Holocaust a Select Bibliography
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Anti-Semitism: a History
ANTI-SEMITISM: A HISTORY 1 www.counterextremism.com | @FightExtremism ANTI-SEMITISM: A HISTORY Key Points Historic anti-Semitism has primarily been a response to exaggerated fears of Jewish power and influence manipulating key events. Anti-Semitic passages and decrees in early Christianity and Islam informed centuries of Jewish persecution. Historic professional, societal, and political restrictions on Jews helped give rise to some of the most enduring conspiracies about Jewish influence. 2 Table of Contents Religion and Anti-Semitism .................................................................................................... 5 The Origins and Inspirations of Christian Anti-Semitism ................................................. 6 The Origins and Inspirations of Islamic Anti-Semitism .................................................. 11 Anti-Semitism Throughout History ...................................................................................... 17 First Century through Eleventh Century: Rome and the Rise of Christianity ................. 18 Sixth Century through Eighth Century: The Khazars and the Birth of an Enduring Conspiracy Theory AttacKing Jewish Identity ................................................................. 19 Tenth Century through Twelfth Century: Continued Conquests and the Crusades ...... 20 Twelfth Century: Proliferation of the Blood Libel, Increasing Restrictions, the Talmud on Trial .............................................................................................................................. -
Americans and the Holocaust Teacher Guide Interpreting News of World Events 1933–1938
AMERICANS AND THE HOLOCAUST TEACHER GUIDE INTERPRETING NEWS OF WORLD EVENTS 1933–1938 ushmm.org/americans AMERICANS AND THE HOLOCAUST INTERPRETING NEWS OF WORLD EVENTS 1933–1938 OVERVIEW By examining news coverage around three key events related to the early warning signs of the Holocaust, students will learn that information about the Nazi persecution of European Jews was available to the public. They will also consider the question of what other issues or events were competing for Americans’ attention and concern at the same time. Despite the many issues that were on their minds during the period 1933–1938, some Americans took actions to help persecuted Jews abroad, with varying degrees of effectiveness. This lesson explores the following questions: n How did Americans learn about the Nazi persecution of Jews in Europe in the context of other international, national, and local news stories? How did they make sense of these events? HISTORY KEY QUESTIONS EXPLORED 1. What information about the Nazi persecution of Jews was being reported in the news media throughout the United States? 2. What else was being covered in the news and competing for the public’s attention during this period? 3. How did Americans respond to this knowledge? What impact did these actions have? 4. How might competing issues have influenced the willingness of the American public to respond to the early persecution of Jews in Europe? HISTORY LEARNING OBJECTIVES 1. Students will learn that information about the persecution of European Jews was available in newspapers throughout the United States. 2. Students will understand that competing concerns influenced the willingness of the American people to respond to this persecution. -
Refugees and Relief: the American Jewish Joint Distribution Committee and European Jews in Cuba and Shanghai 1938-1943
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2015 Refugees And Relief: The American Jewish Joint Distribution Committee And European Jews In Cuba And Shanghai 1938-1943 Zhava Litvac Glaser Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/561 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] REFUGEES AND RELIEF: THE AMERICAN JEWISH JOINT DISTRIBUTION COMMITTEE AND EUROPEAN JEWS IN CUBA AND SHANGHAI 1938-1943 by ZHAVA LITVAC GLASER A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the reQuirements for the degree of Doctor of Philosophy, The City University of New York 2015 ii © 2015 ZHAVA LITVAC GLASER All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation reQuirement for the degree of Doctor of Philosophy. Prof. Dagmar Herzog ________________________ _________________________________________ Date Chair of Examining Committee Prof. Helena Rosenblatt ________________________ _________________________________________ Date Executive Officer Prof. Jane S. Gerber Prof. Atina Grossmann Prof. Benjamin C. Hett Prof. Robert M. Seltzer Supervisory Committee The City University of -
