LESSON: Nazi Racism Teacher Copy: Group Work for Stations Group One Student Interactive Organizer Group Two Student Intera

Questions: Jewish people are not a “racial” group, and yet the Nazis and others believed Jews were a threat because of false racial beliefs. Where did the false Nazi racial antisemitic beliefs originate?

Holocaust Encyclopedia articles: Artifacts:
Personal stories:

Antisemitism in History Racism in Depth

photo

(contemporary)

Mehnaz Afridi

(contemporary)

Group two student interactive organizer

Teacher Copy: Group Work for Stations

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Group Three

Questions: How did the Nazis racial antisemitism define the actions they took during the Holocaust?How did Nazi racial ideology extend to other minorities?

Holocaust Encyclopedia articles: Artifacts:
Personal stories:

Victims of the Nazi Era Nazi Racism

Loss of Racial Pride poster
Anthony Acevedo (historical)

Joseph Muscha Mueller

(historical)

German leaflet targeting

Holocaust
Valaida Snow (historical)

Group three student interactive organizer

Teacher Copy: Group Work for Stations

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Recommended publications

Beyond the Racial State

Beyond the Racial State Rethinking Nazi Germany Edited by DEVIN 0. PENDAS Boston College MARK ROSEMAN Indiana University and · RICHARD F. WETZELL German Historical Institute Washington, D.C. GERMAN lflSTORICAL INSTITUTE Washington, D.C. and CAMBRIDGE UNIVERSITY PRESS I Racial Discourse, Nazi Violence, and the Limits of the Racial State Model Mark Roseman It seems obvious that the Nazi regime was a racial state. The Nazis spoke a great deal about racial purity and racial difference. They identified racial enemies and murdered them. They devoted considerable attention to the health of their own "race," offering significant incentives for marriage and reproduction of desirable Aryans, and eliminating undesirable groups. While some forms of population eugenics were common in the interwar period, the sheer range of Nazi initiatives, coupled with the Nazis' willing ness to kill citizens they deemed physically or mentally substandard, was unique. "Racial state" seems not only a powerful shorthand for a regime that prioritized racial-biological imperatives but also above all a pithy and plausible explanatory model, establishing a strong causal link between racial thinking, on the one hand, and murderous population policy and genocide, on the other. There is nothing wrong with attaching "racial. state" as a descriptive label tci the Nazi regime. It successfully connotes a regime that both spoke a great deal about race and acted in the name of race. It enables us to see the links between a broad set of different population measures, some positively discriminatory, some murderously eliminatory. It reminds us how sttongly the Nazis believed that maximizing national power depended on managing the health and quality of the population.
Antisemitism

Antisemitism Hatred of Jews as a people or of "the Jew" as a concept. The term “antisemitism” was first coined in the late 1870s, subsequently it is used with reference to all types of Jew-hatred - both historical and contemporary. The word itself comes from the idea that Hebrew belongs to the Semitic language family, and thus Jews must be "Semites." Many other languages also belong to the Semitic language family, such as Arabic and Amharic, and therefore other cultures could also be called "Semites." However, there is no such thing as "Semitism" and no other groups have ever been included in the hatred and prejudice denoted by antisemitism. The word itself is a good example of how, during the late nineteenth century, Jew-haters pretended that their hatred had its basis in scholarly and scientific ideas. Jew-hatred is not a modern phenomenon—it may be traced back to ancient times. Traditional antisemitism is based on religious discrimination against Jews by Christians. Christian doctrine was ingrained with the idea that Jews were responsible for the death of Jesus, and thus deserved to be punished (this is known as the Deicide, or Killing of God, Myth). Another concept that provoked hatred of Jews amongst Christians was the Supercession Myth, claiming that Christianity had replaced Judaism, due to the Jewish People’s failure in their role as the Chosen People of God—and thus deserving punishment, specifically by the Christian world. Over the centuries various stereotypes about Jews developed. Individual Jews were not judged based on their personal achievements or merits, but rather were seen on the whole as greedy, devilish, standoffish, lazy, money-grubbing, and over-sexed.
An Analysis of Antisemitic Political Cartoons in Fin-De-Siècle Vienna

