Oskar Schindler and the Key
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A Concept of the Development of Riverside Embankment in the Context of Cracow (A Local Centre)
buildings Article A Concept of the Development of Riverside Embankment in the Context of Cracow (A Local Centre) Beata Majerska-Pałubicka and El˙zbietaLatusek * Faculty of Architecture, Silesian University of Technology, Akademicka 7, 44—100 Gliwice, Poland; [email protected] * Correspondence: [email protected]; Tel.: +48-608-035-396 Received: 27 December 2019; Accepted: 4 March 2020; Published: 13 March 2020 Abstract: The subject of this article is the presentation of site conditions and the authors’ concept of the development of the degraded riverside area located in the city of Cracow-Kraków Zabłocie. The concept transforms the above-named area into a multifunctional complex including museum, coworking, business and hotel functions. The area subject to development borders three important districts of Cracow: Old Town (Stare Miasto), Grzegórzki and Podgórze on the bank of the Vistula (Wisła) river. In the land development and urban planning documents of the city of Cracow this area has been marked as the public space which is to become a local focal point or a local centre. The main objective of this work was to find answers to the posed research questions concerning the historic context, formal and legal state, significance for the community as well as economic and ecological implications of the area to be developed. The main purpose was to properly develop the degraded riverside embankment in the downtown environment. The research method was based on own mixed method which encompassed the studies of historical literature and the legal–formal status as well as in situ examinations, including the analyses of the condition of the built and natural environment, traffic and circulation as well as photographic documentation. -
A Historical Guide to the German Camp in Płaszów 1942–1945
a historical guide to the german camp in płaszów 1942 płaszów in camp german the to guide historical a Ryszard Kotarba A HISTORICAL GUIDE TO THE GERMAN CAMP in płaszów 1942–1945 A map with a visiting route inside – 1945 Ryszard Kotarba A HISTORICAL GUIDE TO THE GERMAN CAMP in płaszów 1942–1945 © Copyright by Institute of National Remembrance – Commission of the Prosecution of Crimes against the Polish Nation, 2014 REVIEVER dr Joanna Lubecka EDITING Rafał Dyrcz TRANSLATION AND PROOFS Kamil Budziarz, Language Link Dorota Plutecka, Language Link PROOFREADING Tytus Ferenc GRAPHIC DESIGN, TYPESETTING AND PRINT Studio Actiff / www.actiff.pl Photos from the collection of the Institute of National Remembrance (1-6, 10, 12-15, 17-27, 29, 31-37, 42-43, 45-46, 48, 52, 55-57, 59), the National Archives in Kraków (7, 9, 11, 16) and Ryszard Kotarba (8, 28, 30, 38-41, 44, 47, 49-51, 53-54, 58). Photo on the cover from the collection of the Institute of National Remembrance. ISBN 978-83-932380-8-8 Foreword In 1939, the Republic of Poland was attacked by Germany (supported by Slovakia) and the Soviet Union. Although France and the UK declared war on Germany, they did not pursue any activities to provide their Polish ally with any real assistance. Despite its total defeat and its entire territory being occupied, Poland did not surrender. Escaping to France and then to the UK, the authorities of the Republic of Poland demonstrated legalism and maintained the continuity of the Polish state. Poland as a state continued to be an actor of international law, and within the Allied bloc, it was the legal representative of all the citizens of the Republic of Poland – regardless of their nationality, religion or political views. -
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. -
Schindler's Learning Guide
RIGHTEOUS AMONG THE NATIONS "The universe exists on the merit of the righteous among the nations of the world, and they are privileged to see the Divine Presence." -- The Talmud THE GOOD SAMARITAN And who is my neighbor? And Jesus answering said, A certain man went down from Jerusalem to Jericho, and fell among thieves which stripped him of his raiment, and wounded him, and departed, leaving him half dead. And by chance there came down a certain priest that way: and when he saw him, he passed by on the other side. And likewise a Levite, when he was at the place, came and looked on him, and passed by on the other side. But a certain Samaritan, as he journeyed, came where he was: and when he saw him, he had compassion on him. And went to him, and bound up his wounds, pouring in oil and wine, and set him on his own beast, and brought him to