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Lithuanian Jews and the Holocaust
Ezra’s Archives | 77 Strategies of Survival: Lithuanian Jews and the Holocaust Taly Matiteyahu On the eve of World War II, Lithuanian Jewry numbered approximately 220,000. In June 1941, the war between Germany and the Soviet Union began. Within days, Germany had occupied the entirety of Lithuania. By the end of 1941, only about 43,500 Lithuanian Jews (19.7 percent of the prewar population) remained alive, the majority of whom were kept in four ghettos (Vilnius, Kaunas, Siauliai, Svencionys). Of these 43,500 Jews, approximately 13,000 survived the war. Ultimately, it is estimated that 94 percent of Lithuanian Jewry died during the Holocaust, a percentage higher than in any other occupied Eastern European country.1 Stories of Lithuanian towns and the manner in which Lithuanian Jews responded to the genocide have been overlooked as the perpetrator- focused version of history examines only the consequences of the Holocaust. Through a study utilizing both historical analysis and testimonial information, I seek to reconstruct the histories of Lithuanian Jewish communities of smaller towns to further understand the survival strategies of their inhabitants. I examined a variety of sources, ranging from scholarly studies to government-issued pamphlets, written testimonies and video testimonials. My project centers on a collection of 1 Population estimates for Lithuanian Jews range from 200,000 to 250,000, percentages of those killed during Nazi occupation range from 90 percent to 95 percent, and approximations of the number of survivors range from 8,000 to 20,000. Here I use estimates provided by Dov Levin, a prominent international scholar of Eastern European Jewish history, in the Introduction to Preserving Our Litvak Heritage: A History of 31 Jewish Communities in Lithuania. -
SS-Totenkopfverbände from Wikipedia, the Free Encyclopedia (Redirected from SS-Totenkopfverbande)
Create account Log in Article Talk Read Edit View history SS-Totenkopfverbände From Wikipedia, the free encyclopedia (Redirected from SS-Totenkopfverbande) Navigation Not to be confused with 3rd SS Division Totenkopf, the Waffen-SS fighting unit. Main page This article may require cleanup to meet Wikipedia's quality standards. No cleanup reason Contents has been specified. Please help improve this article if you can. (December 2010) Featured content Current events This article needs additional citations for verification. Please help improve this article by adding Random article citations to reliable sources. Unsourced material may be challenged and removed. (September 2010) Donate to Wikipedia [2] SS-Totenkopfverbände (SS-TV), rendered in English as "Death's-Head Units" (literally SS-TV meaning "Skull Units"), was the SS organization responsible for administering the Nazi SS-Totenkopfverbände Interaction concentration camps for the Third Reich. Help The SS-TV was an independent unit within the SS with its own ranks and command About Wikipedia structure. It ran the camps throughout Germany, such as Dachau, Bergen-Belsen and Community portal Buchenwald; in Nazi-occupied Europe, it ran Auschwitz in German occupied Poland and Recent changes Mauthausen in Austria as well as numerous other concentration and death camps. The Contact Wikipedia death camps' primary function was genocide and included Treblinka, Bełżec extermination camp and Sobibor. It was responsible for facilitating what was called the Final Solution, Totenkopf (Death's head) collar insignia, 13th Standarte known since as the Holocaust, in collaboration with the Reich Main Security Office[3] and the Toolbox of the SS-Totenkopfverbände SS Economic and Administrative Main Office or WVHA. -
Mauthausen-Gusen Concentration Camp System Varies Considerably from Source to Source
Mauthausen-Gusen concentrationCoordinates: 48°15camp′32″N 14°30′04″E From Wikipedia, the free encyclopedia Mauthausen Concentration Camp (known from the summer of 1940 as Mauthausen- Gusen Concentration Camp) grew to become a large group of Nazi concentration camps that was built around the villages of Mauthausen and Gusen in Upper Austria, roughly 20 kilometres (12 mi) east of the city of Linz. Initially a single camp at Mauthausen, it expanded over time to become one of the The Mauthausen parade ground – a view largest labour camp complexes in German- towards the main gate controlled Europe.[1][2] Apart from the four main sub-camps at Mauthausen and nearby Gusen, more than 50 sub-camps, located throughout Austria and southern Germany, used the inmates as slave labour. Several subordinate camps of the KZ Mauthausen complex included quarries, munitions factories, mines, arms factories and Me 262 fighter-plane assembly plants.[3] In January 1945, the camps, directed from the central office in Mauthausen, contained roughly 85,000 inmates.[4] The death toll remains unknown, although most sources place it between 122,766 and 320,000 for the entire complex. The camps formed one of the first massive concentration camp complexes in Nazi Germany, and were the last ones to be liberated by the Western Allies or the Soviet Union. The two main camps, Mauthausen and Gusen I, were also the only two camps in the whole of Europe to be labelled as "Grade III" camps, which meant that they were intended to be the toughest camps for the "Incorrigible Political -
