The Effects of the Holocaust: Psychiatric, Behavioral, and Survivor Perspectives
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Germans As Victims Remembering the Past in Contemporary Germany 1St Edition Ebook
GERMANS AS VICTIMS REMEMBERING THE PAST IN CONTEMPORARY GERMANY 1ST EDITION PDF, EPUB, EBOOK Bill Niven | 9781403990433 | | | | | Germans as Victims Remembering the Past in Contemporary Germany 1st edition PDF Book Canadian soldiers display a Nazi flag removed from a building in Xanten, Germany as the Second World War was coming to an end in Help Learn to edit Community portal Recent changes Upload file. Retrieved 10 December Germans at Fort Bliss and all over the world remembered fallen soldiers and victims of war, tyranny, oppression and terrorism during the German National Day of Mourning, or Volkstrauertag. In , German news magazine Der Spiegel reported that German historian Miriam Gebhardt "believes that members of the US military raped as many as , German women by the time West Germany regained sovereignty in , with most of the assaults taking place in the months immediately following the US invasion of Nazi Germany. How had the shadow of Hitler been overcome? To remember those who were lost, here are some quotes about the Holocaust, from victims, survivors and observers of the horrors. Books by Bill Niven. He spent several years in concentration camps during the Holocaust. She basically said, 'I'm not here to give tips to the Japanese and others. Canada - Alberta , Manitoba , and Nova Scotia. Longden mentions that some rapes were carried out by soldiers either suffering from post traumatic stress or drunk, but that these were not considered as serious as the less common premeditated crimes. New York: Farrar, Straus and Giroux, In Berlin, there are countless physical reminders such as words engraved in cobblestones that mark the arrests of Jews or where families lived before they were pushed out by the Third Reich. -
'However Sick a Joke…': on Comedy, the Representation
10 ‘However sick a joke…’: on comedy, the representation of suffering, Rainer Werner Fassbinder’s Melodrama and Volker Koepp’s Melancholy Stephanie Bird Primo Levi invokes the notion of a joke when he first arrives in Auschwitz. The prisoners, who have had nothing to drink for four days, are put into a room with a tap and a card that forbids drinking the water because it is dirty: ‘Nonsense. It seems obvious that the card is a joke, “they” know that we are dying of thirst and they put us in a room, and there is a tap, and Wassertrinken Verboten’.1 In Levi’s example, the relationship of mocked and mocker is clear, as is the moral evaluation that condemns those that would ridicule and taunt the prisoners. Yet in Imre Kertész’s novel Fateless, the moral clarity offered by Levi is obscured is absent from Kertész’s reference to the notion of a joke. In it, the 14 year-old boy, György Köves, describes how the procedure he and his fellow passengers must undergo from arrival in Birkenau to either the gas chambers or showers elicits in him a ‘sense of certain jokes, a kind of student prank’.2 Despite feeling increasingly queasy, for he is aware of the outcome of the procedure, György nevertheless has the impression of a stunt: gentlemen in imposing suits, smoking cigars who must have come up with a string of ideas, first of the gas, then of the bathhouse, next the soap, the flower beds, ‘and so on’ (Fateless, 111), jumping up and slapping palms when they conjured up a good one. -
Roma and Sinti Under-Studied Victims of Nazism
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Roma and Sinti Under-Studied Victims of Nazism Symposium Proceedings W A S H I N G T O N , D. C. Roma and Sinti Under-Studied Victims of Nazism Symposium Proceedings CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2002 The assertions, opinions, and conclusions in this occasional paper are those of the authors. They do not necessarily reflect those of the United States Holocaust Memorial Council or of the United States Holocaust Memorial Museum. Third printing, July 2004 Copyright © 2002 by Ian Hancock, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Michael Zimmermann, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Guenter Lewy, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Mark Biondich, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Denis Peschanski, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Viorel Achim, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by David M. Crowe, assigned to the United States Holocaust Memorial Museum Contents Foreword .....................................................................................................................................i Paul A. Shapiro and Robert M. Ehrenreich Romani Americans (“Gypsies”).......................................................................................................1 Ian -