an inn, and took care of him. And on the morrow when he departed, he took out two pence, and gave them to the host, and said unto him, Take care of him; and whatsoever thou spendest more, when I come again, I will repay thee. Which now of these three, thinking thou, was neighbor unto him that fell among the thieves? And he said, He that showed mercy on him. Then said Jesus unto him, Go, and do thou likewise. --St. Luke 10: 30 “He [Schindler] was fortunate to have people in that short fierce era who summoned forth his deeper talents.” --Emilie Schindler Introduction There have been many attempts to tell the story of the Holocaust to the general public in a comprehensible, yet historically accurate manner. -
Schindler, Oskar
Schindler, Oskar (1908--1974), Czech businessman who protected Jews during the Holocaust. Schindler was designated as Righteous among the Nations by Yad Vashem, and made famous by Steven Spielberg's award-winning film, Schindler's List. Oskar Schindler was born in Sudetenland, Czechoslovakia. After Germany invaded Poland in 1939, Schindler went to Cracow to take over two enamelware factories which had previously been owned by Jews. Both were successful ventures, and he operated one as an agent for the German occupiers. Schindler later opened a third factory outside Cracow, in which he employed mainly Jews, saving them from deportation. The Cracow Ghetto was liquidated in early 1943 - many of its Jews were sent to the Plaszow labor camp nearby. Schindler, greatly affected by the Jews' plight, used his good connections with important German officials in the Armaments Administration to establish a branch of the Plaszow camp inside his factory compound. 900 Jewish workers, some unfit for hard labor, were employed in the factory. They were thus rescued from the conditions at Plaszow. By October 1944, Schindler's factory was no longer in use, and the Russian army was advancing towards Poland. Schindler acquired permission to move his factory to Sudetenland and reestablish it as an armaments production company. Once again, Schindler used his contacts to arrange to take his Jewish workers with him. He successfully transferred 700--800 men from the concentration camp at Gross-Rosen and about 300 women from Auschwitz. The names of these workers were recorded on a list, earning the name "Schindler's List." Schindler's Jews were treated in the most humane way possible. -
How They Lived to Tell 1939-1945 Edith Ruina
How They Lived to Tell 1939-1945 Together members of a Jewish youth group fled from Poland to Slovakia, Austria, Hungary, Romania and Palestine Edith Ruina Including selections from the written Recollection of Rut Judenherc, interviews and testimonies of other survivors. © Edith Ruina May 24, 2005 all rights reserved Printed in the United States of America Published 2005 Mixed Media Memoirs LLC Book design by Jason Davis [email protected] Green Bay,Wisconsin CONTENTS Acknowledgment ..............................................................................v Chapter 1 Introduction ......................................................................1 Chapter 2 1939-1942 ......................................................................9 1. The People in this Story 2. The Situation of Jews in Poland Chapter 3 1939-1942 Poland..........................................................55 Before and After the German Occupation Chapter 4 1943 Poland ..................................................................87 Many Perished—Few Escaped Chapter 5 1943-44 Austria............................................................123 Chapter 6 1944 Hungary..............................................................155 Surviving in Hungary Chapter 7 1944-1945 ..................................................................205 Romania en route to Palestine Chapter 8 Palestine ......................................................................219 They Lived to Tell v Chapter 9 ....................................................................................235 -
Chapter 7 Membering the Holocaust