Nazi Concentration Camp Guard Service Equals "Good Moral Character"?: United States V
American University International Law Review Volume 12 | Issue 1 Article 3 1997 Nazi Concentration Camp Guard Service Equals "Good Moral Character"?: United States v. Lindert K. Lesli Ligomer Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Ligorner, K. Lesli. "Nazi Concentration Camp Guard Service Equals "Good Moral Character"?: United States v. Lindert." American University International Law Review 12, no. 1 (1997): 145-193. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. NAZI CONCENTRATION CAMP GUARD SERVICE EQUALS "GOODMORAL CHARACTER"?: UNITED STATES V. LINDERT By K Lesli Ligorner Fetching the newspaper from your porch, you look up and wave at your elderly neighbor across the street. This quiet man emigrated to the United States from Europe in the 1950s. Upon scanning the newspaper, you discover his picture on the front page and a story revealing that he guarded a notorious Nazi concen- tration camp. How would you react if you knew that this neighbor became a natu- ralized citizen in 1962 and that naturalization requires "good moral character"? The systematic persecution and destruction of innocent peoples from 1933 until 1945 remains a dark chapter in the annals of twentieth century history. Though the War Crimes Trials at Nilnberg' occurred over fifty years ago, the search for those who participated in Nazi-sponsored persecution has not ended. -
Spaces of Killing Using National Research to Inform Your Classroom Practice
CENTRE FOR HOLOCAUST EDUCATION The entrance sign to Treblinka. Credit: Yad Vashem Spaces of killing Using national research to inform your classroom practice. Highlights from our research report ‘What do students know and understand about Research the Holocaust?’ Evidence from English secondary schools (Foster et al, 2016) briefing 4 Free to download at www.holocausteducation.org.uk/research If students are to understand the significance of the Holocaust and the full enormity of its scope and scale, they need to appreciate that it was a continent-wide genocide. Why does this matter? The perpetrators ultimately sought to kill every Jew, everywhere they could reach them with victims Knowledge of the ‘spaces of killing’ is crucial to an understanding of the uprooted from communities across Europe. It is therefore crucial to know about the geography of the Holocaust. If students do not appreciate the scale of the killings outside of Holocaust relating to the development of the concentration camp system; the location, role and purpose Germany and particularly the East, then it is impossible to grasp the devastation of the ghettos; where and when Nazi killing squads committed mass shootings; and the evolution of the of Jewish communities in Europe or the destruction of diverse and vibrant death camps. cultures that had developed over centuries. This briefing, the fourth in our series, explores students’ knowledge and understanding of these key Entire communities lost issues, drawing on survey research and focus group interviews with more than 8,000 11 to 18 year olds. Thousands of small towns and villages in Poland, Ukraine, Crimea, the Baltic states and Russia, which had a majority Jewish population before the war, are now home to not a single Jewish person. -
Collaboration and Resistance—The Ninth Fort As a Test Case
Aya Ben-Naftali Director, Massuah Institute for the Study of the Holocaust Collaboration and Resistance: The Ninth Fort as a Test Case The Ninth Fort is one of a chain of nine forts surrounding the city of Kovno, Lithuania. In connection with the Holocaust, this location, like Ponary, Babi Yar, and Rumbula, marks the first stage of the Final Solution—the annihilation of the Jewish people. The history of this site of mass slaughtering is an extreme case of the Lithuanians’ deep involvement in the systematic extermination of the Jews, as well as an extraordinary case of resistance by prisoners there. 