their Museum visit. Teachers may create a grade-appropriate worksheet from the Vocabulary List found in this guide or use/expand the provided worksheets. Resource A - Let students switch papers so they can compare their answers and the reasons for their choices. After they have discussed their choices, provide students with the vocabulary definitions in this guide. Encourage students to share the reasons behind the choices they made. Resource B - The teacher should conclude the activity with a class discussion in which the teacher explains the reasons why certain words fit the scenarios. Expect heated discussion about the distinctions between vocabulary words. The teacher should try to draw distinctions from the students and refrain from too much ‘teacher talk.’ Being fully accurate at this time is not the point of the exercise. It is meant to cause a discussion about the words and stir interest before the students receive the definitions. PRODUCT/APPLICATION: Students correctly use and apply new words and concepts from the Vocabulary List. Students discuss answers/reasons to broaden their understanding of words and concepts and to share multiple perspectives and points of view about terms and concepts. -
209E7a36e95cfc54395aebf73c1
\\server05\productn\G\GHS\5-1\GHS103.txt unknown Seq: 1 17-MAY-07 7:54 Where Do Universal Human Rights Begin? The following talk was given by George Critchlow on April 25, 2006 at Temple Beth Shalom in Spokane, Washington in honor of Yom Hashoah, the annual remembrance of the Holocaust. Critchlow, an associate pro- fessor at Gonzaga University School of Law and a founder and former director of the Gonzaga Institute for Action Against Hate, was selected by the congregation to represent the “righteous gentile.” Professor Critchlow would like to acknowledge the helpful ideas and background information presented at the Amnesty International USA Lawyers’ Conference at the University of Washington School of Law on February 17-18, 2006. In particular, he was inspired by John Shattuck’s presentation titled “The Legacy of Nuremberg: Confronting Genocide and Terrorism Through the Rule of Law.” I have enormous respect for Temple Beth Shalom, what it stands for, its congregation, and those individuals whom I have come to know and count as friends. I am deeply honored and privileged to be invited to speak to you on this Day of Remembrance–especially in light of the occasion to recognize the 60 years that have now passed since the establishment of a new rule of law and accountability regarding war crimes and crimes against humanity at the Nuremberg Military Tribunal in 1946. I have a poster hanging in my office that frequently catches my eye and reminds me to connect my heart with my head. It is a picture of a small child of uncertain ethnicity, running happily, arms out, into the smiling face and open arms of his mother. -
When Victims Rule
1 24 JEWISH INFLUENCE IN THE MASS MEDIA, Part II In 1985 Laurence Tisch, Chairman of the Board of New York University, former President of the Greater New York United Jewish Appeal, an active supporter of Israel, and a man of many other roles, started buying stock in the CBStelevision network through his company, the Loews Corporation. The Tisch family, worth an estimated 4 billion dollars, has major interests in hotels, an insurance company, Bulova, movie theatres, and Loliards, the nation's fourth largest tobacco company (Kent, Newport, True cigarettes). Brother Andrew Tisch has served as a Vice-President for the UJA-Federation, and as a member of the United Jewish Appeal national youth leadership cabinet, the American Jewish Committee, and the American Israel Political Action Committee, among other Jewish organizations. By September of 1986 Tisch's company owned 25% of the stock of CBS and he became the company's president. And Tisch -- now the most powerful man at CBS -- had strong feelings about television, Jews, and Israel. The CBS news department began to live in fear of being compromised by their boss -- overtly, or, more likely, by intimidation towards self-censorship -- concerning these issues. "There have been rumors in New York for years," says J. J. Goldberg, "that Tisch took over CBS in 1986 at least partly out of a desire to do something about media bias against Israel." [GOLDBERG, p. 297] The powerful President of a major American television network dare not publicize his own active bias in favor of another country, of course. That would look bad, going against the grain of the democratic traditions, free speech, and a presumed "fair" mass media. -
Promising Practices Against Hate Crimes: Five State and Local Demonstration Projects