A Comparative Investigation of Survivor Guilt Among Vietnam Veteran Medical Personnel
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1991 A Comparative Investigation of Survivor Guilt Among Vietnam Veteran Medical Personnel Maurice E. Kaufman Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Kaufman, Maurice E., "A Comparative Investigation of Survivor Guilt Among Vietnam Veteran Medical Personnel" (1991). Dissertations. 3177. https://ecommons.luc.edu/luc_diss/3177 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1991 Maurice E. Kaufman I\ L-U.M.Pl\RAliVE lNVESTlGATIUN OF SURVlVUH GUILT AM.UNG VIETNAM VEfEHAN MEDICAL PERSONNEL by .Maur·lce E. Kautrw:ln A Vls1:;er· tn ti on 0u bmi t ted to the faculty of the Gt adua te ;ic hcml nf Edu cat; ton o.t Loyola lJni ver-s l Ly of Lhi cago J.n Par·tlal Fulf:lil1oe11t ot the RequirP.ruents •• tor toe IJPp;n:>e oJ IJoctrw o1 Educa.ticm May l 9'J l ACKNOWLEDGMENTS I would like to thank Dr. Manuel Silverman tor giving me the opportunity and independence to pursue various ideas, and for valuable discussions throughout my graduate studies. I am obliged to recognize Dr. Ronald Morgan and Dr. Terry Williams for their useful discussions along with their contributions to this project, without which it would not have been completed. -
Knowledge Organiser: Year 9 Nazi Germany and the Holocaust Nazi Germany and the Holocaust
Knowledge Organiser: Year 9 Nazi Germany and the Holocaust Key information Key information Key events 1919- The Treaty of Versailles Imprisonment 1925- Hitler writes Mein -At the end of WW1 the allies impose a harsh peace treaty on the -Increasing number of Jews sent to prison camps called concentration Kampf outlining his racist & Germans. They lose land, money and must take the blame for starting camps. Conditions in the camps are terrible, many die. anti-Jewish ideas. the war. -As the Nazis conquer new land they begin to form prisons inside 1933- Hitler becomes -Adolf Hitler, the leader of the Nazi party blames enemies inside captured cities such as Warsaw. chancellor of Germany. Germany for losing the war. -Huge areas of a city or bricked off and turned into a prison that Jews 1933-First concentration -This group included Jews, Gypsies, Homosexuals, and Communists etc. from across occupied territory can be sent to. camps established to -He wanted to make Germany great by removing those he thought of as imprison enemies of the impure leaving only pure German people left. The Warsaw Ghetto: Nazis + others. -Pure Germans= Aryan or Ubermenschen -Ghettos had to set up a ‘Judenrat’, a Jewish council that would be 1935-Nuremburg laws are -Impure= Untermenschen responsible for enforcing German orders. The largest ghetto was in passed. -After taking power in 1933 the Nazis began changing words into Warsaw. It was completed in Nov 1940. The ghetto had 3 metres high 1938- Kristallnacht, German actions. wall with barbed wire. March 1941 – 445,000 inhabitants – a third of Jews + their business/homes Persecution the city’s etc attacked. -
Jewish Survivors of the Holocaust Residing in the United States
Jewish Survivors of the Holocaust Residing in the United States Estimates & Projections: 2010 - 2030 Ron Miller, Ph. D. Associate Director Berman Institute-North American Jewish Data Bank Pearl Beck, Ph.D. Director, Evaluation Ukeles Associates, Inc. Berna Torr, Ph.D. Assistant Professor, Sociology California State University-Fullerton October 23, 2009 CONTENTS AND TABLES Introduction ………………………………………………………………………………………….….3 Definitions Data Sources Interview Numbers: NJPS and New York US Nazi Survivor Estimates 2010-2030: Total Number of Survivors and Gender………………6 Table 1: Estimates of Holocaust Survivors, United States, 2001-2030, Total Number of Survivors, by Gender……………………………………………………....7 US Nazi Survivor Estimates 2010-2030: Total Number of Survivors and Age Patterns..