1. Designation of the Ninth Fort as a Major Killing Site The forts surrounding Kovno were constructed between 1887 and 1910 to protect the city from German invasion. The Ninth Fort, six kilometers northwest of the city, was considered the most important of them. In the independent Republic of Lithuania, it served as an annex of the central prison of Kovno and had a capacity of 250 prisoners. Adjacent to the fort was a state-owned farm of eighty-one hectares, where the prisoners were forced to work the fields and dig peat.1 The Ninth Fort was chosen as the main regional execution site in advance. Its proximity to the suburb of Vilijampole (Slobodka), where the Kovno ghetto had been established, was apparently the main reason. In his final report on the extermination of Lithuanian Jews, Karl Jäger, commander of Einsatzkommando 3 and the Security Police and SD in Lithuania, noted the factors that informed his choice of killing sites (Exekutionsplatze): …The carrying out of such Aktionen is first of all an organizational problem. -
Holocaust and World War II Timeline 1933 1934 1935
Holocaust and World War II Timeline 1933 January 30 German President Paul von Hindenburg appoints Adolf Hitler Chancellor of Germany Feb. 27-28 German Reichstag (Parliament) mysteriously burns down, government treats it as an act of terrorism Feb. 28 Decree passed which suspends the civil rights granted by the German constitution March 4 Franklin Delano Roosevelt inaugurated President of the United States March 22 Dachau concentration camp opens as a prison camp for political dissidents March 23 Reichstag passes the Enabling Act, empowering Hitler to establish a dictatorship April 1 Nationwide Nazi organized boycott of Jewish shops and businesses April 7 Laws for the Restoration of the Professional Civil Service bars Jews from holding civil service, university, and state positions April 26 Gestapo established May 10 Public burning of books written by Jews, political dissidents, and others July 14 The Nazi Party is declared the only legal party in Germany. Law on the Revocation of Naturalization stripping East European Jewish immigrants, as well as Roma (Gypsies), of German citizenship 1934 June 20 The SS (Schutzstaffel or Protection Squad), under Heinrich Himmler, is established as an independent organization. June 30 Night of the Long Knives – members of the Nazi party and police murdered members of the Nazi leadership, army and others on Hitler’s orders. Ernst Röhm, leader of the SA was killed. August 2 President von Hindenburg dies. Hitler proclaims himself Führer. Armed forces must now swear allegiance to him Oct. 7 Jehovah’s Witness congregations submit standardized letters to the government declaring their political neutrality Oct.-Nov. First major arrests of homosexuals throughout Germany Dec. -
Poland Study Guide Poland Study Guide
Poland Study Guide POLAND STUDY GUIDE POLAND STUDY GUIDE Table of Contents Why Poland? In 1939, following a nonaggression agreement between the Germany and the Soviet Union known as the Molotov-Ribbentrop Pact, Poland was again divided. That September, Why Poland Germany attacked Poland and conquered the western and central parts of Poland while the Page 3 Soviets took over the east. Part of Poland was directly annexed and governed as if it were Germany (that area would later include the infamous Nazi concentration camp Auschwitz- Birkenau). The remaining Polish territory, the “General Government,” was overseen by Hans Frank, and included many areas with large Jewish populations. For Nazi leadership, Map of Territories Annexed by Third Reich the occupation was an extension of the Nazi racial war and Poland was to be colonized. Page 4 Polish citizens were resettled, and Poles who the Nazis deemed to be a threat were arrested and shot. Polish priests and professors were shot. According to historian Richard Evans, “If the Poles were second-class citizens in the General Government, then the Jews scarcely Map of Concentration Camps in Poland qualified as human beings at all in the eyes of the German occupiers.” Jews were subject to humiliation and brutal violence as their property was destroyed or Page 5 looted. They were concentrated in ghettos or sent to work as slave laborers. But the large- scale systematic murder of Jews did not start until June 1941, when the Germans broke 2 the nonaggression pact with the Soviets, invaded the Soviet-held part of Poland, and sent 3 Chronology of the Holocaust special mobile units (the Einsatzgruppen) behind the fighting units to kill the Jews in nearby forests or pits. -
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). -
Introouction