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by YorkSpace Chapter 7 Membering the Holocaust: Names and Types "He was a terrorist, in his way--a hostage-taker. Use--and dispose. Kill, if you must." (p. 264) schindler's list - 5 2 The question of the role of art in depicting monstrous death and horror has been a preoccupation of literary critics since the Holocaust. It was a problem even in the Tanach. The critic, Aharon Appelfeld, regarded depictions of the Holocaust on the screen with disdain. Even literary representations could rarely be trusted.1 For Appelfeld, representing the horror of the Holocaust could only be accomplished by bringing individuals to life in literature, by restoring to them their names and rescuing them from the anonymity to which they were condemned by the perpetrators of the Holocaust. Does Spielberg succeed on the level of the particular? In the novel, but for chance, Oskar could have been Amon. Oskar and Amon are pictured as twins with only two basic differences. Oskar is a confidence man; Amon is a crook. Oskar is a protector and lover of those he befriends; Amon is a sadist. "(T)he reflection can hardly be avoided that Amon was Oskar's dark brother, was the berserk and fanatic executioner Oskar might, by some unhappy reversal of his appetites, have become." (p. 171) Oskar says of Amon that it was the war that made him what he is. For Keneally, it is luck and nature reinforced by circumstance2 that determined that Oskar did not go the route of Amon. -
How the Impossible Became Possible...On Schindlers List Kindle
THE BOY ON THE WOODEN BOX: HOW THE IMPOSSIBLE BECAME POSSIBLE....ON SCHINDLERS LIST PDF, EPUB, EBOOK Leon Leyson,Marilyn J Harran,Elisabeth B Leyson | 256 pages | 18 Aug 2015 | Atheneum Books for Young Readers | 9781442497825 | English | United States The Boy on the Wooden Box: How the Impossible Became Possible....on Schindlers List PDF Book While reading this book I was reminded of the similarities between Leon's experience and slavery in the United States. Leon Leyson born Leib Lezjon was only ten years old when the Nazis invaded Poland and his family was forced to relocate to the Krakow ghetto. Now I must again seek out the Shindler's List movie and watch it again. Narewka is in the northeastern part of Poland near Bialystok. The epilogue is a testament to the author's perseverance and courage in overcoming his trauma and living a long fulfilling life. I never heard of the Plaszow camp. It provokes questions about the very nature of human good and evil, about what inner strengths and outer circumstances allow us to survive horror, about luck and quick wits competing with indifference and cruelty and about the power of compassion to change the course of seemingly inevitable events. It was then he began telling his story to any group who asked him. He chose to use his past to make him stronger. His father was given a job, which provided work papers, and an unexpected connection to an unlikely hero. Aug 08, Jessaka rated it it was amazing Shelves: non-fiction , holocaust. Often kids can read these kind of books and think, "glad that was fiction. -
Resource Booklet
Resource Booklet 1 Teaching the Holocaust with Primary Sources To The Teacher This booklet was created by Teaching with search box on the Library of Congress website Primary Sources at Eastern Illinois University (www.loc.gov). Please feel free to print and (www.eiu.edu/eiutps) as a companion to the share this publication with colleagues. Contact TPS EIU website. The booklet features us with questions, comments or ideas! information and images of digitized primary sources from the Library of Congress that you may use in your classroom. These images were selected for their relevance and as a means to engage students and encourage inquiry. Items can be found by typing the item’s title in the Why Teach with Primary Sources Primary Sources provide a window into the past-unfiltered access to the record of artistic, social, scientific and political thought and achievement during the specific period under study, produced by people who lived during that period. Bringing students into close contact with these unique, often profoundly personal, documents and objects can give them a very real sense of what it was like to be alive during a long-past era. Primary sources engage students by helping them relate in a personal way to events of the past and promote a deeper understanding of history. Because primary sources are snippets of history, they encourage students to seek additional evidence through research. Primary sources develop critical thinking skills. Primary sources are often incomplete and have little context. Students must use prior knowledge and work with multiple primary sources to find patterns. -
SN Holocaust.Pdf