………9 Table 2: Estimates of Holocaust Survivors, United States, 2001-2030, Total Number of Survivors, by Age………………………………………………………….10 Poverty: US Nazi Survivors: 2010-2030…………………………….………………………....……11 Table 3: Estimates of Holocaust Survivors, United States, 2001-2030, Number of Survivors Below Poverty Thresholds ………………………………………….12 Disability: US Nazi Survivors: 2010-2030…………………………….……………………….....….13 Table 4: Estimates of Holocaust Survivors, United States, 2001-2030, Number of Survivors with a Disabling Health Condition ………………………………….14 Severe Disability………………….………………………………………………...…....……15 Table 5: Estimates of Holocaust Survivors, United States, 2001-2030, Number and Percentage of Disabled Survivors Who May Be Severely Disabled ….....17 Disability and Poverty: -
History of the Holocaust
HISTORY OF THE HOLOCAUST: AN OVERVIEW On January 20, 1942, an extraordinary 90-minute meeting took place in a lakeside villa in the wealthy Wannsee district of Berlin. Fifteen high-ranking Nazi party and German government leaders gathered to coordinate logistics for carrying out “the final solution of the Jewish question.”Chairing the meeting was SS Lieutenant General Reinhard Heydrich, head of the powerful Reich Security Main Office, a central police agency that included the Secret State Police (the Gestapo). Heydrich convened the meeting on the basis of a memorandum he had received six months earlier from Adolf Hitler’s deputy, Hermann Göring, confirming his authorization to implement the “Final Solution.” The “Final Solution” was the Nazi regime’s code name for the deliberate, planned mass murder of all European Jews. During the Wannsee meeting German government officials discussed “extermi- nation” without hesitation or qualm. Heydrich calculated that 11 million European Jews from more than 20 countries would be killed under this heinous plan. During the months before the Wannsee Conference, special units made up of SS, the elite guard of the Nazi state, and police personnel, known as Einsatzgruppen, slaughtered Jews in mass shootings on the territory of the Soviet Union that the Germans had occupied. Six weeks before the Wannsee meeting, the Nazis began to murder Jews at Chelmno, an agricultural estate located in that part of Poland annexed to Germany.Here SS and police personnel used sealed vans into which they pumped carbon monoxide gas to suffocate their victims.The Wannsee meeting served to sanction, coordinate, and expand the implementation of the “Final Solution” as state policy. -
The Holocaust to Darfur: a Recipe for Genocide
Journal of Inquiry & Action in Education, 2(1), 2009 From the Holocaust to Darfur: A Recipe for Genocide Joseph D. Karb Springville (NY) Middle School and Andrew T. Beiter Springville (NY) Middle School All too often, social studies teachers present the cruelty of the Holocaust as an isolated event. These units focus on Hitler, gas chambers, and war crimes and end with a defiant and honorable “Never again!” While covering mass murder in this way is laudable, it ultimately might not go as far as it could. For as teaches if we really want to empower our students to prevent genocide, we must look beyond the facts alone to the larger lessons these horrific events can teach us. It is with this background in mind that we wrote this chapter; that in order to teach our students to be good, we have the obligation to help them develop their own understandings of where and why society has fallen off the tracks. The idea of a recipe provided us with a way to help students understand the early warning signs of mass murder such that they would be better equipped to prevent them in the future. Doing so would hopefully inspire them not to bystanders to any similar cruelty, both in the world and in their daily lives. After all, Rwandan President Paul Kagame notes, “people can be made to be bad, and they can also taught to be good.” My responsibility as a teacher is to try to help my students to be good people. And good people work to make the right choices and work against evil. -
Transcript of Spoken Word