Anne Frank in Historical Perspective: a Teaching Guide for Secondary Schools
DOCUMENT RESUME ED 391 710 SO 025 758 AUTHOR Grobman, Alex; Fishman, Joel TITLE Anne Frank in Historical Perspective: A Teaching Guide for Secondary Schools. INSTITUTION Martyrs Memorial and Museum of the Holocaust of the Jewish Federation, Los Angeles, CA. PUB DATE 95 NOTE 89p.; Some pictures may not photocopy well. For related item, see SO 025 756. Funding for this publication received from Ore-Ida Foods, Inc. AVAILABLE FROMMartyrs Memorial and Museum of the Holocaust, 6505 Wilshire Boulevard, Los Angeles, CA 90048-4906. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Adolescent Literature; *Anti Semitism; Attitudes; Bias; Ethnic Bias; Ethnic Discrimination; History Instruction; Interdisciplinary Approach; *Jews; *Judaism; *Nazism; Reading Materials; Secondary Education; Social Bias; Social Studies; Values; World History; *World War II IDENTIFIERS Diary of Anne Frank; *Frank (Anne); *Holocaust; Holocaust Literatue ABSTRACT This guide helps secondary students to understand "The Diary of Anne Frank" through a series of short essays, maps, and photographs. In view of new scholarship, the historical context in which Anne Frank wrote may be studied to improve the student's perspective of recent history and of the present. A drawing shows the hiding place in the home where the Frank family lived. The essays include:(1) "The Need for Broader Perspective in Understanding Anne Frank's Diary" (Joel S. Fishman); (2) "The Uniqueness of the Holocaust" (Alex Grobman);(3) "Anne Frank's World" (Elma Verhey); (4) "Anne Frank and the Dutch Myth" (Elma Verhey);(5) "A New Perspective on Helpers of Jews During the Holocaust: The Case of Miep and Jan Gies" (Dienke Hondius);(6) "Teaching the Holocaust through the Diary of Anne Frank" (Judith Tydor Baumel);(7) "Examining Optimism: Anne Frank's Place in Postwar Culture" (Alex Sagan);(8) "Dutch Jewry: An Historical Overview"; and (9) "Chronology of the Frank Family and the Families in the Secret Annex." A selected bibliography accompanies the text. -
The Holocaust Encyclopedia
The Nuremberg Race Laws | The Holocaust Encyclopedia https://encyclopedia.ushmm.org/content/en/article/the-nuremberg-r... THE NUREMBERG RACE LAWS The Nuremberg At the annual party rally Race Laws held in Nuremberg in 1935, the Nazis announced new laws which institutionalized many of the racial theories prevalent in Nazi ideology. The laws Massed crowds at the 1935 excluded German Jews Nazi Party rally in Nuremberg from Reich citizenship and prohibited them from marrying or having sexual relations with persons of "German or related blood." ! Feedback Ancillary ordinances to the laws disenfranchised Jews 1 of 4 11/19/18, 1:23 PM The Nuremberg Race Laws | The Holocaust Encyclopedia https://encyclopedia.ushmm.org/content/en/article/the-nuremberg-r... and deprived them of most political rights. The Nuremberg Laws, as they became known, did not define a "Jew" as someone with particular religious beliefs. Instead, anyone who had three or four Jewish grandparents was defined as a Jew, regardless of whether that individual identified himself or herself as a Jew or belonged to the Jewish religious community. Many Germans who had not practiced Judaism for years found themselves caught in the grip of Nazi terror. Even people with Jewish grandparents who had converted to Christianity were defined as Jews. For a brief period after Nuremberg, in the weeks before and during the 1936 Olympic Games held in Berlin, the Nazi regime actually moderated its anti-Jewish attacks and even removed some of the signs saying "Jews Unwelcome" from public places. Hitler did not want international criticism of his government to result in the transfer of the Games to another country. -
Encyclopedias and Reference Jewish Texts Online
Encyclopedias and Reference Title Subject Author/Publisher Danny Sadinoff, Michael J. HebCal Jewish calendar Radwin United States Holocaust Holocaust Encyclopedia Holocaust Studies, History Memorial Museum Jewish Encyclopedia Judaism, Jewish Studies Jewish Encyclopedia American-Israeli Cooperative Jewish Virtual Library Judaism, Jewish Studies Enterprise Jewish Women: A Comprehensive Jewish Women, Jewish History Jewish Women’s Archive Historical Encyclopedia Judaism 101 Judaism, Jewish Studies Tracey R. Rich YIVO Encyclopedia of Jews in Eastern Jews in Eastern Europe, Yiddish YIVO Institute for Jewish Europe language, literature and culture Research My Jewish Learning Judaism, Jewish Studies My Jewish Learning Jewish Texts Online Title Subject Publisher Sefarim, Hebrew and Yiddish Society for the Preservation of HebrewBooks.org texts Hebrew Books Religion, Mythology, Folklore, Internet Sacred Text Archive Evinity Publishing Esoteric texts American-Israeli Cooperative Jewish Virtual Library Jewish texts Enterprise Online Resources for Talmud Research, Study, Heidi Lerner, Association of Talmud, Rabbinic Literature and Teaching Jewish Studies Sefaria.org Jewish Texts Sefaria Yiddish Book Center (through Internet Archive) Yiddish literature Yiddish Book Center Yizkor Books Online Jewish history, Holocaust New York Public Library Yizkor Book translations Jewish History, Holocaust JewishGen General Online Book Sites Title Subject Publisher Project Gutenberg Online Books Project Gutenberg Google Books Online Books Google Internet Archive Online -