inTROOUCTIOn On December 5, 1982, an Israeli citizen, Avraham Tory, arrived in Tampa, Florida, from Israel. With him he brought his diary from the years 1941-1944, when he had lived in Lithuania, in the Kovno Ghetto, where the Germans had incarcerated more than thirty thousand Jews. On trial in Tampa was a naturalized U.S. citizen, Kazys Palciauskas, who was accused of having entered the United States shortly after World War II on a false declaration. In July 1941, Palciaus kas had been mayor of Kovno, appointed to that position by the German occu pation forces, and had acted with the Germans in the mass murder of tens of thousands of Jews. At the time of his entry to the United States, he had failed to mention his wartime position to U.S. immigration authorities. At the outset of his trial, Palciauskas denied that he had ever been mayor of Kovno. Avraham Tory had come to show that this denial was false, for Tory’s diary, about to be presented to the court, was a full, often day-to-day, account, written at the time, of the fate of the Jews of Kovno, including the part Palciaus kas had played in their destruction. The diary Tory had brought to Tampa was the original, written in Yiddish in the Kovno Ghetto. Before his journey to the United States it had been authen ticated by four survivors of the Ghetto. The first was Lucia Elstein-Lavon, who had been Tory’s secretary in the Ghetto throughout the period during which he had written the diary. -
Slave Labor Class I
In Re HOLOCAUST VICTIM ASSETS LITIGATION (Swiss Banks) SPECIAL MASTER’S PROPOSAL, September 11, 2000 SLAVE LABOR CLASS I I. INTRODUCTION Otto Count Lambsdorff, who represented the German government in the recently concluded negotiations that led to the July 17, 2000 establishment of the German Foundation “Remembrance, Responsibility and the Future” (the “German Fund”) and its forthcoming payments to slave and forced laborers, remarked that “there was hardly a German company that did not use slave and forced labor during World War II.”1 The German Bundestag, in its preamble to the statute, clearly acknowledged that “the National Socialist State inflicted severe injustice on slave laborers and forced laborers, through deportation, internment, exploitation which in some cases extended to destruction through labor, and … that German enterprises which participated in the National Socialist injustice bear a historic responsibility and must accept it.”2 The Settlement Agreement, by including Slave Labor Class I, is designed to provide compensation to certain persons who were forced to perform slave labor during the Third Reich. According to the Settlement Agreement, Slave Labor Class I consists of “Victims or Targets of Nazi Persecution who actually or allegedly performed Slave Labor for companies or entities that actually or allegedly deposited the revenues or proceeds of that labor with, or transacted such revenues or proceeds through, Releasees, and their heirs, executors, 1 Cited in testimony of Deputy Treasury Secretary Stuart E. Eizenstat before the House Banking Committee on Holocaust Related Issues, September 14, 1999 at 6, available at http://www.house.gov/banking/914/99see.htm. 2 Preamble to Law on the Creation of a Foundation “Remembrance, Responsibility and Future” (“Gesetz Zur Errichtung Einer Stiftung ‘Errinnerung, Verantwortung und Zukunft’”), July 17, 2000, informal translation prepared by the United States Embassy in Berlin, available at http://www.usembassy.de/dossiers/holocaust. -
Mauthausen Memorial Redesign
REPUBLIK ÖSTERREICH BM.I BUNDESMINISTERIUM FÜR INNERES MAUTHAUSEN MEMORIAL REDESIGN MAUTHAUSEN MEMORIAL | KZ-GEDENKSTÄTTE MAUTHAUSEN PUBLISHER Federal Ministry of the Interior, Section IV/7 DIRECTOR Barbara Glück AUTHORS Christian Dürr, Florian Freund, Harald Hutterberger, Yariv Lapid, Ralf Lechner, Stephan Matyus, Bertrand Perz, Barbara Glück, Jörg Skriebeleit, Franz Sonnenberger, Heidemarie Uhl, Robert Vorberg GRAPHIC DESIGN & TYPESETTING Federal Ministry of the Interior, Section I/8 (CP) TRANSLATION FROM GERMAN Nick Somers EDITING & PROOFREADING Betti Moser PRINTING Digital print centre of the Federal Ministry of the Interior 2 MAUTHAUSEN MEMORIAL REDESIGN Framework concept for the redesign of the Mauthausen Memorial Vienna 2012 3 4 CONTENTS FOREWORD ...................................................................................................................... 6 INTRODUCTION ............................................................................................................... 7 DEVELOPMENT OF THE NEW CONCEPT .................................................................. 7 MAUTHAUSEN CONCENTRATION CAMP 1939–1945 ............................................... 9 MAUTHAUSEN MEMORIAL ..................................................................................... 10 COMMEMORATIVE CULTURE AT MAUTHAUSEN MEMORIAL ................................ 12 BASIC PRINCIPLES OF THE REDESIGN ........................................................................ 14 REDESIGN GUIDELINES ........................................................................................