1-Promising Practice monog. 6/29/00 10:15 AM Page cov1 U.S. Department of Justice Office of Justice Programs Bureau of Justice Assistance PROMISING PRACTICES AGAINST HATE CRIMES FIVE STATE AND LOCAL DEMONSTRATION PROJECTS Monograph H ATE C RIMES S ERIES #2 1-Promising Practice monog. 6/29/00 10:15 AM Page cov2 U.S. Department of Justice Office of Justice Programs 810 Seventh Street NW. Washington, DC 20531 Janet Reno Attorney General Daniel Marcus Acting Associate Attorney General Mary Lou Leary Acting Assistant Attorney General Nancy E. Gist Director, Bureau of Justice Assistance Office of Justice Programs World Wide Web Home Page www.ojp.usdoj.gov Bureau of Justice Assistance World Wide Web Home Page www.ojp.usdoj.gov/BJA For grant and funding information contact U.S. Department of Justice Response Center 1–800–421–6770 This project was supported by Cooperative Agreement No. 95–DD–BX–K001, awarded by the Bureau of Justice Assistance,Office of Justice Programs, U.S. Department of Justice to Community Research Associates,Inc. This document was prepared by the Center for the Study and Prevention of Hate Violence, University of Southern Maine, under contract with Community Research Associates,Inc. The opinions, findings, and conclusions or recom- mendations expressed in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. The Bureau of Justice Assistance is a component of the Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, and the Office for Victims of Crime. -
Lessons and Activities
SUBJECT GENERAL GRADE LEVEL 7-12 TYPE PRE-VISIT PRIMARY THEME THE POWER OF WORDS AND IMAGES TITLE WHAT DO I KNOW ALREADY? WHAT CAN I PREDICT? LESSONS AND ACTIVITIES WHAT DO I KNOW ALREADY? WHAT CAN I PREDICT? (See Resources A and B) OBJECTIVE: Students use multiple media sources to collect and create words and images related to their upcoming visit to the Museum of Tolerance. ACTIVITY: Provide each student with a folder to serve as a portfolio of each student’s Museum experience. Ask students to staple the ends of the folders shut so that material can be kept in this folder. As students find material that relates to their experience, they will put it in the folder. Folder material may be used to support follow-up lessons, such as those suggested in this guide. Ask students to create on one side of the folder a symbol, drawing or image that they imagine will represent their trip to the Museum and/or the ideas, topics or issues they will encounter (prediction activity). Students can use pictures cut out of magazines, artwork they create, or material found on the Web or any other appropriate source. After the trip to the Museum, students will use the other side of the folder to symbolically represent what the Museum visit meant to them. Any journals created during and after the Museum visit can be saved in the portfolio for use later to support rough and final drafts of compositions. A companion or stand alone activity to the above asks students to think about specific images related to their Museum visit. -
H. Con. Res. 248
III 109TH CONGRESS 1ST SESSION H. CON. RES. 248 IN THE SENATE OF THE UNITED STATES OCTOBER 17, 2005 Received and referred to the Committee on Foreign Relations CONCURRENT RESOLUTION Honoring the life and work of Simon Wiesenthal and re- affirming the commitment of Congress to the fight against anti-Semitism and intolerance in all forms, in all forums, and in all nations. Whereas Simon Wiesenthal, who was known as the ‘‘con- science of the Holocaust’’, was born on December 31, 1908, in Buczacz, Austria-Hungary, and died in Vienna, Austria, on September 20, 2005, and he dedicated the last 60 years of his life to the pursuit of justice for the victims of the Holocaust; 2 Whereas, during World War II, Simon Wiesenthal worked with the Polish underground and was interned in 12 dif- ferent concentration camps until his liberation by the United States Army in 1945 from the Mauthausen camp; Whereas, after the war, Simon Wiesenthal worked for the War Crimes Section of the United States Army gathering documentation to be used in prosecuting the Nuremberg trials; Whereas Simon Wiesenthal’s investigative work and expan- sive research was instrumental in the capture and convic- tion of more than 1,000 Nazi war criminals, including Adolf Eichmann, the architect of the Nazi plan to annihi- late European Jewry, and Karl Silberbauer, the Gestapo officer responsible for the arrest and deportation of Anne Frank; Whereas numerous honors and awards were bestowed upon Simon Wiesenthal, including the Congressional Gold Medal, honorary British Knighthood, the -
Special Motivation - the Motivation and Actions of the Einsatzgruppen by Walter S