W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 4-2013 The Origins of Hatred: An Analysis of Antisemitic Political Cartoons in Fin-de-Siècle Vienna Meredith Lee Duffy College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the History Commons Recommended Citation Duffy, Meredith Lee, "The Origins of Hatred: An Analysis of Antisemitic Political Cartoons in Fin-de-Siècle Vienna" (2013). Undergraduate Honors Theses. Paper 617. https://scholarworks.wm.edu/honorstheses/617 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. THE ORIGINS OF HATRED: AN ANALYSIS OF ANTISEMITIC POLITICAL CARTOONS IN FIN-DE-SIÈCLE VIENNA A thesis submitted in partial fulfillment of the requirement for the degree of Bachelor of Arts in History from the College of William and Mary in Virginia, Meredith Lee Duffy Accepted for _______________________________ _________________________________ Leslie Waters, Director _________________________________ Tuska Benes _________________________________ Marc Raphael Williamsburg, Virginia 24 April 2013 TABLE OF CONTENTS LIST OF IMAGES ................................................................................. IV LIST OF TABLES ....................................................................................V
The Holocaust: Student Outline

Name:_____________________________ at Keene State College ___________________________________________________________________________________ “To Remember…and to Teach.” www.keene.edu/cchs A History of Anti-Judaism & Antisemitism: Student Outline Antisemitism is more than prejudice, racism, or discrimination. It has common features with other hatreds, but it is uniquely complex. Antisemitic accusations are irrational and counterfactual. They often fixate on an apocalyptic logic that seeks to destroy a “secret, mythical Jewish power.” Often presented in terms of salvation or redemption, antisemites demonize Jews while seeking some sort of vengeful reckoning against the perceived Jewish threat. Rabbi Jonathan Sak’s metaphor of a “mutating virus” will help us approach it. Focus Questions: . Where does antisemitism come from and how does it give meaning to individual and collective identity? . How does antisemitism act as a virus – mutating to penetrate societal norms? . Hate cannot be publicly aired without some form of justification. What sources of authority within cultures have legitimated antisemitism? 1st Mutation: Anti-Judaism 1. Destruction of the 2nd Temple took place: _______CE 2. After 70CE the ____________ and _____________ traditions developed at relatively the same time. 3. One of the most dangerous _______ (lie) was the Deicide charge. This was the ___________ belief that Jews were solely responsible for the death of Jesus (a fellow Jew). 1. Supercessionism (Christians replacing Jews) was often illustrated by the figures of ________________ (Church) and ____________________ (the synagogue). nd 2 Mutation: Demonic Anti-Judaism 2. A turning point in anti-Jewish thought came with the 1st _________________ in the 11th century. 3. In the 14th century, the trauma of the ______________ ______________ created the fantasy of conspiracy theories.
History of European Antisemitism ——From Its Origins to Now Spring 2017 College of History in Zhengzhou University

History of European Antisemitism ——From its origins to now Spring 2017 College of History in Zhengzhou University Course Information Instructor: Jiang Jing; E-mail: [email protected]; Cellphone: 18339268112 Course Level: Sophomore Department: History of the World Category: Compulsory; Credits: 2 Office Hours: 32 Course Description Antisemitism plagued the world for more than 2,000 years, and all of these centuries of hatred were exploited by the Nazis and their allies during World War II, culminating in the Holocaust. In recent years, there has been an increase in antisemitism in the form of hate speech, violence, and denial and distortion of the Holocaust. Violence targeting Jews and Jewish institutions continues around the world. The course introduces the history of antisemitism from its origins in the days of the early Christian church until the era of the Holocaust in the mid-20th century. Besides, it prepares college students for a discussion of why Jews have been targeted throughout history and how antisemitism offered fertile ground to the Nazis. It also introduces the phenomenon of rising antisemitism in Europe in latest years. It gives undergraduates a basic understanding of the antisemitism history in European countries, and broad interdisciplinary knowledge of contemporary antisemitism. By the course, students learn about the history and the continuing problem of antisemitism, and reflect over what they could do to eliminate antisemitism and all forms of hatred. Course Objectives 1. Improve students more knowledge and deeper understanding about the antisemitism history in European. By the course, they can know the origin, the definition and the history of antisemitism, can tell different manifestations, can master the causes of antisemitism and the stages of antisemitism.They can also know the current situation of antisemitism in different regions.
Antisemitism Today and Its Relationship to Jewish Identity and Religious Denomination

Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 5-2020 Antisemitism Today and Its Relationship to Jewish Identity and Religious Denomination Michaela Ambrosius Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Counseling Commons ANTISEMITISM TODAY AND ITS RELATIONSHIP TO JEWISH IDENTITY AND RELIGIOUS DENOMINATION A DISSERTATION Submitted to the faculty of Montclair State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by MICHAELA AMBROSIUS Montclair State University Upper Montclair, NJ May 2020 Dissertation Chair: Dr. Dana Heller Levitt Copyright © 2020 by Michaela Ambrosius. All rights reserved. MONTCLAIR STATE UNIVERSITY THE GRADUATE SCHOOL DISSERTATION APPROVAL We hereby approve the Dissertation ANTISEMITISM TODAY AND ITS RELATIONSHIP TO JEWISH IDENTITY AND RELIGIOUS DENOMINATION Of Michaela Ambrosius Candidate for the Degree: Doctor of Philosophy Dissertation Committee: Department of Counseling Dr. Dana Heller Levitt Dissertation Chair Certified by: Dr/4, Vice Provost for Research and Dean of the Graduate School I • Date ABSTRACT ANTISEMITISM TODAY AND ITS RELATIONSHIP TO JEWISH IDENTITY AND RELIGIOUS DENOMINATION By Michaela Ambrosius The purpose of this research study was to answer the following three research questions: 1) What is the relationship between Jewish identity (religious and ethnic) and experiences of antisemitism? 2) What is the relationship between Jewish religious affiliation and experiences of antisemitism? 3) What, if any, type of antisemitism (e.g., ethnic or religiously based antisemitism or anti-Zionism) do Jewish individuals experience most often? Antisemitism continues to be a pervasive issue in the United States (U.S.) and can be based on ethnic prejudice, religious bias, or anti-Israel attitudes.
Jewish Secularity and Edgar Zilsel's Geniereligion

Yale Journal of Music & Religion Volume 6 Number 2 Sound and Secularity Article 2 2020 Assimilating to Art-Religion: Jewish Secularity and Edgar Zilsel’s Geniereligion (1918) Abigail Fine University of Oregon Follow this and additional works at: https://elischolar.library.yale.edu/yjmr Part of the Cultural History Commons, German Language and Literature Commons, Jewish Studies Commons, Musicology Commons, and the Other Religion Commons Recommended Citation Fine, Abigail (2020) "Assimilating to Art-Religion: Jewish Secularity and Edgar Zilsel’s Geniereligion (1918)," Yale Journal of Music & Religion: Vol. 6: No. 2, Article 2. DOI: https://doi.org/10.17132/2377-231X.1169 This Article 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 Yale Journal of Music & Religion by an authorized editor of EliScholar – A Digital Platform for Scholarly Publishing at Yale. For more information, please contact [email protected]. Assimilating to Art-Religion: Jewish Secularity and Edgar Zilsel’s Geniereligion (1918) Cover Page Footnote I wish to thank August Sheehy and Margarethe Adams for organizing the symposium that was the impetus for this project. This article was greatly enriched by incisive commentary from three anonymous reviewers who engaged with the work in detail. I am further indebted to Roy Chan for his thoughtful comments on a draft of this article. This article is available in Yale Journal of Music & Religion: https://elischolar.library.yale.edu/yjmr/vol6/iss2/2 Assimilating to Art-Religion Jewish Secularity and Edgar Zilsel’s Geniereligion (1918) Abigail Fine After fleeing the Nazis, many European From its first pages, Zilsel’s treatise set Jewish and Marxist scholars were fortunate out to destroy the Geniereligion—that is, the to find a new sense of belonging abroad, at parareligious cults of veneration that form institutions like the New School for Social around artists, scientists, pedagogues, and Research in New York City or among the other secular figures.
Anti-Semitism: Myth and Hate from Antiquity to the Present by Marvin Perry and Frederick Schweitzer Tells a Story That Must Be Confronted and Overcome