BEITRÄGE ZUR HISTORISCHEN SOZIALKUNDE • 1 Whereas in analysis and discussion adults predominantly concentrated on the diffe ren Introduction ces in the national perspectives of the Holo caust, the limitations of each respective in terpretation, the political interests and pe da gogical objectives, which flow into these, and contributed comparisons with other examples of genocide; pupils, as a rule, very directly hit The statements and opinions could hardly upon the inhumane core of the politically be more contradictory, which have been generated mass murder, which appears so dis cussed in the media and on specialist con overwhelmingly repulsive that further que ferences in the past months. The demands stions sometimes are not possible anymore. on the topic are mounting as well as critical One academic asked a group of pupils that voices warning of asking too much of both told about a visit to Auschwitz: “Has anything pupils and teachers. What would, therefore, caused you particular dis tress?” A schoolgirl be more obvious than bring together the then replied: “I just kept asking myself how participants in the learning process? something like this could happen.” And to the question about reapprai sal, about comparison and parallels to the present, whether the Pupils are tired of constantly dealing with the Third Reich, Kosovo would have also played a role, there Pupils hardly have secured knowledge about National Socialism, followed an astonished shake of the head and Pupils show great interest in the subject and want to know more; the answer of a female guide that a transfer Teaching about the murderous racism of the Nazis offers a com- had explicitly not taken place. -
The Concentration Camps Inside the Nazi System of Incarceration and Genocide
The Concentration Camps Inside the Nazi System of Incarceration and Genocide Part 4A: Forced Labor Camps This document contains historical images of the Holocaust and the concentration camps. Please be advised that some of these pictures and descriptions are graphic and may be disturbing to viewers. Nazis subjected millions of prisoners to forced labor in camps and ghettos to help their war effort. This included work for German companies producing engines in tanks, planes, and vehicles for the Nazi government. The death rate of prisoners who were subjected to forced labor was high, and their “wages” were often garnished by the Nazi SS. Male forced laborers in the Klinker-Grossziegelwerke brickworks factory adjacent to the Sachsenhausen concentration camp. Photo credit: USHMM #19179. Many prisoners in Dora- Mittelbau concentration camp in central Germany were forced to live underground for up to a year. One inside the factory tunnels, prisoners had insufficient air, food, light, and water, as well as high exposure to toxic chemicals. Because of this harsh treatment, Dora-Mittelbau had the highest death rate among concentration camps in Germany. View of an subterranean rocket factory at Dora-Mittelbau. Photo credit: USHMM #62980. The Płaszów concentration camp (adjacent to city of Kraków, Poland) was built specifically for Polish political prisoners. There, they were detained with no intention of release and designated “to be re-trained by work.” Prisoners in Płaszów, Poland carry food containers to be distributed to fellow forced laborers. Photo credit: USHMM #05270. In 1941, half of the 70,000 Jews living in Latvia were murdered by Nazi killing squads (Einsatzgruppen). -
It Was a Full Room: It Was an Appreciative Room!
It was a full room: It was an appreciative room! Asper MBA hosts ‘Schindler’s’ List survivor Leon Leyson By: Steve James 4/03/2010 8:42 AM On February 27th, 2010, Dr. Reg Litz led Asper MBA students, and visiting Associates and Young Associates, in contemplating the outer limits of executive responsibility. In short: when — and at what personal risk — should, or must, executives intervene to address a profound wrong? Said even more extremely – when should, or must, managers intervene in the face of injustice? The class was the fourth and final session of the Asper MBA core module in “Executive Responsibility.” During the session attendees Mr. Leyson speaks to a silent and appreciative Asper MBA had the opportunity to explore these and other class related questions through hearing and discussing the story of Oskar Schindler; a story that was brought home by the session’s special guest speaker, Mr. Leon Leyson, who was one of the people saved by the now famous ‘Schindler’s List’. Oskar Schindler (28 April 1908 – 9 October 1974) was an ethnic German industrialist. A defining moment in Schindler’s life happened in 1943 when he witnessed a raid on the Krakow Ghetto as soldiers rounded up the inhabitants for shipment to the concentration camps. Schindler was appalled as he witnessed the murder of many of the Jews who had been working for him. Schindler was also a very persuasive individual, and after the raid, increasingly used all of his skills to protect his Schindlerjuden ("Schindler's Jews"), as they came to be called.