Dubious Means to Final Solutions: Extracting Light from the Darkness of Ein Führer and Brother Number One
Florida State University Law Review Volume 31 Issue 1 Article 5 2003 Dubious Means to Final Solutions: Extracting Light From the Darkness of Ein Führer and Brother Number One Román Ortega-Cowan [email protected] Follow this and additional works at: https://ir.law.fsu.edu/lr Part of the Law Commons Recommended Citation Román Ortega-Cowan, Dubious Means to Final Solutions: Extracting Light From the Darkness of Ein Führer and Brother Number One, 31 Fla. St. U. L. Rev. (2003) . https://ir.law.fsu.edu/lr/vol31/iss1/5 This Comment is brought to you for free and open access by Scholarship Repository. It has been accepted for inclusion in Florida State University Law Review by an authorized editor of Scholarship Repository. For more information, please contact [email protected]. FLORIDA STATE UNIVERSITY LAW REVIEW DUBIOUS MEANS TO FINAL SOLUTIONS: EXTRACTING LIGHT FROM THE DARKNESS OF EIN FÜHRER AND BROTHER NUMBER ONE Román Ortega-Cowan VOLUME 31 FALL 2003 NUMBER 1 Recommended citation: Román Ortega-Cowan, Dubious Means to Final Solutions: Extracting Light From the Darkness of Ein Führer and Brother Number One, 31 FLA. ST. U. L. REV. 163 (2003). DUBIOUS MEANS TO FINAL SOLUTIONS: EXTRACTING LIGHT FROM THE DARKNESS OF EIN FÜHRER AND BROTHER NUMBER ONE ROMÁN ORTEGA-COWAN* I. INTRODUCTION .................................................................................................. 164 II. TUNING THE PIANO ........................................................................................... 165 A. The Players: The German Nazis and Cambodian Khmer Rouge .............. 165 B. A Single Word, Eternal Dread: Genocide................................................... 166 1. Lemkin’s Quest..................................................................................... 166 2. Room for One More: Political Groups .................................................. 168 C. Turning Principles into Action: The Legal System ................................... -
Munkács: a Jewish World That Was
MUNKÁCS: A JEWISH WORLD THAT WAS Anna Berger BA (UNSW), MA (Sydney University) A thesis submitted in fulfillment of the requirements for the degree of Master of Arts Department of Hebrew, Biblical and Jewish Studies The University of Sydney July 2009 Contents Declaration iv Abstract v Dedication vi Acknowledgements vii Chapter 1. Introduction Aims of this thesis 1 Chapter 2. Methodology 3 Searching for sources 3 Published material 6 Oral histories and Survivor testimonies 7 The process of obtaining oral histories 9 Chapter 3. Munkács: A brief history 12 Chapter 4. The Jews of Munkács 18 Munkács cityscape 20 Family life 23 Making a living 27 The home 34 Shabbat and Jewish Festivals 39 Transport 46 Social life in the city 48 Youth groups 53 The Hasidim 55 ii Jewish communal governance and general politics 58 Zionism 60 Education 61 Chapter 5. Inter-ethnic relations 70 Jewish – Rusyn relations 71 Jews, Hungarians and Germans 72 Jews and Gypsies 73 Jewish – Czechoslovak relations 74 Chapter 6. Death of a community 76 Post Liberation 81 Chapter 7. Conclusion 82 Bibliography 83 Appendixes: 1. The Interviewees 86 2. Pre-interview letter and questionnaire 89 3. Interview questionnaire 91 4. Munkács/Mukačevo Photographs 94 iii Declaration I certify that the contents of this thesis have not been submitted for a higher degree to any other university or institution. The extent to which I have availed myself of the work of others is acknowledged in the text of this thesis. iv Abstract Prior to World War II an estimated 11 million Jews lived in hundreds of communities throughout Europe. -
The Holocaust Is the “Ultimate and Archetypal Genocide.” The