PRAISE FOR ANTISEMITISM: “This book is timely, useful, and admirably readable. Its voice needs to be heard.” —Michael R. Marrus, Chancellor Rose and Ray Wolfe Professor of Holocaust Studies and Dean of the Graduate School, University of Toronto “A lucidly written work that reminds us that Man’s myth-making propensity lives side by side with his rationality.” —Henry L. Feingold, Board of Directors of the Center for Jewish History “[A] tour de force [that] follows upon the late Edward H. Flannery’s ground- breaking classic, The Anguish of the Jews.” —John Pawlikowski, O. S. M., President, International Council of Christians and Jews, Journal of Ecumenical Studies “[W]ell-written and insightful... well researched and quite worthwhile.” —Leonard Dinnerstein, Church History “A substantial, comprehensive, and updated historical survey of the main anti- semitic myths.” —Leon Volovici, Antisemitism International “Anti-Semitism: Myth and Hate from Antiquity to the Present by Marvin Perry and Frederick Schweitzer tells a story that must be confronted and overcome. Times such as these put the Perry-Schweitzer book on the required reading list.” —Editorial, Richmond Times-Dispatch “Perry and Schweitzer navigate the history of anti-Semitism with a ﬁrm hand, utilizing the latest scholarship and confronting controversial issues without fear.” —Library Journal “An extensive and informative survey and analysis of anti-Semitic myths... Antisemitism should be found upon the Judaic Studies shelves of every college and community library in the country.” —Midwest Book Review “[The authors] have rendered an invaluable service... explor[ing] and expos[ing]... anti-Semitism, a perennial plague of Western civilization.” —Rabbi Israel Zoberman, The Virginian Pilot “A wonderful read on a poignant topic.
Lesson Plan: History of Antisemitism and the Holocaust

LESSON PLAN: HISTORY OF ANTISEMITISM AND THE HOLOCAUST Grade level: 7-12 Subject: multidisciplinary Time required: one class period (extensions available) Common Core standards • CCSS.ELA-LITERACY.RH.6-8.2, CCSS.ELA-LITERACY.RH.9-10.2, CCSS.ELA- LITERACY.RH.11-12.2 o Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. • CCSS.ELA-LITERACY.RH.6-8.8 o Distinguish among fact, opinion, and reasoned judgment. • CCSS.ELA-LITERACY.RH.11-12.8 o Evaluate premises, claims, and evidence by corroborating or challenging them with other information. OVERVIEW One of the factors leading to the Holocaust was a long history of antisemitism in Germany, Europe, and the world. The Nazi-led government built on existing beliefs and prejudices in creating a racial ideology that resulted in the persecution and murder of Jews in Europe. Antisemitism alone did not lead to the Holocaust, but it was a necessary precursor, contributing to an environment in which prejudice, hate speech and violence could occur. This lesson will focus on the history of antisemitism and its role in the Holocaust to better understand how prejudice and hate speech can contribute to violence, mass atrocity, and genocide. Learning about the origins of hatred and prejudice encourages students to think critically about antisemitism today. Included is a review of of key definitions distinguishing fact, opinion, and belief when analyzing historical events. LEARNING OBJECTIVES After the lesson students will: • Understand the origins and history of anti-Semitism • Identify ways that antisemitism has changed over time • Reflect on the dangers of prejudice and hate speech • Recognize examples of antisemitism today, and how people have chosen to act in response PART ONE: AN HISTORICAL OVERVIEW OF ANTISEMITISM • What are the origins and history of antisemitism? • How has antisemitism evolved over time? 1.
The Antisemitic Background to Jewish Persecution in Europe, and Hitler's Emergence and the Rise of Nazism Week 1 Unit Learning

WEEK 1 The Antisemitic Background to Jewish Persecution in Europe, and Hitler’s Emergence and the Rise of Nazism Prepared by Tony Joel and Mathew Turner Week 1 Unit Learning Outcomes ULO 1. evaluate in a reflective and critical manner the consequences of racism and prejudice ULO 2. interpret the political, social, economic, and cultural factors that enabled the Nazi Party to come to power in Germany Introduction This learning module is divided into two sections. We commence by examining the historical background of antisemitism in Europe prior to the Nazi period. Section 1 identifies and explains three forms of antisemitism: traditional (or religious-based) antisemitism; modern (or “scientific”) antisemitism; and Nazi antisemitism. The first section concludes by considering the role of antisemitism in shaping Hitler’s worldview (Weltanschauung). Section 2 explores Hitler’s emergence as a leading political figure in Germany following the First World War, and the Nazi Party’s rise as a popular movement and an electoral force. It starts by setting out the relevant historical context, tracing the various political and economic crises that plagued Germany between 1918-32 and led to Hitler coming to power. The Nazi Party emerged within this context, establishing its political platform and developing its methods of propaganda and intimidation through violence. Ultimately, the Nazis became by far the single most electorally popular political party in Germany. Section 2 questions whether this happened in spite of, or perhaps because of, Hitler and his Nazi Movement being so open in their hatred of Jews. This learning module concludes by inviting you to reflect on some important questions.
Christianity, Antisemitism, and the Holocaust