http://collections.ushmm.org Contact [email protected] for further information about this collection Victor Mintz, 5/05/1984 Interview conducted by Jane Katz, for the Jewish Community Relations Council, Anti-Defamation League of Minnesota and the Dakotas Q: This is an interview with Victor Mintz for the JCRC-ADL Oral History Project; interviewer Jane Katz; May 5, 1984. Please tell me your complete name and your Jewish name. A: Victor Chaim Mintz. The Jewish name? The same thing, Victor Chaim. Q: In what year were you born? A: In 1909. Q: And in what town and what country? A: Warsaw, Poland. Q: Can you tell me the names of your parents, your grandparents, perhaps even as far back as your great-grandparents, if you like? A: My father was David. My mother’s name was Sarah. My grandparents’ name from my father’s side, was Lazer . For my mother’s side, his name was Moshe Engelman. Q: And were they all from Warsaw? A: They were all from Warsaw. My grandfather Engelman was living in Warsaw the last years, but he was born in a town, Glaskov. This was actually a big mansion. And he was one of the most known Jewish families in Poland. Glaskov was actually not far from Kutno. But Glaskov was a little mansion, for what my grandfather was the “baron.” And his father, about half of Poland’s woods was belonging to him, so he was cutting the lumber and exporting this to Germany and Poland. This was my grandfather, but Glaskov belonged to his father. -
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. -
The Holocaust Booklet
• Memories of History • ...to remain silent and“ “indifferent is the greatest sin of all... By Elie Wiesel SPONSORED BY THE KNIGHT FOUNDATION “All that is needed for the triumph of evil is that good men do nothing.” –– Edmund Burke, British statesman Learning from Memories of History ABOUT NEWSPAPER IN EDUCATION Holocaust survivor and Nazi hunter Simon emaciated bodies had been flung into shallow graves. The Tallahassee Democrat Newspaper in Wiesenthal wrote, “The new generation has to Education program is one of more than 950 hear what the older generation refuses to tell Eisenhower insisted on seeing everything. newspapers that offer educational activities, it.” Wiesenthal, who died in September 2005, He witnessed sheds piled with bodies, various workshops and guides to parents, teachers devoted his life to documenting the crimes of the torture devices and a butcher’s block used for and students. NIE programs make newspapers Holocaust and to hunting down the perpetrators available free to classrooms. smashing gold fillings from the mouths of the still at large. “When history looks back,” dead. According to the Dwight D. Eisenhower In cooperation with The National Council of Wiesenthal explained, “I want people to know Library Archives, “Eisenhower felt that it was Jewish Women (NCJW), Tallahassee Section, this the Nazis weren’t able to kill millions of people necessary for his troops to see for themselves, complementary teaching tool is attached to many and get away with it.” His work stands as a and the world to know about the conditions at learning strands and has been written and aligned reminder and a warning. -
Perpetrators & Possibilities: Holocaust Diaries, Resistance, and the Crisis of Imagination
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 8-3-2006 Perpetrators & Possibilities: Holocaust Diaries, Resistance, and the Crisis of Imagination Eryk Emil Tahvonen Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Part of the History Commons Recommended Citation Tahvonen, Eryk Emil, "Perpetrators & Possibilities: Holocaust Diaries, Resistance, and the Crisis of Imagination." Thesis, Georgia State University, 2006. https://scholarworks.gsu.edu/history_theses/14 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. PERPETRATORS & POSSIBILITIES: HOLOCAUST DIARIES, RESISTANCE, AND THE CRISIS OF IMAGINATION by ERYK EMIL TAHVONEN Under the Direction of Jared Poley ABSTRACT This thesis examines the way genocide leaves marks in the writings of targeted people. It posits not only that these marks exist, but also that they indicate a type of psychological resistance. By focusing on the ways Holocaust diarists depicted Nazi perpetrators, and by concentrating on the ways language was used to distance the victim from the perpetrator, it is possible to see how Jewish diarists were engaged in alternate and subtle, but nevertheless important, forms of resistance to genocide. The thesis suggest this resistance on the part of victims is similar in many ways to well-known distancing mechanisms employed by perpetrators and that this evidence points to a “crisis of imagination” – for victims and perpetrators alike – in which the capability to envision negation and death, and to identify with the “Other” is detrimental to self-preservation.