JST 4701 THE HOLOCAUST Page 1 of 15 JST 4701 82188 Rebecca Baylor, Teaching Professor Alan L. Berger Assistant The Holocaust & Genocide Office Hours: [email protected] Tuesday/Thursday 11:00-12:00 Spring 2010 And by appointment in Office: AH106 GS 116 AH 106 Phone: (561) 297-2979 Tuesday/Thursday 9:30-10:50 [email protected] Office hours: Tues./Thurs. 2-3 home.fau.edu/aberger/web Other hours by appointment The Holocaust is the “ultimate and archetypal genocide.” The systematic murder of every Jewish man, woman, and child for the “crime” of having been born holds a dark mirror to the face of so-called civilization. Moreover, the 20th century can rightly be called the genocide century. It began with the Genocide of the Armenians perpetrated by the Turkish government. The middle years of that century witnessed the Holocaust of the Jewish people by Nazi Germany and her many accomplices, as well as “ethnic cleansing in Bosnia. The 21st century began with the genocide in Darfur (on-going), the second genocide in Africa within the last 14 years, and a pledge by the Iranian President – a Holocaust denier – to wipe the state of Israel off the map. This bleak record raises many questions about God, humanity, modernity and treatment of the Other. During the Shoah society was divided into four groups: victims, perpetrators, bystanders, and a precious few rescuers. Moreover, the three criteria for a successful genocide were firmly in place: A group of people - Jews— whose existence itself was defined as criminal. A government - Germany - dedicated to murdering every Jewish man, woman, and child. -
Thesis Front Matter
Memories of Youth: Slovak Jewish Holocaust Survivors and the Nováky Labor Camp Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Department of Near Eastern and Judaic Studies Antony Polonsky & Joanna B. Michlic, Advisors In Partial Fulfillment Of the Requirements for Master’s Degree by Karen Spira May 2011 Copyright by Karen Spira ! 2011 ABSTRACT Memories of Youth: Slovak Jewish Holocaust Survivors and the Nováky Labor Camp A thesis presented to the Department of Near Eastern and Judaic Studies Graduate School of Arts and Sciences Brandeis University Waltham, Massachusetts By Karen Spira The fate of Jewish children and families is one of the understudied social aspects of the Holocaust. This thesis aims to fill in the lacuna by examining the intersection of Jewish youth and families, labor camps, and the Holocaust in Slovakia primarily using oral testimonies. Slovak Jewish youth survivors gave the testimonies to the Yad Vashem Holocaust Martyrs’ and Heroes’ Remembrance Authority in Jerusalem, Israel. Utilizing methodology for examining children during the Holocaust and the use of testimonies in historical writing, this thesis reveals the reaction of Slovak Jewish youth to anti-Jewish legislation and the Holocaust. This project contributes primary source based research to the historical record on the Holocaust in Slovakia, the Nováky labor camp, and the fate of Jewish youth. The testimonies reveal Jewish daily life in pre-war Czechoslovakia, how the youth understood the rise in antisemitism, and how their families ultimately survived the Holocaust. Through an examination of the Nováky labor camp, we learn how Jewish families and communities were able to remain together throughout the war, maintain Jewish life, and how they understood the policies and actions enacted upon them. -
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. -
George Steiner and the War Against the Jews: a Study in Misrepresentation
Genocide Studies and Prevention: An International Journal Volume 6 Issue 2 Article 8 August 2011 George Steiner and the War against the Jews: A Study in Misrepresentation Roger W. Smith Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Smith, Roger W. (2011) "George Steiner and the War against the Jews: A Study in Misrepresentation," Genocide Studies and Prevention: An International Journal: Vol. 6: Iss. 2: Article 8. Available at: https://scholarcommons.usf.edu/gsp/vol6/iss2/8 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. George Steiner and the War against the Jews: A Study in Misrepresentation Roger W. Smith College of William and Mary The literary and cultural critic George Steiner has been described as the pre- eminent literary critic of the past fifty years. Certainly, he has written eloquently about aspects of the Holocaust, and his emphasis on language and its power to make and unmake much of human life, has been widely influential. Yet Steiner’s work on the Holocaust is misleading in its interpretations, explanations, and implications. Part of this stems from his worry that the Jews brought their near destruction upon themselves: that they had invented the practice of genocide, had invented the idea of a ‘‘chosen people,’’ had through Moses, Jesus, and Marx created such moral demands upon ordinary human beings that the tension became unbearable and resulted in a revolt against the tyranny of conscience and perfection.