religions Article Christianity, Antisemitism, and the Holocaust Henry Munson Department of Anthropology, University of Maine, Orono, ME 04469, USA; [email protected] Received: 7 December 2017; Accepted: 12 January 2018; Published: 16 January 2018 Abstract: There is, in principle, a fundamental difference between Nazi racial antisemitism and the traditional anti-Judaism of Christianity. The church’s ofﬁcial view has been that conversion transforms a Jew into a Christian, whereas the Nazi view was that a Jewish convert to Christianity remained a Jew. Nevertheless, the distinction between racial and religious antisemitism has often been less clear-cut than is often claimed by those who claim that Christian churches bear no responsibility for the Holocaust. That is not to say that it is illusory, just that it has often been less clear-cut than is often claimed. During the Holocaust and the decades that preceded it, Christian clergy often stressed the same themes as the Nazis, notably with respect to the Jews being “parasitic” capitalists exploiting Christians, as well as communists seeking to overthrow the governments and traditional Christian values of Europe (Passelecq and Suchecky 1997, pp. 123–36). We shall see that these clerics often also spoke of Jews in racial, as well as religious terms. Conversely, the Nazis often exploited traditional Christian themes, such as the diabolical nature of the Jew, the image of the Jew as “Christ-killer,” and the contrast between “carnal” (materialistic) Judaism and spiritual Christianity. In other words, the Nazis effectively exploited two millennia of Christian demonization of the Jew. Most scholars who have studied the role of the Christian churches during the Holocaust are well aware of most of these facts (Barnett 1992; Bergen 1996; Ericksen and Heschel 1999a; Kertzer 2001).
Christian Antisemitism and Other Mutations

Timeline: Christian Antisemitism and other Mutations The Common Era (CE) 30 49 [66 - 70] 85 ___/_______________/____________/____________/______/ ________/_________________ Beginning -Jesus is a -Death -Early Church -Council of -War with Rome. -GOSPEL st nd of CE 1 century Jew of Jesus “The Way” is a Jerusalem 2 Temple OF MATTHEW Jewish movement Destroyed (70) (80-100) (Roots of deicide myth) -GOSPEL OF MARK (65-80) -GOSPEL OF LUKE (80-130) [1st MUTATION Judeophobia 100 132-135 167 /__________________/___________________________/________________________________ -GOSPEL -Bar-Kokhba Rebellion -Bishop Melito (Turkey): 1st recorded OF JOHN (90-120) est. 1 million Jews killed deicide charge against Jewish people Hadrian persecutes Jews 200 250 /__________________________________/____________________________________________ -Mishna (TALMUD) -Emperor Decius incorporates Pharisees targets Christians teachings. Oral law codified. 300 312 315 386 /_____________/______________/_________________________________/________________ -Emperor Diocletian -Constantine’s -Constantine enacts -St. John Chrysostom of Antioch orders a major assault vision of the various anti Jewish writes eight Adversus Judaeos against Christians cross laws (against the Judaizers) homilies 400 414 1095 /______________/________________/////__________________/________________________ History’s first major pogrom in Alexandria, -Crusades begin. (1096: Over 1,000 Egypt, wiping out its city’s Jewish community Jews slaughtered in Mainz, Germany) nd [2 MUTATION Demonic anti-Judaism 1100 1144 1215 1290 /__________/_____________________/______________________________________/_______ st th -1 direct ritual murder -4 Lateran Council: Special clothes/badges for Jews. –Expulsion of Jews of accusation in Norwich, England “There is no salvation outside the Church.” England. First of great European expulsions 1300 1348 1400 1492 /_____________/__________________________/____________/_________________________ “Black Death”: Jews blamed.