Special Motivation - The Motivation and Actions of the Einsatzgruppen by Walter S. Zapotoczny "...Then, stark naked, they had to run down more steps to an underground corridor that Led back up the ramp, where the gas van awaited them." Franz Schalling Einsatzgruppen policeman Like every historical event, the Holocaust evokes certain specific images. When mentioning the Holocaust, most people think of the concentration camps. They immediately envision emaciated victims in dirty striped uniforms staring incomprehensibly at their liberators or piles of corpses, too numerous to bury individually, bulldozed into mass graves. While those are accurate images, they are merely the product of the systematization of the genocide committed by the Third Reich. The reality of that genocide began not in the camps or in the gas chambers but with four small groups of murderers known as the Einsatzgruppen. Formed by Heinrich Himmler, Reichsfuhrer-SS, and Reinhard Heydrich, head of the Reich Security Main Office (RSHA), they operated in the territories captured by the German armies with the cooperation of German army units (Wehrmacht ) and local militias. By the spring of 1943, when the Germans began their retreat from Soviet territory, the Einsatzgruppen had murdered 1.25 million Jews and hundreds of thousands of Polish, Lithuanian, Latvian, Estonian and Soviet nationals, including prisoners of war. The Einsatzgruppen massacres preceded the invention of the death camps and significantly influenced their development. The Einsatzgruppen story offers insight into a fundamental Holocaust question of what made it possible for men, some of them ordinary men, to kill so many people so ruthlessly. The members of the Einsatzgruppen had developed a special motivation to kill. -
May 2014 Receive One Voice Via Email, Please Email Pg 2 Human Sex Trafficking Pg 4 YWCA Greater Los Angeles [email protected]
one greater los angeles Working together for peace, justice, freedom, equality and dignity. YWCA Greater Los Angeles Convenes Welcome to Groundbreaking Symposium Aimed at Combating Domestic Sex Trafficking ONE VOICE, California Attorney General Kamala D. Harris, Congresswoman Karen Bass ONE MOVEMENT, and Los Angeles District Attorney Jackie Lacey Key Speakers at Museum of ONE VISION. Tolerance Event On April 25th, YWCA Greater Los Angeles, in partnership with Southern and Northern California Legislators, Community Service Providers, Corporations and Survivors hosted a groundbreaking Symposium to explore next steps in combating Domestic Human Sex Trafficking. The symposium was an astounding success thanks to partners and friends who joined in the effort. The event took place in the Peltz Theater at the Museum of Tolerance and featured expert panel discussions addressing: • The Challenges We Face in Combating Domestic Sex Trafficking of Children in California • Los Angeles, San Diego and Bay Area Domestic Sex Trafficking Prevention Intervention Models and Best Practices • Building Multi-System Capacity to Respond to Sex Trafficking These efforts provided the platform for the discussion and proposal of innovative solutions to eradicate the crime of sex trafficking and rescuing vulnerable women and YWCA Greater Los Angeles expert children from its terrible grasp. panelists and speakers included “For too long, many have been silent on this issue that is greatly affecting California Attorney General Kamala D. communities across our state. The time is now for all of us to join together to plot Harris, Congresswoman Karen Bass, out real solutions aimed at ending this abhorrent crime,” said Faye Washington, Los Angeles District Attorney Jackie YWCA Greater Los Angeles President and CEO. -
Holocaust Education Teacher Resources Why Teach The
Holocaust Education Teacher Resources Compiled by Sasha Wittes, Holocaust Education Facilitator For Ilana Krygier Lapides, Director, Holocaust & Human Rights Education Calgary Jewish Federation Why Teach The Holocaust? The Holocaust illustrates how silence and indifference to the suffering of others, can unintentionally, serve to perpetuate the problem. It is an unparalleled event in history that brings to the forefront the horrors of racism, prejudice, and anti-Semitism, as well as the capacity for human evil. The Canadian education system should aim to be: democratic, non-repressive, humanistic and non-discriminating. It should promote tolerance and offer bridges for understanding of the other for reducing alienation and for accommodating differences. Democratic education is the backbone of a democratic society, one that fosters the underpinning values of respect, morality, and citizenship. Through understanding of the events, education surrounding the Holocaust has the ability to broaden students understanding of stereotyping and scapegoating, ensuring they become aware of some of the political, social, and economic antecedents of racism and provide a potent illustration of both the bystander effect, and the dangers posed by an unthinking conformity to social norms and group peer pressure. The study of the Holocaust coupled with Canada’s struggle with its own problems and challenges related to anti-Semitism, racism, and xenophobia will shed light on the issues facing our society. What was The Holocaust? History’s most extreme example of anti- Semitism, the Holocaust, was the systematic state sponsored, bureaucratic, persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933-1945. The term “Holocaust” is originally of Greek origin, meaning ‘sacrifice by fire’ (www.ushmm.org).